Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/108159
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Type: Journal article
Title: A systematic review of faculty development initiatives designed to enhance teaching effectiveness: a 10-year update: BEME Guide No. 40
Author: Steinert, Y.
Mann, K.
Anderson, B.
Barnett, B.
Centeno, A.
Naismith, L.
Prideaux, D.
Spencer, J.
Tullo, E.
Viggiano, T.
Ward, H.
Dolmans, D.
Citation: Medical Teacher, 2016; 38(8):769-786
Publisher: AMEE
Issue Date: 2016
ISSN: 0142-159X
1466-187X
Statement of
Responsibility: 
Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward and Diana Dolmans
Abstract: Background: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. Methods: This review included 111 studies (between 2002 and 2012) that met the review criteria. Findings: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support. Conclusion: This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
Keywords: Professional Competence; Faculty, Medical; Staff Development; Teaching; Guidelines as Topic
Rights: © 2016 AMEE
RMID: 0030055554
DOI: 10.1080/0142159X.2016.1181851
Appears in Collections:Medicine publications

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