Health Professions Faculty For The Future Proceedings Of A Workshop

To explore various aspects of faculty development, the Global Forum on Innovation in Health Professional Education of the National Academies of Sciences, Engineering, and Medicine held a virtual workshop in August 2020 titled Health Professions Faculty for the Future. At the workshop, presenters provided examples of how educators are using effective teaching strategies and of practices in health professional education. This publication summarizes the presentation and discussion of the workshop.

A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop.

This volume addresses all facets of faculty development, including academic and career development, teaching improvement, research capacity building, and leadership development. In addition, it describes a multitude of ways, ranging from workshops to the workplace, in which health professionals can develop their knowledge and skills. 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, moves the scholarly agenda forward, and promotes dialogue and debate in this evolving field. It will prove an invaluable resource for faculty development program planning, implementation and evaluation, and will help to sustain faculty members’ vitality and commitment to excellence. Kelley M. Skeff, M.D., Ph.D., May 2013: In this text, Steinert and her colleagues have provided a significant contribution to the future of faculty development. In an academic and comprehensive way, the authors have both documented past efforts in faculty development as well as provided guidance and stimuli for the future. The scholarly and well-referenced chapters provide a compendium of methods previously used while emphasizing the expanding areas deserving work. Moreover, the writers consistently elucidate the faculty development process by highlighting the theoretical underpinnings of faculty development and the research conducted. Thus, the book provides an important resource for two major groups, current providers and researchers in faculty development as well as those desiring to enter the field. Both groups of readers can benefit from a reading of the entire book or by delving into their major area of interest and passion. In so doing, they will better understand our successes and our limitations in this emerging field. Faculty development in the health professions has now received attention for 6 decades. Yet, dedicated faculty members trying to address the challenges in medical education and the health care delivery system do not have all the assistance they need to achieve their goals. This book provides a valuable resource towards that end.

On November 13 and 14, 2018, members of the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education participated in a joint workshop with affiliates of the National Center for Interprofessional Practice and Education. The workshop participants explored the intersection of health professions education and practice. Both sectors are working toward the same goal of improving the health of patients and populations, without compromising the mental stability and wellbeing of the workforce or its learners. However, while education and practice have the same goal, there is a need for greater alignment between the sectors to more fully realize these desired outcomes. For example, educators, practitioners, and administrators must learn to adapt and respond to the growing role of technology within a wider context, in order to most effectively apply higher education within health systems. This publication summarizes the presentations and discussions from the workshop.

In April 2015, the Institute of Medicine convened a public workshop to explore recent shifts in the health and health care industry and their implications for health professional education (HPE) and workforce learning. This study serves as a follow-up to the 2009 Lancet Commission report on health professions education for the 21st century and seeks to expand the report's messages beyond medicine, nursing, and public health. Envisioning the Future of Health Professional Education discusses opportunities for new platforms of communication and learning, continuous education of the health workforce, opportunities for team-based care and other types of collaborations, and social accountability of the health professions. This study explores the implications that shifts in health, policy, and the health care industry could have on HPE and workforce learning, identifies learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency, and discusses opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease.

During the COVID-19 pandemic, health professionals adapted, innovated, and accelerated in order to meet the needs of students, patients, and the community. To examine and learn from these experiences, the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education convened a series of workshops, the first of which was a one-day virtual workshop on December 3, 2020. The first workshop explored lessons learned in the grand challenges facing health professions education (HPE) stemming from the COVID-19 pandemic and how those positive and negative experiences might inform development of sustainable improvements in the value, effectiveness, and impact of HPE. Educators, students, administrators, and health professionals shared ideas, stories, and data in an effort to discuss the future of HPE by learning from past experiences. Topics included: evaluation of online education; innovations in interprofessional education and learning opportunities within the social determinants of health and mental health; effects on preclinical and clinical education; regulatory and accreditation changes affecting HPE; and stress and workload on students and faculty. This publication summarizes the presentations and panel discussions from the workshop.

Implementation science bridges the gap between research and medical practice, investigating aspects of practice and pedagogy that make the strategies successful for future use. By introducing and training leaders, faculty, and health workforce researchers in implementation science, health professions education institutions can build capacity for evidence-based practices. The National Academies Global Forum on Innovation in Health Professional Education held a workshop series to introduce the concept of implementation science to health professional educators to consider its potential use in the classroom. Speakers provided a foundation for discussion of the role of implementation science in health professions education and provided methods for educators interested in applying these recommendations to scale. This Proceedings of a Workshop highlights the presentations and discussions that occurred at the workshop.

The purpose of accreditation is to build a competent health workforce by ensuring the quality of training taking place within those institutions that have met certain criteria. It is the combination of institution or program accreditation with individual licensureâ€"for confirming practitioner competenceâ€"that governments and professions use to reassure the public of the capability of its health workforce. Accreditation offers educational quality assurance to students, governments, ministries, and society. Given the rapid changes in society, health, and health care, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in April 2016, aimed to explore global shifts in society, health, health care, and education, and their potential effects on general principles of program accreditation across the continuum of health professional education. Participants explored the effect of societal shifts on new and evolving health professional learning opportunities to best ensure quality education is offered by institutions regardless of the program or delivery platform. This publication summarizes the presentations and discussions from the workshop.