4th International Conference on Faculty Development in the Health Professions

Intended outcomes: Workshop participants will: • Reflect on the challenges of assessing the performance of trainees in the clinical workplace• Discuss principles and their application to a developmental model for workplace assessment• Learn and practise strategies for rating clinical performance• Understand and apply best practices for providing meaningful feedback to trainees after a patient encounter in the workplaceLevel of workshop: Intermediate

5H: Workshop Quality supervision in the workplace: Engaging in peer review Location: Room 104

Helen Wozniak, Flinders University, Darwin, AustraliaNarelle Campbell, Flinders University, Darwin, Australia

Background: Clinical supervisors typically learn to teach on the job or by participating in formal faculty development. Opportunities to refine their skills through workplace feedback are limited. Adopting a workplace-based structured peer review process contextualised to the needs of the supervisor offers an innovative solution to improving teaching. It fills the gap between theory and practice, can promote enhancements in the quality of education, and enrich the supervisory culture regardless of the nature of the workplace.Who Should Attend: This workshop and the associated freely available online resources would benefit any health professional with supervisory responsibilities. This can include those with an interest in teaching or those who arecurrently engaged in workplace-based supervision of other health professionals and/or students. It will also be valuable for managers wishing to promote the development of effective teaching and learning within their team including vocational level training pathways, and university-based faculty who support clinical educators.Structure: This workshop will introduce participants to an evidence-based collaborative interprofessional peer review process involving self-reflection and peer observation (Campbell, Wozniak 2014). Using interactivediscussion and video resources, participants will experience a simulation activity to engage with the peer review tool.It will conclude with participants reflecting on the benefits and barriers of implementing the peer review of supervision process in their workplace. Participants will be provided with access to the peer review educational resource.Intended outcomes: As a result of attending this workshop, participants will:• Recognise peer review of clinical supervision as an effective faculty development strategy to strengthen the quality of their workplace clinical supervision• Understand how evidence informs each component in the peer review process and contributes to a successful outcome• Engage with the peer review tool in a simulated supervisory scenario• Reflect on the peer review process and its application to their workplace context.Level of workshop: All

5I01 (36)The Complex Identities of Physician Leaders

Shayne Taback, University of Manitoba, Winnipeg, Canada

Presenter: Shayne Taback (University of Manitoba, Winnipeg, Canada)

Background: Physician leadership is viewed as essential for healthcare system improvement. A fundamental challenge for physician leader development is internal, incorporating the new and different component of becoming a leader into an existing social identity that is centred on being a physician.Summary of Work: A new construct proposed by Roccas and Brewer (2002) termed social identity complexity describes how individuals incorporate membership in multiple large collective groups in their overall social identity. Four alternative identity structures based on perceived in-groups and outgrips were described. I consider these alternative identity structures for physician leaders.Summary of Results: Alternative identity structures1. Intersection—development of a new social identity; here, the in-group becomes “physician leaders”2. Dominance—adoption of one primary group identification; here, “physician first and foremost”3. Compartmentalization—switching social identities in a context-specific manner4. Merger—simultaneous recognition and embrace of both group memberships in their most inclusive formDiscussion: The four identity structures may represent a hierarchy from least to most complex. “The more social identities the individual has, the more inclusive the definition of ingroup becomes to the point where no sharp ingroup-outgroup distinctions are made on any dimension and all others are evaluated equivalently (Roccas and Brewer).”Conclusion: Research questions abound: Is there a correlation between more complex social identity structure and physician leadership success? Can social identity complexity be increased through leadership development experiences or education? How do other physicians and non-physician health care leaders categorize, evaluate and respond to physician leaders with differing identity structures?Take-home Message: Interested physician leaders can engage in private self-reflection or professional coaching on the four alternative identity structure forms. If this concept resonates, such self-reflection may lead individuals to change approaches when communicating with others, change their mental models of their ingroups and outgroups, or even transform their view of self.

5I: Poster Presentations – Posters 3Location: Conference Centre Lobby

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5I02 (13)Can nurse teachers manage student incivility by guided democracy?

Hossein Karimi Moonaghi, Mashhad University of Medical Sciences, Mashhad, IranMostafa RadEshagh IldarabadiSeyedeh Negar Assadi

Presenter: Hossein Karimi Moonaghi (Mashhad University of Medical Sciences, Mashhad, Iran)

Background: Managing incivility in academic settings isamong the basic concerns and challenges of most educational systems, including nursing education which cannot be considered devoid of disruptive behaviors. However, incivility management is a complex phenomenon upon which few studies are conducted. Objectives: To discover teachers and students experiencesabout the incivility.Summary of Work: Design: The qualitative research of grounded theory methodology was used to conduct this study.Settings: Schools of nursing in Iran.Participants: Nurse Teachers (N=20) and nursing students (N=9).Method: In-depth semi-structured interviews with the participants were conducted using theoretical and purposive sampling. Constant comparative analysis was used for data analysis.Summary of Results: The results include four major main themes of (1) deterioration of studentship; (2) dominant individual and organizational culture; (3) guideddemocracy; and (4) Movement to Professionalism.In selective coding, the Guided Democracy was recognized as the main basic psychosocial process for incivility management.Discussion: The present study was conducted to explore the management process of university students’ incivility by their instructors, where the findings led to the formation of the guided democracy as main strategy for incivility management. The Deterioration of Studentship, and Dominant Individual and Organizational Culture, appeared to be the main themesConclusion: Incivility management is accomplished to help learners develop professional performance. The esults indicated that the guided democracy is an effective strategy for management of incivility in higher education.The results can be applied to faculty empowerment programs. It has shed light to the incivility issue and its various aspects.Take-home Message: The guided democracy in managing incivility provides a fresh look at the nursing students’ incivility, contributing to their professional practice in educational settings. Findings inform us about the incivilitystructure and process, facilitating and debilitating factors associated with students’ and teachers’ good behaviors, as well as strategies to minimize incivility.

5I03 (25)A Model for Medical Education Faculty Competencies and Survey Results

Sarah, Buydens, Island Medical Program of UBC, Victoria, Canada

Presenter: Sarah Buydens (Island Medical Program of UBC, Victoria, Canada)

Background: Faculty development within School of Medicine has historically been viewed as developing teaching skill competencies. However, the teaching competencies are expanding to “faculty competencies.” “Faculty competencies” go beyond the scope of planning, delivering, and assessing student knowledge and extend to the broader learning community. Under this expanded definition, being faculty involves skills in areas outside of teaching. To date a comprehensive theoretical framework is not well known and lacks research to support a competency-based program for faculty in medical Education. At the same time, effort to support faculty across these competencies is an important area. In order to direct resources in Faculty Development, it would be helpful to understand all targeted faculty competencies. To address this need, a model of faculty competencies (9 broad categories and 59 specific categories) was created, foundationally based on the work of Gorlitz et al. (2015). A survey on these competencies was administered to faculty for a combined undergrad and postgrad Medical Program to determine whether the competencies were applicable and which areas faculty wanted further development. The results provide an indication of the competencies faculty have existent skills, and the competencies that needed further development. From this, Faculty Development resources were able to be directed to enhance these areas. At the same time, the results provided a baseline of self-perceived competencies against which to compare faculty development growth.Faculty development is being re-conceptualized from “teaching skill” to the broader learning community. In order to accurately target the competencies, a comprehensive model is necessary. This model and resulting survey determined what faculty perceived as relevant to their work and where they need further development. From this basis Faculty Development initiatives can be created to enhance all competencies for faculty skills not just teaching skills.

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4th International Conference on Faculty Development in the Health Professions

5I04 (50)Development of Academic Excellence Workshops at the University of Alberta

William Dafoe, University of Alberta, CanadaGloria Jichita, University of Alberta, CanadaRishi Jaipaul, University of Alberta, CanadaCatherine Dyer, University of Alberta, Canada

Presenter: William Dafoe (University of Alberta, Edmonton, Canada)

Background: Considerable pressure exists for new academic faculty who must achieve tenure and promotion within 6 years. To help acquire the requisite skills and knowledge, senior members of the Department of Medicine developed and delivered key workshops. These were recorded and condensed into short search-able segments on a dedicated departmental website.Summary of Work: The following topics were delivered: Promotions; Research; Writing and Publishing; Supervision of staff; Clinical Practice; Getting Promoted as a Teacher; Legalities; Quality Improvement; Efficiency; Mentoring.Speakers were encouraged to create interactive sessions.Videographers and a professional photographer recorded the sessions. Experts in web, educational and graphic design developed the siteSummary of Results: Senior experienced faculty presented key workshops intended to address knowledge gaps and assist in the retention of information. Feedback indicated that new faculty valued the series. To ensure continuing access, the workshops were recorded and edited into searchable segments according to pedagogical categories. The series will be made available online.Discussion: This format allowed the active engagement of senior and junior faculty in the design and delivery of the workshops; addressed unique challenges of the institution; entailed minimum preparation time from the speakers; and captured the sessions in a unique searchable web site. Usage metrics will be analyzed for an evaluation.Conclusion: Traditional preparatory workshops for tenure have challenges that include scheduling, retention of information, redundancy and ‘just in time’ resources. This project describes the creation of a series of workshops and the production of a high quality web site of searchable edited video segments.Take-home Message: Faculty Development should strive to provide appropriate resources for new academic faculty to help achieve tenure and promotion. There is a wealth of material available, both written and visual, but guidance is required for relevancy to the host institution. Senior faculty delivered and recorded workshops may be the answer.

5I05 (131)Identifying Common Errors in Research Proposal Writing

Liris Benjamin, Ross University School of Medicine, Portsmouth, DominicaGriffinBenjamin,PrincessMargaretHospital,Dominica

Presenter: Liris Benjamin (Ross University School of Medicine, Portsmouth, Dominica)

Background: “Garbage in, garbage out…” is a phrase that can be applied in research. Poorly written research proposals produce evidence that is not valid. The aim of this study was therefore to identify the types of research errors made in proposals submitted to the Ross University School of Medicine (RUSM) IRB.Summary of Work: This was a retrospective chart review study in which all research proposals presented to the Institutional Review Board committee of Ross University School Medicine from January 2013 to September 2014 were reviewed. Qualitative analysis was done to identify common themes. Descriptive statistics was utilized for data analysis.Summary of Results: Fifty-six percent of proposals had errors. These were mainly in the methodology. Eighty-six percent of proposals had more than one. For errors in methodology, these included sampling, anonymity,confidentiality, variables poorly defined or missing, questionnaire distribution missing or not secure, maleficence, data analysis missing or inadequate or errors informed consent form.Discussion: Errors can also be identified based on the ethical principles outlined in the Belmont Report, namely respect of persons, beneficence and justice. In this study although several errors were identified in the proposals presented to the Institutional review Board, researchers had greatest difficulty with the methodology.Conclusion: Identification of errors by the IRB has implications to assist faculty in producing valid research which will uphold the bioethical principles of respect for persons, beneficence and justice.Take-home Message: The Institutional Review Board can protect the rights and welfare of research participants by identifying potential errors in research proposals submitted to them.

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5I06 (67)Staff Development to implement team huddles in a hospital setting

Erica McDiarmid, Centre for Addiction and Mental Health, Toronto, CanadaAlyssa Kelly, Centre for Addiction and Mental Health, Toronto, CanadaLatika Nirula, Centre for Addiction and Mental Health, Toronto, CanadaIvan Silver, Centre for Addiction and Mental Health, Toronto, Canada

Presenter: Erica McDiarmid (Centre for Addiction and Mental Health, Toronto, Canada)

Background: Team huddles are a structured brief interprofessional communication strategy used to improve quality indicators, patient safety, and team collaboration. The Centre for Addiction and Mental Health (CAMH) implemented team huddles in four pilot units across the hospital. Key staff from each unit were trained to facilitate huddles using simulation.Summary of Work: CAMH staff conducted training sessions with select participants from each pilot unit. Training included discussing fears and concerns regarding implementing team huddles on the units, providing opportunities to simulate team huddles using a video observation system, and debriefing on this experience while brainstorming ways to mitigate potential implementation challenges.Summary of Results: Evaluations of the training showed that after the session participants felt that they had the necessary skills and knowledge to comfortably implement team huddles on their units. Participants found the opportunity to simulate a team huddle and receive feedback on their performance to be very beneficial.Discussion: These training sessions acted as an effective way to engage key team members while providing necessary information and allowing opportunities for practice and feedback. Future sessions should explore the possibility of training additional team members, while still keeping the session concise and respectful of time.Conclusion: Providing training to key staff members was necessary for the successful implementation of team huddles at CAMH. It allowed participants to increase their knowledge and feel more comfortable facilitating team huddles. Similar training should be conducted with future teams prior to implementing team huddles on their units.Take-home Message: Allowing teams a safe space to practice their team huddles and review their videos is an important step required to prepare staff for implementing team huddles. These training sessions are also an effective way to increase staff engagement and provide opportunities to improve quality indicators and patient safety.

5I07 (98)The Role of Inter-Professional Education in Faculty Development: The ESHPE Model

Mona H AlSheikh, Imam AbdulRahman AlFaisal, Dammam, Saudi ArabiaRania G ZainiNadia Fida

Presenter: Mona AlSheikh (Imam AbdulRahman AlFaisal, Dammam, Saudi Arabia)

Background: Many theorists attempt to explore the theoretical background of learning in interprofessional teams.The social capital theory; a heuristic concept used to describe the advantages gained by the members of a social network. It describes the advantages gained by individuals who are part of a social network.Summary of Work: This study describes a success story of applying interprofessional education strategy in faculty development. The course consisted of 9days given in 3 modules accredited by Saudi Comission For Health Specialities (SCHS) for 53 CME hours. It included all the essential educational skills that are common to health professions .Summary of Results: The Kirkpatrick model was used as the framework of evaluation of ESHPE .Candidates’ reflections were sought. In addition faculty performance; e.g. learning theory questionnaire, microteaching peer evaluation form, MCQ writingand formulating learning outcomes. These observed gains of knowledge and skills are considered at the 2nd level of KirkpatrickDiscussion: The first limitation was time. We had to make a trade-off and needed to allocate more time for activities, rather than didactic learning. Another limitation was that most trainers were from medical background. To compensate for that, we have empowered participants to provide examples from their own experienceConclusion: IPE is a useful strategy for faculty development across health professions. ESHPE describes a a definite list of skills which is a must as a foundation for all health profession educators as per the given resources and aligned with the institutional mission and vision.Take-home Message: This study describes a success story of applying interprofessional education strategy in a faculty development course. It consisted of 9days given in 3 modules accredited by Saudi Comission For Health Specialities (SCHS) for 53 CME hours. It included all the essential educational skills that are common to health professions.

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4th International Conference on Faculty Development in the Health Professions

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5I08 (68)The best method student recruitment in Faculty of Medicine Airlangga University Surabaya Indonesia

Widati Fatmaningrum, Faculy of Medicine, Airlangga University, IndonesiaAtika, Faculy of Medicine, Airlangga University, IndonesiaIndriSafitri,FaculyofMedicine,AirlanggaUniversity,Indonesia

Presenter: Indri Safitri (Faculty of Medicine, Airlangga University, Surabaya, Indonesia)

Background: Student recruitment process is conducted in 3 ways. Through national invitation, recruitment is conducted based on academical and non academicalachievement in high school. In national written test, recruitment is conducted by written test and compete nationally. While local written test, recruitment is conducted by written test that held locally.Summary of Work: Which is the best method student recruitment ? The method of this research was analytic observational study. GPA is used to measure student achievement. Student’s GPA then compared with those who admit in Faculty of Medicine Airlangga University by national invitation, national written test or local written test.Summary of Results: The result of this research, there was significant difference between student who admit in 2012 (p<0.0001) and in 2014 (p<0.0001). The best was those who enter by national written test, followed by national invitation and local written test. There was no significant difference in student who admit in 2013 (p=0.448).Discussion: Significant difference GPA result in student who admit in 2012/2014 is reasonable, because if they admit conducted based on high school achievement only, the possibility of grade manipulation is high. Nosignificant difference in student who admit in2013, cause by the subject in semester 3,4 were easier than in other semester.Conclusion: It can be concluded that the best achievement is obtained by those who enter Faculty of Medicine Airlangga University by national written test, followed by national invitation and local written test.Take-home Message: Study the student recruitment process in other university.

6: PlenaryLocation: Room 101 a/b

6A: Plenary - Affirming Global Connections and Diversity in Faculty Development

Yvonne Steinert (Director of the Centre for Medical Education, McGill University, Montreal, Canada)

This conference, whose theme is Affirming Global Connections and Advancing Diversity, addresses the role of faculty development in a global era, the importance of global connections, and the value of diversity among learners, faculty members and faculty development programs. The goal of this closing plenary is to briefly summarize what is known in the literature about faculty development in a global context, discuss how faculty development programs can be culturally sensitive and responsive, and consider ways in which we can promote faculty development in a global era. Faculty developers are in a unique position to attend to local contexts, ensure cross-cultural relevance, and develop programs and partnerships that aim to influence the education of learners and the health of individuals and their communities. It is hoped that this session will allow conference participants to explore and discuss these important challenges and opportunities.

6B: Next Steps: Building a Global Community of Faculty Developers

The goal of this session is to build on the conference discussions as well as the wisdom and experience of the conference participants and explore ways in which we could move forward collectively and work towards creating a global community of faculty developers. Working in small and larger groups, conference participants will address three questions: (1) What are some of the conference topics or ideas that inspired conference participants the most – and how can we collectively address some of these themes? (2) What are possible benefits of creating a global faculty development community of practice – and what might this look like? (3) How could we create a community of faculty developers – and what do we need to do to make this happen?