8
|
WINTER 2018
WINTER 2018
|
9
49.07% 31.87% 30.25% 29.63% 24.07% 21.74% 13.66% 11.11%
Online course
Videoconference
1-hour
face-to-face
session
One-to-one
individualized
session
Half day workshop
A series of
4-5 workshops on
a related topic
Full day workshop
Weekend
half-day
workshop
TABLE 4:
Preferred Delivery Format
2017 SBH Faculty Development Survey Results
The SBH Health System’s Medical Board has identified Faculty Development as an integral part in
improving staff engagement, retention and satisfaction. In the spirit of teamwork and excellence, an
interdepartmental Faculty Development Workshop was convened to create a curriculum. During
this summer, there were three successful lectures given on various topics. As we moved forward with
this initiative, a survey was conducted to assess the needs of faculty in relation to their teaching and
learning activities, as well as to support meeting the education outcomes of residents and students.
The survey response rate was 44 percent (162 faculty responded).
The survey revealed that the teaching skill areas most in demand are: clinical reasoning (86 percent),
professionalism (85 percent), and communication skills (80 percent). Also recognized as the most
important areas that would benefit from development were: wellness (66 percent), conflict management
(61 percent) and career planning (52 percent). There was a preference for online course work (49
percent) and videoconferencing (31 percent) and 1 hour lectures (30 percent). As far as preferred time of
sessions, there was slight preference for a morning (8am) or evening (after 5pm) over midday. The tables
on the following page show complete results.
The information obtained from the survey will be used to plan our faculty development activities over
the next two years. Respondents were also provided suggestions for speakers that we will be able to
invite. When possible, sessions will be videotaped and broadcasted on Workplace. We will also look
into delivering sessions utilizing the HealthStream format, as a majority of respondents requested
online courses.
Please join us in thanking the Faculty Development Workgroup (Victoria Bengualid, MD-Internal
Medicine, Dara Rosenberg, DDS, MPH-Dental, Marianne Haughey, MD-Emergency Department,
Nicole Roberts, MS ED, PhD-CUNY SOM, Susan Diaz-Medical Staff) for their hard work and
dedication in coordinating our Faculty Development process. Finally, thank you to faculty who took
the survey and provided us with the building blocks for creating a successful Faculty Development
program at SBH.
Please continue to share your observations and suggestions.
Paulo Pina, MD, MPH
Jeffrey Lazar, MD
SBH Medical Board President
SBH Medical Board, 3rd Vice President
Teaching clinical
reasoning skills
Teaching
professionalism
Teaching
communication skills
PBL
(problem-based learning)
Small group teaching
Evaluating students/residents
Teaching and evaluating
procedural skills
Teaching the “problem”
student/resident
Mentoring 101
Cross cultural teaching
Ambulatory or community
based teaching
Teaching others how to teach
Using technology for teaching
(i.e. audience response system)
Large group teaching
86.42% 84.57%
79.63%
71.78% 69.57% 69.57% 68.94% 68.10%
60.51% 59.26% 57.41% 56.44%
46.01%
33.33%
TABLE 1:
Percentage of respondents who view
development in said teaching skill as very important.
TABLE 2:
Percentage of
respondents who
view development
in said area as
very important.
66.46%
60.98%
50.92% 50.00%
42.94%
27.61%
21.74%
Wellness (e.g. stress reduction,
time mgmt., work/life balance)
Conflict management & negotiation
Fostering the career development of
colleagues (e.g. mentorship, etc.)
Conflict management & negotiation
Preparing a teaching dossier or
creative professional activity dossier
Chairing committees
Giving media interviews
FACULTY DEVELOPMENT
TABLE 3:
Preferred Time of Sessions
8 am
48.70%
Morning
32%
After 5pm
45%
Noon
39.50%
Afternoon
39.20%
