The roles of the academic in health sciences: where to start from a faculty development perspective

References

• Academy of Science of South Africa (ASSAf), 2018. Reconceptualising health professions education in South Africa: A consensus report. Pretoria: ASSAf. doi: 10.17159/assaf.2018/0021.
   Google Scholar
• Barut, M.E.O. and Wijaya, A., 2020. Facilitating pedagogical content knowledge development though professional development intervention. Journal of physics. Conference series. doi:10.1088/1742-6596/1581/1/012062
   PubMedGoogle Scholar
• Boice, R., 1992. The new faculty member. San Francisco: Jossey-Bass.
   Google Scholar
• Boyd, P., 2014. Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International journal of academic development, 15 (2), 155–165. doi:10.1080/13601441003738368
   Google Scholar
• De Jongh, J., Frantz, J., and Rhoda, A., 2014. Integrating research into teaching: needs analysis for staff development. African journal of health professions education, 6 (2), 124–128. doi:10.7196/AJHPE.211
   Google Scholar
• De Vos, A.S., et al., 2011. Research at grass roots for the social sciences and human service professions. 4th. Hatfield, Pretoria: Van Schaik Publishers.
   Google Scholar
• Egan-Lee, E., et al., 2010. Twelve tips for ethical approval for research in health professions education. Medical teacher, 40 (1), 20–25. doi:10.1080/0142159X.2017.1357805
   Google Scholar
• EvaSys, 2013. Electric paper. Effective evaluation software for education. EvaSys education survey automation software. Available from: https://www.evasys.co.uk/products/education.html [Accessed 26 September 2019].
   Google Scholar
• Ferman, T., 2002. Academic professional development practice: what lecturers find valuable. The international journal for academic development, 7 (2), 146–158. doi:10.1080/1360144032000071305
   Google Scholar
• Frantz, J.M., 2012. A faculty development strategy among academics to promote the scholarship of research. African journal of health professions education, 4 (2), 118–122. doi:10.7196/AJHPE.177
   Google Scholar
• Garrison, C.P., 2005. Exploring new faculty orientation: the good, the bad and making it better. Essays in Education, 13, 1–9.
   Google Scholar
• Harden, R.M. and Crosby, J.R., 2000. The good teacher is more than a lecturer – the twelve roles of the teacher. AMEE medical education guide No 20. Medical teacher, 22 (4), 334–347. doi:10.1080/014215900409429
   Web of Science ®Google Scholar
• Healey, M., 2000. Developing the scholarship of teaching in higher education: A discipline-based approach. Higher education research development, 19 (2), 169–189. doi:10.1080/072943600445637
   Google Scholar
• Hettihewa, A.P., Karunathilake, I.M., and Perera, M.N.S.K., 2017. Medical and physiotherapy undergraduates’ perception on the importance of roles and qualities of a medical teacher. Asia pacific scholar, 2 (2), 30–33. doi:10.29060/TAPS.2017-2-2/SC1013
   Google Scholar
• Hrnćiar, M. and Madzík, P., 2013. Improving the quality of higher education in central Europe: approach based on GAP analysis. Higher education studies, 3 (4), 75–88. doi:10.5539/hes.v3n4p75
   Google Scholar
• Jarvis, D.K., 1991. Junior faculty development. A handbook. New York: The Modern Language Association of America.
   Google Scholar
• Jones, C.A., et al., 2019. A 360-degree assessment of teaching effectiveness using a structured-video recorded observed teaching exercise for faculty development. Medical education online, 24 (1), 1–5. doi:10.1080/10872981.2019.1596708
   Web of Science ®Google Scholar
• Kridiotis, C.A. and Van Wyk, C., 2019. A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators. African journal of health professions education, 11 (2), 41–46. doi:10.7196/AJHPE.2019.v11i2.1103
   Web of Science ®Google Scholar
• Lucas, C. and Murry, J.W., 2011. New faculty: A practical guide for academic beginners. Palgrave MacMillan US. doi:10.1057/9780230120082
   Google Scholar
• Matthews, K.E., Lodge, J.M., and Bosanquet, A., 2014. Early career academics perceptions, attitudes and professional development activities: questioning the teaching and research gap to further academic development. International journal for academic development, 19 (2), 112–124. doi:10.1080/1360144X.2012.724421
   Google Scholar
• McLean, M., Cilliers, F., and Van Wyk, J., 2008. AMEE education guide 36: faculty development; yesterday, today and tomorrow. Medical teacher, 30, 555–584. doi:10.1080/01421590802109834
   PubMed Web of Science ®Google Scholar
• Menges, R.J., 1999. Faculty in new jobs: A guide to settling in, becoming established, and building institutional support. San Francisco: Jossey-Bass.
   Google Scholar
• Paritakul, P., et al., 2015. Level of confidence in the 12 roles of medical teacher. A descriptive study at faculty of medicine, Srinakharinwirot University, Thailand. Journal of the medical association of Thailand, 98 (10), 538–544. PMID: 27276831.
   Google Scholar
• Rice, R.E., Sorcinelli, M.D., and Austin, A.F., 2000. Heeding new voices: academic careers for a new generation. Inquiry #7. Working paper series. New Pathways: Faculty Careers and Employment for the 21st Century. Washington, DC: American Association for Higher Education.
   Google Scholar
• Saito, E., 2014. When a practitioner becomes university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators. International journal for academic development, 18 (2), 190–200. doi:10.1080/1360144X.2012.692322
   Google Scholar
• Sanford, R. and Kinch, A.F., 2016. A new take on program planning: A faculty competency framework. Journal of faculty development, 30 (2), 79–96.
   Google Scholar
• Shapiro, S., 2018. An exploration of the transition to full-time faculty role among associate degree nurse educators. Nursing education perspectives, 39 (4), 215–220. doi:10.1097/01.NEP.000000000000000306
   PubMed Web of Science ®Google Scholar
• Sorcinelli, M.D., Austin, A.E., and Eddy, P.L., 2006. Creating the future of faculty development: learning from the past, understanding the present. Bolton, MA: Anker.
   Google Scholar
• Sorcinelli, M.D. and Yun, J., 2007. From mentor to mentoring networks: mentoring in the new academy. Change: The magazine of higher learning, 39 (6), 58–61. doi:10.3200/CHNG.39.6.58-C4
   Google Scholar
• Stefani, L., 2009. Planning teaching and learning: curriculum design and development. In: H. Fry, S. Ketteridge, and S. Marshall, eds. A handbook for teaching and learning in higher education: enhancing academic practice. 3rd ed. New York: Routledge Taylor and Francis Group.
   Google Scholar
• Steinert, Y., 2012. Perspectives on faculty development: aiming for 6/6 by 2020. Perspectives on medical education, 1, 31–42. doi:10.1007/s40037-012-0006-3
   PubMedGoogle Scholar
• Steinert, Y., ed., 2014. Faculty development in the health professions: A focus on research and practice. In: Innovations and change in professional education. Dordrecht: Springer Science and Business Media.
   Google Scholar
• Steinert, Y. and Steinert, Y., 2009. Mapping the teacher’s role: the value of defining core competencies for teaching. Medical teacher, 31 (5), 371–372. doi:10.1080/01421590902954154
   PubMed Web of Science ®Google Scholar
• Taherdoost, H., 2016. Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. SSRN electronic journal, 5 (3), 28–36. doi:10.2139/ssrn.3205040
   Google Scholar
• Thomson, K., 2015. Informal conversations about teaching and their relationship to a formal development program: learning opportunities for novice and mid-career academics. International journal for academic development, 20 (2), 137–149. doi:10.1080/1360144X.2015.1028066
   Web of Science ®Google Scholar
• Van Zyl, G.J., 2004. A management model for heads of department in the Medical School, University of the Free State. Unpublished thesis. University of the Free State.
   Google Scholar
• Ziedonis, D. and Ahn, M.S., 2019. Professional development for clinical faculty in academia: focus on teaching, research, and leadership. Psychiatric clinics of North America, 42 (3), 389–399. doi:10.1016/j.psc.2019.05.009
   PubMed Web of Science ®Google Scholar