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As the population of older adults continues to grow, the need for health care professionals trained in the delivery of interprofessional care for older adult patients is critical. The purpose of this paper is to detail the outcomes of an interprofessional, geriatrics training program for healthcare professionals with a faculty appointment. Specifically, we gathered outcomes at four levels: reactions/satisfaction, learning, behavioral, and organizational. Our findings suggest that programs structured like the Faculty Development Program (FDP) have the potential to increase the amount of geriatrics content introduced in already existing health professions curricula, as well as to offer faculty needed training in how to provide their students with interprofessional learning experiences. [ABSTRACT FROM AUTHOR]

The purpose of this paper, based on a 2016 Heidelberg International Conference on Communication in Healthcare (ICCH) plenary presentation, is to examine a key problem in communication skills training for health professional learners. Studies have pointed to a decline in medical students' communication skills and attitudes as they proceed through their education, particularly during their clinical workplace training experiences. This paper explores some of the key factors in this disintegration, drawing on selected literature and highlighting some curriculum efforts and research conducted at the University of Iowa Carver College of Medicine as a case study of these issues. Five key factors contributing to the disintegration of communication skills and attitudes are presented including: 1) lack of formal communication skills training during clinical clerkships; 2) informal workplace teaching failing to explicitly address learner clinical communication skills; 3) emphasizing content over process in relation to clinician-patient interactions; 4) the relationship between ideal communication models and the realities of clinical practice; and 5) clinical teachers' lack of knowledge and skills to effectively teach about communication in the clinical workplace. Within this discussion, potential practical responses by individual clinical teachers and broader curricular and faculty development efforts to address each of these factors are presented. [ABSTRACT FROM AUTHOR]

A key component of academic development is the improvement of teaching with the express purpose of improving student learning. To achieve that end, we work toward helping faculty members develop increasingly sophisticated and complex conceptions of teaching so that they might more readily think about teaching in new ways. Models of learning and theoretical frameworks provide developers with ready-made templates and vocabularies through which to help faculty members examine, name and refine their epistemological and ontological frameworks for teaching and learning. This paper is an examination of ways in which the architectural and organic metaphoric language of two constructivist orientations to learning might be used by developers to help faculty members develop increasingly sophisticated conceptions of learning and teaching. The paper also outlines the epistemological and ontological implications of three taxonomies of learning and how they might be used to challenge and influence faculty members' conceptions of learning and teaching. Une composante-clé du développement pédagogique est l'amélioration de l'enseignement dans le but avoué d'améliorer l'apprentissage des étudiants. A cette fin, nous oeuvrons à aider les enseignants à développer des conceptions de l'enseignement qui sont de plus en plus sophistiquées et complexes, de sorte que ceux-ci soient plus facilement en mesure d'envisager l'enseignement d'une nouvelle façon. Les modèles de l'apprentissage et les cadres théoriques fournissent aux conseillers des gabarits prêts à utiliser et un vocabulaire par l'entremise desquels il est possible d'amener les enseignants à examiner, nommer et affiner leurs cadres épistémologiques et ontologiques à l'égard de l'enseignement et de l'apprentissage. Cet article examine la façon avec laquelle le langage architectural et organique-métaphorique de deux orientations constructivistes de l'apprentissage peuvent être utilisés par les conseillers dans le but d'aider les enseignants à développer des conceptions de l'enseignement et de l'apprentissage de plus en plus sophistiquées. L'article trace aussi le contour des implications épistémologiques et ontologiques de trois taxinomies de l'apprentissage et explique comment celles-ci peuvent être utilisées de façon à remettre en question et à influencer les conceptions de l'enseignement et de l'apprentissage des enseignants. [ABSTRACT FROM AUTHOR]

Educational development (also called academic or faculty development) has been described as fragmented, disconnected, and a ‘family of strangers,’ due mostly to the different academic backgrounds of its members. In this paper, the authors report on a survey of over 1000 educational developers from 38 countries on six continents. To help the field gain a clearer picture of itself at the international level, the authors provide a profile of developers’ demography, institutional locations, academic backgrounds, and current roles, and discuss the implications for educational development as a field and developers as a community. [ABSTRACT FROM AUTHOR]

Introduction: Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. Methods: Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Results: Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. Conclusion: Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also stimulate topics for reflection and discussion amongst dental educators and administrators more broadly. [ABSTRACT FROM AUTHOR]

This article describes key elements for mathematics teachers, through the faculty development process, to increase student engagement and motivation in learning mathematics. It addresses common barriers facing student motivation and achievement in the field of mathematics and provides potential remedies from a faculty development viewpoint to alleviate these barriers. The paper offers practical examples from the authors' own faculty development programs and experiences in teaching mathematics to both foster and grow the intellectual curiosity of students and offers suggestions for successful faculty development programs. [ABSTRACT FROM AUTHOR]

Commitment to change (CTC) statements have been shown to have a useful role as an instrument of change. We explored the experiences of six health professionals at a large community teaching hospital in making and keeping CTC statements in the context of a foundational interprofessional education (IPE) faculty development program. As part of program evaluation, a qualitative study, applying a grounded theory approach, was conducted to gain a deeper understanding of using CTC statements in the context of a paradigmatic organizational change project. This paper explores the effectiveness of an IPE faculty development program at a community teaching hospital. Participants identified personal/professional and interpersonal/interprofessional changes related to CTC statements. The study highlighted a range of issues surrounding implementation of collaborative actions connected to participants' ability to follow through on commitment to change statements made during the program. [ABSTRACT FROM AUTHOR]