Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Informal faculty development in health professions education: Identifying opportunities in everyday practice.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • المصدر:
      Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE
    • بيانات النشر:
      Publication: London : Informa Healthcare
      Original Publication: London, Update Publications.
    • الموضوع:
      Education, Professional* ; Faculty*; Australia ; Health Occupations ; Humans ; Learning
    • نبذة مختصرة :
      Introduction: Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities.
      Methods: This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) ( n  = 10); teaching team and program leaders (mid-level leaders) ( n  = 8); and senior (university-level) leaders ( n  = 2). We analysed data thematically and applied situated cognition theory.
      Results: We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints).
      Conclusion: Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.
    • Contributed Indexing:
      Keywords: Staff development; affordances; constraints; educational practices; informal faculty development
    • الموضوع:
      Date Created: 20210601 Date Completed: 20210902 Latest Revision: 20220426
    • الموضوع:
      20231215
    • الرقم المعرف:
      10.1080/0142159X.2021.1931080
    • الرقم المعرف:
      34062088