Informal faculty development in health professions education: Identifying opportunities in everyday practice

Abstract

Introduction

Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities.

Methods

This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory.

Results

We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals’ motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints).

Conclusion

Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these ‘in situ’ FD opportunities is vital in fostering a continuous learning culture.

Keywords:

• Staff development
• informal faculty development
• educational practices
• affordances
• constraints

Disclosure statement

The authors report no conflict of interest. The authors alone are responsible for the content and writing of the paper.

Glossary

• Environment: Physical, cultural, institutional, and social contexts for FD.

• Affordance: Opportunity for action in the environment.

• Constraint: Condition that structures and guide’s action.

• Effectivity: Individual skills/capabilities to engage with the affordance.

Additional information

Funding

This research was supported by a Flinders University College of Medicine and Public Health Capacity Building Grant.

Notes on contributors

Svetlana M. King

Svetlana M. King, PhD, BEd(Sec)(Hons)/BA, is a Senior Lecturer in Health Professions Education in Prideaux Discipline of Clinical Education, and Doctor of Medicine, with a background in education.

Janet Richards

Janet Richards, BAHS(Hons), BAppSc(MedLabSc), is a research assistant with an interest in medical education, specifically rurally-based medical students, with a background in medical laboratory science.

Anne-Marie Murray

Anne-Marie Murray, PhD, GradDip(OH), BMn, is a Senior Lecturer in Public Health and Course Coordinator of the Bachelor of Public Health, with a background in nursing, management, occupational health, and education.

Vanessa J. Ryan

Vanessa J. Ryan, MPHC, BMid, BNurs, is an Education and Academic Lead: Rural and Remote Health, Flinders Rural Health South Australia with a clinical background in nursing and midwifery.

Amy Seymour-Walsh

Amy Seymour-Walsh, PhD, GradDipDiv, GradCertClinEd, GradCertInterculSt, BParamedicSc, CertIVTA, is a Lecturer in Health Professions Education and South Australian Ambulance Service paramedic.

Narelle Campbell

Narelle Campbell, PhD, MEd, BAppSc, is an Academic Lead: Engagement and Social Accountability at Flinders Northern Territory with a clinical background in speech pathology.

Koshila Kumar

Koshila Kumar, PhD, MA(Ed)(Hons), BA(EdPsych), is a Senior Lecturer in Prideaux Discipline of Clinical Education and postgraduate Clinical Education programs Course Coordinator with a background in education.