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Abstract
Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence.
This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their staff development programmes.
This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.
Additional information
Notes on contributors
Michelle McLean
MICHELLE MCLEAN is currently a Professor in Medical Education, Faculty of Medicine and Health Sciences, United Arab Emirates, where she is involved in faculty development and evaluation. Her career in medical education began in 1987 when she joined the Faculty of Medicine (later to become the Nelson R. Mandela School of Medicine), University of KwaZulu-Natal, South Africa, as a Histology teacher in the Department of Physiology. She became interested in medical education when the Faculty began implementing PBL modules in the traditional curriculum. In July 2006, she joined the Faculty of Medicine and Health Sciences in the Garden City of Al Ain, United Arab Emirates. Her current research interests are transferable skills in developing life-long learners and the role of females in the future of medical practice.
Francois Cilliers
FRANCOIS CILLIERS is now Deputy Director of the Centre for Teaching and Learning at Stellenbosch University in South Africa. He was until recently responsible for faculty development at the University's Faculty of Health Sciences. He has been a driving force behind the recent redevelopment of the South African Association of Health Professions Education (SAAHE). He is also a FAIMER fellow.
Jacqueline M. Van Wyk
JACQUELINE M. VAN WYK is an educationalist, staff developer and is Head of evaluation at the Nelson R. Mandela School of Medicine, University of KwaZulu-Natal (Durban, South Africa). She became involved in medical education after having served as a Science educator and trainer at a local tertiary college. She joined the Medical Faculty in 2000 as an education consultant. She has served on committees that coordinated, steered and monitored various aspects of the new medical programme while she is also active in staff development and quality assurance aspects of the undergraduate programme. She currently coordinates the academic activities of the second year cohort. Her research interests include teaching, learning of staff and students and the practice preferences of medical graduates from developing countries. She is a FAIMER fellow and has been involved in the launch of the South African Regional FAIMER Institute.