Preparing Institutions to Implement Harmonized Medicine and Nursing Curricula Through the Use of Cross-Institutional Faculty Developers

Figures & data

Table 1 Summary of Crosss-Cutting Institutional Faculty Development Needs

Faculty Development	FD for Learning and Assessment	FD for Research and Leadership
Competency Domains	Plan, Develop and Evaluate Learning Programs: i. Develop an instructional unit for a program/course in line with the requirements of the national accrediting institution ii. Apply principles of curriculum planning iii. Articulate curriculum goals iv. Write SMART course learning outcomes v. Sequence content effectively to meet outcomes. vi. Select appropriate instructional materials. vii. Choose appropriate course/ program evaluation instruments	Leadership and Management: i. Manage time, effectively balances work and personal needs ii. Resolve conflicts, negotiates, fosters collaboration and cooperation iii. Mentor individuals to achieve success iv. Form part and builds cohesive teams v. Communicate clearly, openly, honestly, and concisely vi. Delegate responsibilities vii. Demonstrate respect to colleagues and subordinates viii. Demonstrate self-awareness of individual strengths and weakness ix. Demonstrate commitment to self-development including continuing education, networking, reflection and personal improvement
	Teach in variety of Settings: i. Display an enthusiasm for teaching and support of students ii. Provide a safe learning environment iii. Demonstrate knowledge of adult learning principles iv. Demonstrate the ability to teach large groups, small groups and in the preclinical, clinical, laboratory or online settings v. Select the appropriate teaching method based on expected learning outcomes vi. Determine most cost-effective teaching strategies and learning experiences to accomplish outcomes using evidence-based criteria vii. Modify teaching/learning experiences in response to feedback viii. Demonstrate an awareness of a variety of student learning styles and adapts teaching methods effectively ix. Apply teaching methods that foster student centred learning, critical thinking and problem-solving skills in students x. Manage individual, small group and large group dynamics xi. Motivate and listen to students xii. Model ethical and professional behaviours	Research and Innovation: i. Demonstrate the ability to design and implement research studies that evaluate clinical practice, service delivery and educational interventions ii. Adhere to guidelines and regulations regarding the ethical conduct of research and use of human subjects iii. Find, use and evaluate research resources iv. Demonstrate skills to engage the community v. Use oral, written and visual communication effectively to express research ideas and findings vi. Demonstrate skills required to disseminate research findings using a variety of channels. vii. Translate research findings into popular science viii. Create effective scientific poster presentations ix. Define authorship responsibilities x. Write scientifically for conferences and journals xi. Demonstrate Effective Presentation Skills xii. Demonstrate grant writing skills

Table 2 Cross- Institutional Faculty Development Priority Workshops

1.	Large Group Teaching	5.	Professionalism lapses
2.	Small Group Teaching	6.	Feedback
3.	Clinical teaching	7.	Test Construction and Item Analysis
4.	Developing Assessment Instrument	8.	Observational Assessments

Table 3 Characteristics of First and Second Cohort of Cross- Institutional Faculty Developers (C-PEGs`)

S/N	Attribute		MUHAS (n=4)	CUHAS (n=4)	KCMUCo (n=4)
1	Gender	Male	4	4	2
		Female	4	4	5
2	School Discipline	Medicine	2	6	5
		Nursing	2	2	2
		Dentistry	1
		Pharmacy	1
		Public health	1		1
		Library	1
3	Academic rank	Assistant Lecturer	2	1	1
		Lecturer	3	5	7
		Senior Lecturer	2	2
		Associate Professor	1
4	Subject Discipline	Preclinical Sciences	3	2	1
		Clinical Sciences	5	6	7

Table 4 Faculty Development Workshops Conducted by Cross-Institutional Faculty Developers (C-PEGs)

S/NO	Type of Workshops (N)	MUHAS	CUHAS	KCMUCo
1.	Online on e-learning workshops	5	0	0
2.	Face to face	26	19	32
3.	Number of Faculty and postgraduate students trained	503	272	342