This second edition of 'Faculty Development in the Health Professions', originally published in 2014, presents updated chapters and new topics. It also highlights changes in the evidence base for faculty development and identifies recommendations for research and practice in the field. With chapter authors coming from five continents, it builds on and presents global lessons learned for an international audience.

This book describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills as teachers and educators, leaders and managers, and researchers and scholars. By providing an informed and scholarly overview of faculty development, and by describing original content that has not been previously published, this book helps to ensure that research and evidence inform practice, move the scholarly agenda forward, and promote dialogue and debate in this evolving field. It serves as an invaluable resource for faculty development program planning, implementation and evaluation, and helps to sustain faculty members' vitality and commitment to excellence.

Focuses on faculty development in the health professions from an international perspective Addresses new areas of faculty development in the health professions Blends and examines research and practice in faculty development

Autorentext

Dr. Yvonne Steinert is a clinical psychologist and Professor of Family Medicine and Health Sciences Education at the Institute of Health Sciences Education in the Faculty of Medicine and Health Sciences at McGill University, Canada. She is the Richard and Sylvia Cruess Chair in Medical Education, the former director of the Centre for Medical Education and Institute of Health Sciences Education (2005-2020), and the founding Associate Dean for Faculty Development at McGill (1993-2011). Dr. Steinert has engaged in medical education and faculty development for over 35 years and has been actively involved in the design and delivery of interprofessional faculty development programs and activities. She has written extensively on the topic of faculty development and is frequently invited to address health professionals and medical educators in diverse academic and scientific settings. The inaugural chair of the AMEE International Committee on Faculty Development (2017-2023), she has received awards for her work in this area, including the Order of Canada (in 2018) and the AAMC Award for Excellence in Medical Education (in 2022).

Inhalt

Part I. Introduction.- 1. Faculty development: Core concepts and principles.- Part II. The Scope of Faculty Development.- 2. Faculty development for teaching improvement.- 3. Faculty development for leadership and management.- 4. Faculty development for research capacity building.- 5. Faculty development for academic and career development.- 6. Faculty development for organizational change.- III. Approaches to Faculty Development.- 7. Learning from experience: From workplace learning to communities of practice.- 8. Peer coaching and mentorship.- 9. Faculty development workshops, seminars and short courses.- 10. Fellowships, certification, and degree programs in faculty development.- 11. Faculty development online.- IV. Faculty Development and Practice.- 12. Teacher identity: A critical component of faculty development.- 13. Faculty development and reflective practice.- 14. Faculty development for curriculum change: Towards competency-based approaches to teaching and assessment.- 15.Faculty development for interprofessional education and practice.- 16. Faculty development for simulation-based education.- 17. Towards social justice: Implications for faculty development.- 18. Cross-cultural faculty development.- 19. Starting a faculty development program.- V. Research and Scholarship in Faculty Development.- 20. Faculty development research: The 'state of the art'.- 21. Promoting scholarship in faculty development: Relevant research paradigms and methodologies.- VI. Conclusion.- 22. Faculty development: Future directions.