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Monday, February 27 • 3:15pm - 4:45pm
(SNOWBIRD) Teaching Innovations and Faculty Development through an Implementation Science Lens

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 How can institutions decrease the gaps (a) between the dissemination of evidence-based teaching knowledge and actual instructional practice, and (b) between instructional practice and improved learning outcomes? The targeted audience includes faculty developers, leaders who are working to increase use of evidence-based teaching practices and/or to improve student/resident learning, and faculty who seek easier pathways for spreading teaching innovations.

The objectives for this session are for participants to be able to: (1) identify causes for these practice and implementation gaps in medical education; (2) apply concepts from implementation science and organizational learning for closing these gaps; and (3) describe their roles as faculty, leaders, and/or faculty developers for closing these gaps.


Agenda: The workshop will begin with a short explanation of the key concepts of dissemination, implementation, and improvement within an implementation science framework that traditionally focuses on the challenges of transferring bench research and trials to patient health outcomes. This introduction will emphasize the practice and implementation gaps. Then, participants’ experiences with these gaps will be constructed and categorized in small groups and compiled in order to identify common underlying causes for the gaps. Next, groups will be designated to determine the roles of (a) faculty, (b) leadership (deans, department chairs), and (c) faculty developers to create drivers that could close these gaps. The drivers developed by the participants will be integrated with a conceptual model for professional development in medical education (Smith & Stark, 2017, Enhancing continuing professional development with insights from implementation science. In Rayburn, Davis, Turco, eds., Continuing Professional Development in Medicine and Healthcare: Better Education, Improved Outcomes, Best Care. Lippincott). This research-informed model shows where faculty-development programs, built upon critical research-to-practice transfer interventions for individual educators, fit within the larger envelope of workplace learning and organizational context. The session will conclude with an opportunity for each participant (or team from a single institution) to define action items to pursue at their institution, which is seen as the most important outcome for the session.


Speakers
avatar for Gary A Smith

Gary A Smith

Assistant Dean of Faculty Development in Education, University of New Mexico, School of Medicine



Monday February 27, 2017 3:15pm - 4:45pm
SNOWBIRD

Attendees (14)