Piloting a Faculty Development Program in a Rural Haitian Teaching Hospital

Background: Faculty development for nurse and physician educators has a limited evidence base in high income countries, and very little research from low- and middle-income countries. Health professions educators in many global settings do not receive training on how to educate effectively. Objective: To pilot and assess a faculty development program aimed at nurse and physician educators at a teaching hospital in rural Haiti. Methods: We developed a program covering a total of 22 topics in health professions education, including applied learning theory as well as nurse and physician targeted topics. We assessed impact through participant assessment of personal growth, participant evaluation of the program, knowledge testing pre and post program, and structured observations of program participants providing teaching during the program. Findings: Nineteen out of 37 participants completed the program. While participant reviews were uniformly positive, a pre- and post-test on general educational topics showed no significant change, and the effort to institute observation and feedback of teaching did not succeed. Conclusions: Our project showcases some benefits of faculty development, while also demonstrating the challenges of instituting faculty development in situations where participants have limited time and resources. We suspect more benefits may emerge as the program evolves to fit the learners and setting.

b. Perform a general assessment to understand the program's needs c. Identify educational strategies that are well-suited for the material d. Set dates and times for all learning sessions in the curriculum Which of the following is considered an effective technique when developing a new educational program for a hospital? a.
All steps should be considered with the desired end result in mind b.
The program should be based mainly on the opinions of experts, not those of the people who will be participating c.
Always use techniques that have been shown to be effective in hospitals in the US d.
One should never alter the goal of a program once they have established it

Lesson Planning
Which of the following should a teacher do when planning a one-hour lesson? a. The teacher should not practice a lecture ahead of time, since it will seem rehearsed b. The teacher should plan to give numerous examples for each point they make c. The teacher should plan to begin a lecture with a brief explanation of why the topic is important d. The teacher should plan to fill the entire hour with lecture material Which of the following represents an "agenda item" rather than a "learning objective"? a. "Understand key differences between generalized and partial seizures" b. "Learn two different classification systems for anemia" c. "Become comfortable with using ultrasound to diagnose ascites" d. "Discuss the definition of stroke"

Effective Lecturing / Ideal Powerpoints
Which of the following is a common error made when giving a lecture presentation? a) Having too much text on each slide b) Practicing before you give the presentation c) Explaining why the topic is important early in the presentation d) Leaving too much time for questions at the end of the presentation About how many minutes should you spend on each slide when giving a presentation describing complex concepts? a) 1 minute b) 2 minutes c) 5 minutes d) 10 minutes Which of these is the most effective method for teaching using a Powerpoint slide?
A) Putting a picture on a slide, with words summarizing key points, and verbally repeating those points B) Putting a picture on a slide, with no words, and verbally describing the processes shown in the picture using plain language C) Putting just words on a slide without pictures, and talking through the words D) Putting a picture on a slide, with words summarizing key points, and verbally describing the processes shown in the picture Which of these is a statement of evaluation? a) Your lecture yesterday was well-organized, but should be more focused on the disease and less on treatments b) You have done well during this rotation with me c) I noticed that your dressings for the wounds are not well secured to the patient d) You have been consistently on time for work, and I appreciate it

Small Group Education
When using small groups for a group learning activity, it is important to assign clear roles for all group members before the small group work begins.

True or False
Small groups are less effective because they do not allow you to evaluate all learners participating in the group learning activity.

Effective Evaluation
Which of the following best summarizes the use of milestone based evaluation compared to traditional evaluations? a) Milestones allow reviewers to rate a trainee along a scale of 1 to 5 on how well they are doing at their skills b) Milestones tell a program when a trainee has learned enough to safely progress to independent practice c) Milestones provide an objective measure of accomplishment based on what trainees can do d) Milestones measure a trainee's level of knowledge When developing a system of evaluations for a program, which of the following is usually the most important type of evaluation? a) Tests of knowledge looking to see how much the trainee has learned b) Observation of trainee by faculty who compare the trainee performance to program goals c) Reviews from the peers of the trainee who work alongside them d) Self-evaluations, where a trainee discusses how they feel they are performing