The Office of Faculty Affairs and Development (FAD) offers a variety of development opportunities to support the professional growth of faculty members.
A strong program of faculty development benefits both the faculty and the School of Medicine.
We develop and offer programs, services, and resources that support and promote faculty development in the areas of teaching, scholarship, leadership, and grant writing. The variety of offerings are all aimed at enhancing the KU SoM learning environment for faculty and by extension the students. The primary goal of the Faculty Development team is to help faculty, regardless of specialty, achieve their goals in academic medicine.
- Build communities of practice among faculty
- Increase educational scholarship and collaboration
- Enhance classroom and clinical teaching skills and knowledge
- Produce, support, and foster meaningful contributions toward academic promotion
- Support diversity, equity, and inclusion with specialized programming
Inaugural KU/UMKC/CMH Joint GME Faculty Development Workshop - CLICK HERE to register
Wednesday, April 21st 3-6pm
Topic: Utilizing a "learning orientation" to improve the feedback process
Speaker: Keith H. Baker, MD, PhD and Subha Ramani MBBS, MPH, MMEd, PhD
This session will start by describing a cultural foundation for graduate medical education. Evidence will be shared which demonstrates that an educational culture based on a "learning orientation" results in higher receptivity to feedback and lower burnout. The session will then describe the difference between feedback and evaluation, discuss the difference between maximal performance (i.e. competence) and everyday (i.e. typical) performance. From there, the session will describe a system for evaluation and feedback which is designed to improve learner performance and that manages the wide range in evaluation scores given to any single trainee. The session will then review how health professions educators have focused on a narrow view of feedback (i.e. teachers providing feedback to learners). A new approach to effective feedback not only incorporates teacher-based behaviors, but also prioritizes learner growth and the teacher-learner relationship. The session will allow attendees to discuss their understandings of the material and to practice its implementation.
At the end of this workshop attendees will:
1. Understand how a learning orientation affects the feedback process and learning more generally.
2. Describe the variables that help determine maximal and typical performance.
3. Explain why many evaluations are needed to determine clinical performance
4. Reframe feedback from the learner perspective and apply strategies to foster a growth mindset
Keith Baker, M.D., Ph.D. is Vice Chair for Education in the Department of Anesthesia, Critical Care and Pain Medical at the Massachusetts General Hospital. He is an Associate Professor of Anesthesia at Harvard Medical School. He was the Anesthesia residency Program Director at the MGH for 15 years. He developed an extensive didactic curriculum that continues as the core didactics for the residency. He also developed a system for having residents evaluate faculty clinical teaching and he developed a system for evaluating resident clinical performance which allows focused educational intervention aimed at improving resident performance. More recently he has been focusing on expert performance. He was named the Mass General Brigham Outstanding Program Director in 2013 and was awarded the ACGME Parker J. Palmer "Courage to Teach Award" in 2014. He is an America Board of Anesthesiology (ABA) Senior Examiner and is on the ACGME Anesthesiology Review Committee.
Subha Ramani, MBBS, PhD, is Associate Professor of Medicine, Harvard Medical School. At Brigham and Women's Hospital (BWH) she is currently the Director of a Program for Research, Innovations and Scholarship in Education, Department of Medicine, and Director of Evaluation as well as the Scholars in Medical Education Pathway for the Internal Medicine Residency Program. Dr. Ramani is a member of the Society of General Internal Medicine (SGIM) and serves on their Education Committee. She has been a member of the Association for Medical Education in Europe (AMEE) since 2003 and currently a member of their Executive Committee and Vice-Chairs the AMEE Fellowship Committee. She has authored several peer reviewed publications in prestigious medical education journals and scholarly interests include innovative approaches to clinical teaching, faculty development, feedback, application of educational and psychological theories to educational design, and qualitative research methods in medical education.
The PRIDE Summer Institute Programs to Increase Diversity Among Individuals Engaged in Health-Related Research are now accepting applications. Space is limited for the 2021 mentored summer training programs so apply early!
What: The PRIDE programs include intensive summer research training experiences across two summers, a mid-year meeting, an annual PRIDE conference, and an opportunity to apply for small research project grant funding. Choose from among nine unique Summer Institute programs (see below), each with year-round mentored training opportunities to enhance research skills and promote the scientific and career development of trainees. Trainees will learn effective strategies for preparing, submitting and obtaining external funding for research purposes, including extensive tips on best practices. Research emphasis varies by program.
Who: Eligible applicants are junior-level faculty or scientists with a background that is under-represented in the biomedical or health sciences, and are United States Citizens or Permanent Residents. Research interests should be compatible with those of the National Heart, Lung, and Blood Institute (NHLBI) in the prevention and treatment of heart, lung, blood, and sleep (HLBS) disorders.
Where/When (Dates subject to change. Verify on website): https://pridecc.wustl.edu/
PRIDE Flyer PRIDE Brochure