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Faculty Development for Clinical Educators: A Competency Model for Continuous Improvement

Faculty Development for Clinical Educators: A Competency Model for Continuous Improvement

Silvia Lizett Olivares Olivares, Mildred Vanessa López Cabrera, Martha Ruth Loyola Segura, Jorge Eugenio Valdez García
Copyright: © 2017 |Pages: 24
ISBN13: 9781522520986|ISBN10: 1522520988|EISBN13: 9781522520993
DOI: 10.4018/978-1-5225-2098-6.ch014
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MLA

Olivares, Silvia Lizett Olivares, et al. "Faculty Development for Clinical Educators: A Competency Model for Continuous Improvement." Advancing Medical Education Through Strategic Instructional Design, edited by Jill Stefaniak, IGI Global, 2017, pp. 277-300. https://doi.org/10.4018/978-1-5225-2098-6.ch014

APA

Olivares, S. L., Cabrera, M. V., Segura, M. R., & García, J. E. (2017). Faculty Development for Clinical Educators: A Competency Model for Continuous Improvement. In J. Stefaniak (Ed.), Advancing Medical Education Through Strategic Instructional Design (pp. 277-300). IGI Global. https://doi.org/10.4018/978-1-5225-2098-6.ch014

Chicago

Olivares, Silvia Lizett Olivares, et al. "Faculty Development for Clinical Educators: A Competency Model for Continuous Improvement." In Advancing Medical Education Through Strategic Instructional Design, edited by Jill Stefaniak, 277-300. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2098-6.ch014

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Abstract

Since the Flexner report in the 20th century, teaching and learning process has evolved through: science learning, problem based learning, competency based learning and perspective learning. This evolution provides a consensus that educators need to develop competencies in their students to prepare them for an uncertain future. Competency refers not only to core knowledge or instrumental skills, but to interpersonal and systemic abilities required for lifelong learning. This transformation requires changes in both the educational model and faculty development programs. Previous research and proposals have defined important qualities and attributes; for clinical educators. The Faculty Development program presented here has been assessed with a mixed multiphase approach for continuous improvement process: 1) assessment of proposal, 2) assessment of implementation, 3) assessment of faculty experiences and 4) institutionalization of program. Results from this experience are presented, as well as other further challenges on this initiative.

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