Aspire Recognition of Excellence in Faculty Development

ASPIRE RECOGNITION OF EXCELLENCE IN FACULTY DEVELOPMENT

IN A MEDICAL, DENTAL, VETERINARY SCHOOL

APPLICATION FORM

Faculty development, which is also known as staff development,involves all activities health professionals pursue to improve their knowledge, skills and behaviours as teachers and educators, leaders and managers, and researchers and scholars. (Steinert Y. Faculty Development in the Health Professions: A Focus on Research and Practice. NY: Springer, 2014). For ease of reading, the term “faculty development” will be used exclusively throughout this application. An institution that has achieved excellence in faculty development prepares faculty members for their various academic roles with a breadth of faculty development programs, which are evaluated for impact and which contribute to the scholarship of faculty development.

Faculty development offerings can be provided by a wide variety of units when a school is located within a larger organization (e.g., university or hospital). An applicant school may have a single centralized program or a decentralized series of programs of faculty development to enhanceteaching/education, leadership and scholarship and these programs may be school specific or linked to the larger institution. Offerings may include programs for: new faculty orientation; guidance for career advancement and academic promotion; mentoring and advising of faculty members; faculty member skill development as teachers and educators, leaders and managers, and researchers and scholars; and retirement planning. In the application summary,applicants will describe the array of faculty development programs available to their faculty members and will specify the focus of the application, which may be a subset of all available offerings. The program(s) described must include a focus on those who teach undergraduatestudentsbut may also include those who teach postgraduates and practicing clinicians. The school’s designated program(s) will constitute “the program of faculty development” for the ASPIRE program application and be assessed using the criteria for excellence.

Cultural, social, fiscal and other issues may influence how faculty development is provided, which will vary from school to school. Excellence may be found in institutions with limited resources just as in wealthier institutions. The way in which institutions demonstrate cost effectiveness and context appropriateness will be taken into account by the panel when reviewing individual submissions.

The application consists of the following sections:

SECTION ASUBMITTER INFORMATION

SECTION BOVERVIEW OF FACULTY DEVELOPMENT

SECTION CRESPONSES RELATED TO CRITERIA

SECTION DCERTIFICATION

SECTION EAPPENDICES - ADDITIONAL INFORMATION/SUPPORTING DOCUMENTATION

NOTE: Please use Calibri 11 point font throughout the application and submit as a single PDF.

SECTION A: SUBMITTER INFORMATION

Name of University and School / Faculty:
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Address:
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Name of Submitters:
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3 Click here to enter text. / Roles in Institution:
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Contact person: Click here to enter text.
Email address: Click here to enter text. / Tel: Click here to enter text.
Fax: Click here to enter text.
First time application? / YES ☐ NO ☐
Have you applied for ASPIRE in other areas? / YES ☐ NO ☐
Key features of the SCHOOL(not the faculty development program),includingdate established, graduate or high school entry, program length, curriculum type, distinctive features.
(maximum 250 words)
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Accreditation status of the school: date, duration, any conditions, accrediting agency. A copy of the most recent accreditation letter must be appended.
(maximum 100 words)
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SECTION B: OVERVIEW OF FACULTY DEVELOPMENT

Briefly describe the total array of faculty development programs offered in the school and the institution.For example, faculty development programs may be offered by many different organizational units (i.e., campus, hospital, school, department), and address different areas of faculty development (e.g., research, teaching, leadership, assessment). All of these offerings should be briefly described here. If the school chooses to focus the application on one specific faculty development unit, then indicate which one, describe the rationale for doing so, and in the rest of the application include the breadth of that unit’s offerings rather than focus on a single program. For example, a unit may offer workshops and a longitudinal program. Both of these should be described. The designated program(s) must include a focus on those who teach undergraduate students but may also include those who teach postgraduates and practicing clinicians.
Do not repeat the general information about the school provided in Section A.(Maximum 1000 words.)

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SECTION C: RESPONSES RELATED TO CRITERIA

This is the main part of your submission.

Please ensure that you address the criteria listed. If some criteria do not apply to your program, please indicate this.

Try and avoid repetition and do not feel that you need to fill all available space.

When you respond to the criteria, you must provide evidence of attaining the criteria and include specific examples to support your submission.

Please quantify evidence, where possible using numbers or percentages, rather than using terms like ‘many’, ‘a few’ or ‘several.’

In the main text,refer to evidence provided by numberas an appendix. You may not exceed five appendices.

If a link to a website is given, please indicate the specific document(s) that is to be considered.

For each piece of evidence included in the appendix to support your claim, attach a commentary in English (maximum 100 words) detailing how excellence is demonstrated. The evidence may be in a language other than English. Use appendices sparingly.

Please remember that we are looking to recognise and reward excellence and impact, and the evidence provided by you must be convincing.

CRITERION 1: [GOALS AND DESIGN] THE SCHOOL’S FACULTY DEVELOPMENT PROGRAM HAS CLEAR GOALS THAT ARE ALIGNED WITH ORGANIZATIONAL PRIORITIES, IS SYSTEMATICALLY DESIGNED AND EVIDENCE-BASED, AND IMPROVES EDUCATIONAL PRACTICE, LEADERSHIP AND/OR SCHOLARSHIP.

Sub-Criteria / Evidence
1.1.The faculty development program has clear goals, is aligned with school goals and priorities, and/or influences organizational culture. / Narrative description of the program’s faculty development program goals, how the program facilitates targeted priorities of the school(orwhen not aligned with school priorities, how it works) to improve the educational climate. Appropriate web links should be provided.
1.2.The program uses a systematic curriculum development model that is informed by a theoretical framework and best practices to design and implement faculty development offerings. / Narrative description of the curriculum development model, theoretical framework and evidence used to design faculty development offerings. Provide an example of how the model was applied to design and/or implement a faculty development offering.
1.3.The program focuses on improving educational practice. Additionally, it could also improve leadership and/or scholarship. / Narrative description of how the program addresses educational practice in classroom and clinical settings, leadership, and/or scholarship.

Enter text in support of Criterion 1. Number the paragraphs corresponding to sub-criterion 1.1 to 1.3(maximum 1000 words)

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CRITERION 2: [SCOPE] THE FACULTY DEVELOPMENT PROGRAM OFFERS BREADTH, DEPTH AND DIVERSE APPROACHES WITH LONGITUDINAL PROGRESSION OF LEARNING OPPORTUNITIESTHAT CREATE A COMMUNITY OF PRACTICE.

Sub-Criteria / Evidence
2.1. The program provides a wide variety of content and approaches with longitudinal progression of offerings that are targeted toward individual and organizational priorities. / List offerings provided by the school in the past fiveyearsusing thetable below. In a brief narrative following the table, describe how the faculty is defined (e.g., full-time, part-time and/or volunteer), what the total size of the faculty is, and how program offerings and numbers may have changed over the past fiveyears. Describe how each program type builds on or is related to the others (e.g., workshops, certificate programs, longitudinal programs, graduate degree programs), and how it enables individuals and organizations to meet their goals. Appropriate web links should be provided.
2.2. The program is inclusive, accessible and actively engages a large number of faculty members. / Provide a narrative description of how the program seeks to be welcoming, inclusive and accessible to all faculty members (e.g. regardless of background, financial support, location, etc.). Building on the data provided in 2.1, describe trends in participation over the past five years.
2.3 Theprogram creates a community of practice for faculty members and faculty developers, positively impacting the organizationalclimate. / Provide a narrative description with examples of how the program creates a sense of community and a positive organizational climate, especially for teachers.
2.1. List of Faculty Development Offerings. (Directions: Create a separate table for each program type offered using the template below. Select program type in the header by placing an X in front of the type. An example is provided below for workshops. Delete example data from the template and fill in with your own data for each program type.) See the Glossary at the end of the application for definitions of each program type.
Program Type: 1._X_ Workshops2.__ Longitudinal Programs 3. __ Certificate programs 4. __ Graduate Programs5.__ Work-based Learning Programs 6. __ Consultation and Coaching7. __ Medical Education Grand Rounds8. __Other (Specify)______
EXAMPLE OF WORKSHOP PROGRAM TYPE
Academic
Year / Program Type and Number offered / Key Content / Contact Hours/year / Number of Attendees / Enrolment Criteria
2012-13 / Workshops
10 / Pedagogy (e.g., small group discussion, clinical teaching, feedback), assessment of learners, evaluation of programs and
curricula, curriculum design, and leadership / 40 Total
Contact Hours
(10 workshops x 4 hrs = 40) / 150 / Open Enrolment
2013-14 / Workshops
12 / Same as above / 48 Total Contact Hours (12 workshops x 4hrs = 48) / 200 / Open Enrolment
2014-15 / Workshops
15 / Same as above / 50 total Contact Hours (10 workshops x 4 hrs = 40) + (5 workshops x 2 hrs = 10) / 282 / Open Enrolment
2015-16 / Workshops
40 / Same as above / 140 Total Contact hours
(30 workshops x 4hrs = 120) + (10 workshops x 2hrs = 20) / 300 / Open Enrolment
2016-17 / Workshops
52 / 19 educational skills workshops
8 simulation skills workshops
11 clinical teaching workshops / 212 total contact hours
(4hrs x 52 workshops) / 824 / Open Enrolment

Following entry of the tables above, enter text in support of Criterion 2. Number the paragraphs corresponding to sub-criterion 2.1 (including the table below) to 2.3(maximum 1500 words, not including the table)

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CRITERION 3: [RESOURCES & SUPPORT] THE FACULTY DEVELOPMENT PROGRAM HAS SUFFICIENT RESOURCES TO ACHIEVE ITS MISSION, IS CONDUCTED BY FACULTY MEMBERS WITH EXPERTISE IN FACULTY DEVELOPMENT, AND BUILDS CAPACITY BY EXPANDING THE NUMBER OF INDIVIDUALS SKILLED IN OFFERING FACULTY DEVELOPMENT.

Sub-criterion / Evidence
3.1.The school encourages and supports faculty development by providing resources needed to achieve goals and sustain activity. / Narrative description of how the school encourages participation in faculty development and supports the faculty development program. List the faculty development staff and total budget for the past fiveyears, including sources of revenue (e.g., school support, charges for services, grants, contracts, other). Describe theadequacy of resources to achieve and sustain the mission of the program and how this has been sustained or changed over the past fiveyears. Describe where the program and faculty development team fit within the school’s organizational structure and how this location enables the team to influence the organization. If there are other forms of support for faculty development, please describe.
3.2.Faculty developers possess the requisite expertise to provide exemplary faculty development and receive support for their own professional and scholarly development. / Narrative description of the recruitment, selection and preparation of faculty developers for their role and how they are supported by the school to advance their own scholarly and professional development, including keeping up-to-date with developments in the field.
3.3.The school has systematic strategies for building capacity for a diverse group of future (full and/or part-time) faculty developers. / Narrative description with an example of how the school facilitates the building of capacity for future faculty developers, and how it promotes the engagement of developers from diverse backgrounds.

Enter text in support of Criterion 3. Number the paragraphs corresponding to sub-criterion 3.1 to 3.3(maximum 1000 words)

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CRITERION 4: [EVALUATION] THE FACULTY DEVELOPMENT PROGRAM ENGAGES INONGOING PROGRAM EVALUATION, AND EXAMINES IMPACT ON INDIVIDUALS, ORGANIZATIONS AND, WHERE POSSIBLE, THE WIDER COMMUNITY.

Sub-criterion / Evidence
4.1.The program engages in on-going and systematic evaluation of the process and impact of faculty development. / Narrative description of the evaluation system and model used for overall program evaluation, including types and frequency of data collected andsynthesized, and an example of how findings are reported.
Narrative description of the impact on individuals, programs, organizations, and where possible, the wider community (e.g., affiliated hospitals and clinics), with quantitative and qualitative data (e.g. student ratings of teaching and/or student performance assessment; recruitment of faculty members; achievements of students and faculty members; new faculty behaviours, roles or responsibilities; and educational scholarship (which can be highlighted here but detailed in sub-criterion 5.2).
4.2The program engages in reflective critique and quality improvement for faculty development. / Narrative descriptionof how on-going program evaluation and review has been utilized to improve program performance in the past fiveyears.

Enter text in support of Criterion 4. Number the paragraphs corresponding to sub-criterion 4.1 to 4.2(maximum1000 words)

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CRITERION 5: [SCHOLARSHIP] THE FACULTY DEVELOPMENT PROGRAM PROMOTES EDUCATIONAL INNOVATION AND SCHOLARSHIP IN FACULTY DEVELOPMENT.

Sub-criterion / Evidence
5.1.The program promotes educational innovation in faculty development. / Narrative description of educational innovations employed in faculty development during the past fiveyears with reference to evaluation reports and/or publications describing innovations and associated scholarship.
5.2.The faculty developers (and where appropriate their learners) conduct scholarship inhealth professions education and faculty development. / List of scholarly presentations, abstracts, posters and/or publications related to health professions education and faculty development in the past fiveyears. Please highlight scholarship specifically related to faculty development. You may place this list in an appendix if it exceeds the word count for Criterion 5.
5.3.The faculty developers advance faculty development nationally and internationally. / List of awards, invitations to speak and consultations (e.g., to assist other institutions with faculty development) by faculty developers to advance faculty development and educational practices, leadership and scholarship locally, nationally and internationally in the past fiveyears. You may place this list in an appendix if it exceeds the word count for Criterion 5.

Enter text in support of Criterion 5. Number the paragraphs corresponding to sub-criterion 5.1 to 5.3(maximum 1000 words)

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SECTION D: CERTIFICATION

Certification by Submitter:
I confirm that the information contained in this application is an accurate reflection offaculty development at (enter name of School) Click here to enter text.
Signed:
Name of Submitter:Click here to enter text.
Role in Institution:Click here to enter text.
Certification by Dean:
I hereby give permission for this ASPIRE application and confirm that the information contained is an accurate reflection of faculty development in our School.
Signed:
Name: Click here to enter text.
Title: Click here to enter text.

SECTION E: APPENDICES - ADDITIONAL INFORMATION/SUPPORTING DOCUMENTATION

You may wish to attach additional information relating to the sub criteria outlined above butmay not exceed five appendices. DO NOT include copies of faculty development brochures.

Appendix 1 should be the accreditation letter. You may also provide a URL for where the accreditation evidence may be found.

Appendix 2 up to Appendix 5 may be submitted in a language other than English. However, each appendix must be accompanied by a commentary in English (max 100 words) that summarises the content of the material provided and how it contributes as evidence to support the case for excellence in faculty development.

Where confidential material, for example, relating to finances is included in an appendix, this should be clearly stated at the top of the appendix and noted in the letter accompanying the submission.

List APPENDICES by number (1…5) and title(s).

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Return completed form to

By 28 February, 2018

Association for Medical Education in Europe (AMEE)

12 Airlie Place,DUNDEE, DD1 4HJ, Scotland, UK

Tel: +44 (0) 1382 381953 Fax: +44 (0) 1382 381987

GLOSSARY OF TERMS

PROGRAM TYPE (for Criterion 2.1 - List of faculty development offerings):

1._Workshops – Short term offerings that actively engage participants in knowledge and skill building. These can range from one hour to multiple days in duration. They are typically offered face-to-face in classrooms, conference rooms and simulation centers but may also be offered online or in blended formats.

2. Longitudinal Programs – These are programs with topics that build upon each other and that last from one year to two years with a single cohort of participants. Can be face-to-face, online or blended learning.

3. Certificate/diploma programs – These are typically a specified series of workshops or other formally organized teaching and learning sessions, when taken together make up a diploma or certificate of recognition. They may focus on a specialized area of teaching, such as clinical teaching, classroom teaching, simulation teaching, interprofessional teaching, or topics such as assessment, leadership, educational scholarship, etc. Can be face-to-face, online or blended learning.

4. Graduate Programs – These include masters or doctoral degree programs in health professions education. Can be face-to-face, online or blended learning.

5. Work-based Learning Programs – Work-based learning involves learning that is based in and derived from workplace requirements and is usually delivered in the workplace. In health care settings, the content and format may be designed to meet the needs of clinical teachers or residents. These may be informal or formal programs that are offered in practice sites and may include such activities as just-in-time learning from on-line modules or in-situ programs in the classroom, clinic, inpatient ward, emergency department or operating room. These can also be formal programs focused on a need identified by a work group (department, clinic, course) such as time-efficient-teaching in the clinic or may be more informal peer coaching or consultation.Can be face to face, online or blended learning.