Faculty Development with Experienced Faculty Teaching Old Dogs

Faculty Development with Experienced Faculty: “Teaching Old Dogs New Tricks” Kathryn Fraser, Ph. D. Halifax Health Family Medicine Residency Program Daytona Beach, Florida kathryn. fraser@halifax. org

Objectives • Identify FD topics suited for experienced faculty • Find some resources to prepare FD seminars • Identify pros and cons of self-generated FD

Faculty Development in FM Residencies: What’s Recommended/Required? • STFM Webinar: “Strategies for Meeting ACGME Faculty Development Requirements” • Topic areas • • • Clinical Educational Administrative Leadership Research Behavioral www. fmdrl. com “Innovations in Teaching: A Faculty Discussion Group” Elizabeth Lawrence, MD Oliver Oyama, Ph. D, ABPP, PA-C

Brief activity • Who was your favorite teacher and why?

Our format • • • Afternoon seminar 3 X per year (10 mins at each Fac Mtg) Self-generated topics with STFM Webinar as guide Faculty take turns presenting As interactive as possible As varied as possible (small group activities, videos, websites, games, etc. )

Our approach 1. 2. 3. 4. 5. Find some basic medical teaching texts Practice what you preach: teach the way they tell you is best Ask faculty what topic they would like next One original presenter partner with a new presenter Go back to number 1

FD Seminars to Date 1. 2. 3. 4. 5. Clinician to Teacher—Bridging the Gap (10/05/11) Large Group Presentations (2/22/12) Giving Feedback to Residents (5/23/12) Patient Centered Medical Home (9/12/12) Outpatient Teaching and Precepting (2/27/13) Next: Improving Powerpoints/Strategic Planning for FD (5/29/12)

Feedback From FD Sessions: What They Liked • • Camaraderie/cohesiveness of faculty Increased enthusiasm about teaching Improved communication and quality of faculty Powerpoint tips Improved confidence dealing with difficult learners Tips on giving feedback New ideas for audience involvement Group brainstorming activities

Pro’s to doing it this way: • • • “Support group” atmosphere Teaching is a great way to learn Great “buy in” Can discuss internal issues Builds camaraderie Empowering for us as a group

Inherent Challenges to Doing it This Way • • Can be difficult getting folks to sign up Lose “fresh perspective” Can only do a certain number per year Difficult to cover all topics with just our faculty • Bias toward topics which are more fun

In Closing… • Identify faculty who love to teach about teaching • Encourage audience involvement in lectures • Teach faculty how to give feedback in difficult situations • Teach about teaching basics AND teaching innovations

• The secret of teaching is to appear to have known all your life what you just learned this morning. ~Author Unknown • Good teaching is more a giving of right questions than a giving of right answers. Josef Albers • Ideal teachers are those who use themselves as bridges over which they invite their students to cross, then having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own. Nikos Kazantzakis

References/Resources • • • Ende, J. Feedback in Medical Education. JAMA. 1983; 250: 777 -781. Eckleberry-Hunt, J, Tucciarone, J. The challenges and opportunities of teaching “Generation Y. ” Jn of Grad Med Educ. Dec 2011: 458 -461. Neher, JO, Gordon, K, Meyer, B, Stevens, N. A five step “microskills” model of clinical teaching. J Am Board Fam Pract 1992; 5: 419 -424. Whitman, N, Schwenk, TL. Preceptors as Teachers: A Guide to Clinical Teaching. 2 nd Edition. Pacific Grove, CA: Whitman Associates; 2008. Whitman, N. Creative Medical Teaching. Pacific Grove, CA: Whitman Associates; 2004. Whitman, N. Notes of a Medical Educator: Observations, Reflections and Connections. Salt Lake City, UT: Whitman Associates; 2001.