Shifting to team-based faculty development: a programme designed to facilitate change in medical education

Figures & data

Table 1. Content and documentations from the programme days.

Programme days	Content	Preparation and documentation
Day 1: (February)	Introduction, aim, expectations. Lecture on research on clinical learning environments. Identification of challenges the teams wanted to address. What works? What are tensions in the system? Why?	Document on what challenges the teams wanted to solve.
Day 2: (March)	Goal identification. Journal club. Sharing of relevant research findings in the problem areas that were identified by the teams on day 1. Teams identified goals in relation to the literature. These were discussed with colleagues at work.	Reading of four relevant articles per team.
Day 3: (April)	Project management models. Short lecture on change management models. Case – film as educational tool. Drafting of ideas in relation to goals identified on day 2.	Target person was drafted for the project.
Day 4: (May)	Production of tools for change in relation to goals. Separate workshop with each team in their own context.	Descriptions of tools for change.
Day 5: (August)	Implementation and evaluation. Lecture on how to implement change and evaluation of tools. Planning of implementation process of project. Mirror exercise: Each team identified their objectives, the tools that would help them achieve those objectives and signs of achievement in relation to past, present and the future. This helped them to design the process of implementation.	Mirror exercise describing past, present and future.
Day 6: (September)	Community building. Based on previous examples where participants described successful and unsuccessful change initiatives – a workshop was held on how to create a strong community around change. Separate workshop with each team in their own context.	Identify and bring three change initiatives that were more or less successful (written down).
Day 7: (October)	Evaluation. The teams designed or analysed and reflected upon the evaluations they had made, and identified further requirements.	Survey reports, interviews, notes.
Day 8: (December)	Presentation. Presentation for the public, clinic heads, colleagues, human resources department of county council invited. Location: County Council head office.	PowerPoint presentations.

Table 2. Summary of the tools that were developed in the programme.

Team	Tool
A	An educational video resource to support teaching clinicians in providing feedback
B	A learning activity to increase students’ understanding of interprofessional ward rounds, including an educational video resource
C	A reorganisation of the clinical rotation to enable peer learning between students and teaching clinicians, creating educational teams of two students and two teachers
D	A learning activity to increase interprofessional collaboration during ward rounds, including an educational resource in the form of a checklist
E	A learning activity to train students in interprofessional communication and profession-specific tasks, including rescheduling the clinical rotation^a

^a See Ivarson et al. (2020).

Ivarson, J., Zelic, L., Sondén, A., Samnegård, E., & Bolander Laksov, K. (2020). Call the on-call: A study of student learning on an interprofessional training ward. Journal of Interprofessional Care, 1–9. https://doi.org/https://doi.org/10.1080/13561820.2020.1725452

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