Faculty Development

The TCU and UNTHSC School of Medicine Faculty Development Program recognizes and supports our faculty throughout their academic careers. We strive to provide our faculty with the appropriate knowledge, skills, tools, and resources to allow them to thrive as educators, scholars, and academic professionals. To this end, the Office of Faculty Affairs and Development has identified the following four strategic Faculty Development pillars:

  • Medical Education/Curriculum Development
  • Personal and Professional Development
  • Research and Scholarship Development
  • Leadership Development

Faculty development programming is available to all School of Medicine faculty, residents, and graduate student instructors through classroom and asynchronous programming, faculty development retreats, workshops, grand rounds and online resources.

Educational Development

Educational Development is the cornerstone of the Faculty Development. The creation of a new school of medicine also affords unique opportunities to apply best evidence for teaching and learning as well as understand the impact of the design of our program and activities with learners. Key areas of Educational Development such as Problem Based Learning, Curriculum, Teaching and Assessment, and Simulation Innovation help prepare our faculty to engage with those learners.

This online module aims to provide all faculty with the fundamental principles, theories, and practices that all medical educators should possess.

Click here to register for this online module

Applicable Faculty Roles: PBL facilitators

The Problem-Based Facilitator training is required for any faculty members who are expected to facilitate any of the courses in Phase 1. All facilitators must complete the following modules prior to delivering a PBL session:

  1. Foundations and Fundamentals of Problem-Based Learning
  2. PBL Facilitation: The Nuts and Bolts of Facilitated Learning
  3. Advanced PBL Facilitation: Mentored Facilitation Practical
  4. Assessment and Feedback in the PBL session
  5. Complete at least one PBL Refresher prior to your first course

If you are a PBL Facilitator please contact MDFacultyDev@tcu.edu for access to these courses.

Applicable Faculty Roles: PBL and CAS facilitators; Course/Module Directors; Clerkship Directors; LIC preceptors; SPT mentors

Aimed at educators from wide-ranging backgrounds and with varying levels of experience, the Teaching and Assessment for Medical Educators (TAME) program is designed to enhance the quality of faculty professional development within clinical education. It intends to help those with teaching responsibilities to become more proficient in tailoring their teaching according to learner needs and diverse educational settings; in developing clinical reasoning skills; in involving patients in the learning process; in designing appropriate assessments; in delivering and receiving feedback; and in addressing potential challenges. Ultimately, it aims to help educators ensure that the clinicians of tomorrow are fit to practice.

This module is free when you use your TCU email address. Register with your TCU email address here

Applicable Faculty Roles: All Faculty

As 2019 invites the first year of medical students to the TCU and UNTHSC our faculty turn to what it means to engage the next generation of learners. What does it mean to teach to digitally native learners, and how are they different from previous generations?

Ask ’em anything: Medical Students Tell All
Student Lead Q&A Panel – Part 2
April 2019
7:30a-8:30a
MET 109

#SoMe – Social Media in Medical Education
May 16, 2019
7:30a-8:30a
MET 109

Adoptive Modalities for multi-generational learning
June 5, 2019
7:30a-8:30a

Student as Facilitator – the role of the student in the small group learning environment
July 10, 2019
7:30a-8:30a

Suicide in Physicians and Medical Students
August 14, 2019
7:30a-8:30a

How to give difficult feedback using communication framework
September 18, 2019
7:30a-8:30a

Technology and the Modern Learner
October 9, 2019
7:30a-8:30a

Care of the Whole Person
November 6, 2019
7:30a-8:30a

Inter-Generational Faculty – Millennials as medical educators
December 4, 2019
7:30a-8:30a

Applicable Faculty Roles: Course/Module Directors; Clerkship Directors; Electives faculty

Are you looking to increase the use of simulation in your educational programs? The School of Medicine offers a monthly simulation faculty development series that aims to develop theoretical and practical application of this learning approach. The series offers both didactic and hands-on experience within an exceptional environment, leaving you with the tools to start your journey into healthcare simulation.

Assessment, Evaluation, and Outcomes for Manikin Based Simulation
June 2019
1 hour – TBD

Holoanatomy
July 2019
TBD

Virtual Patient Simulations
August 2019
TBD

Debriefing for Manikin Based Simulation Part 2
September 2019
TBD

The Curriculum Development series provides faculty with a structured framework for developing curriculum, using Kern’s Six-Step Process for designing, implementing and evaluating medical school curriculum. Through a series of online modules, in-person hands-on practicums and workshops, faculty learned how to conduct curricular needs assessments, identify and sequence course topics, develop goals and learning objectives, design an integrated curriculum, align educational strategies with assessment models, and implement new curriculum strategies and program course evaluation frameworks.

Please contact MDFacultyDev@tcu.edu for access to these online courses.

 

Click here for an introduction on how to Design Courses for More Significant Learning using the Significant Learning Taxonomy developed by Dr. L. Dee Fink.

Clinical Teaching Faculty

The Longitudinal Integrated Clerkship is one of the most vital resources of the School of Medicine. The Physician as Educator Series as well as the LIC Toolkit are being designed to prepare our community preceptors for the challenges of clinical teaching.

Teaching and Assessment for Medical Educators (TAME)

Aimed at educators from wide-ranging backgrounds and with varying levels of experience, the Teaching and Assessment for Medical Educators (TAME) program is designed to enhance the quality of faculty professional development within clinical education. It intends to help those with teaching responsibilities to become more proficient in tailoring their teaching according to learner needs and diverse educational settings; in developing clinical reasoning skills; in involving patients in the learning process; in designing appropriate assessments; in delivering and receiving feedback; and in addressing potential challenges. Ultimately, it aims to help educators ensure that the clinicians of tomorrow are fit to practice.

This module is free when you use your TCU email address. Register with your TCU email address here

Principles of Delivering Feedback (online module)

There are various methods and approaches to delivering effective feedback. The School of Medicine is committed to creating a culture that supports the giving and receiving of feedback based in The Compassionate Practice™. This module is adapted from “Giving Effective Feedback:  A Faculty Development Online Module and Workshop” by Aaagard, Rossi, and Guiton (2010) and provides an overview of effective feedback in the medical education learning environment.  

Click here to register for this online module

John Hopkins Medicine – Institute for Excellence in Teaching

Developing the next generation of great clinicians, researchers, educators, and leaders requires superb educators with expert teaching skills. Teaching and education are vital parts of the missions of the Johns Hopkins University School of Medicine, and faculty development is critical to improve learner outcomes and enhance teacher satisfaction. In an effort to bring the most effective and evidence-based teaching strategies to everyone in the global community, and through the generosity of the Office of the Vice Dean for Education, the Institute for Excellence in Education (IEE) has compiled a series of valuable resources in this website. Our goal is to provide practical teaching tips, promote self-reflection, network and share ideas. We believe this can ultimately lead to better patient care, science, scholarship and leadership.

Click here to access the Improve Your Teaching Modules

Click here to access the One Minute Preceptor Online Module

Resources

Applicable Faculty Roles: Clerkship Directors, LIC Preceptors

The Physician as Educator cohort is a blended learning cohort that launch in Summer of 2020. 

  • Time-Efficient Clinical Teaching
  • Teaching and Assessing in Competency-Based Education
  • Challenges in Clinical Teaching
  • Developing Skills in the Art of Effective Feedback    
  • Educational Strategies to Promote Clinical Reasoning
  • Finding Clarity: Establishing Goals and Expectations for Clinical Learners
  • Using SOAP for Learner Professionalism
  • Is it Hot in Here? Learning Climate in Medical Education  
  • Writing Effective Narrative Evaluations

If you are interested in participating in this cohort please email MDFacultyDev@tcu.edu

Narrative Reflection and Compassionate Communications

The Narrative Medicine and Patient Communication team is excited to offer a faculty development series to introduce you to our innovative, multidisciplinary curriculum, The Compassionate PracticeTM Series, as well as our Humanities in Medicine series which welcomes guest artists from around the country to share their knowledge and best practices in the field of humanities.

Applicable Faculty Roles: All Faculty

The Narrative Medicine and Patient Communication team is excited to offer a faculty development series to introduce you to our innovative, multidisciplinary curriculum, The Compassionate PracticeTM.

We describe compassion as empathy (feeling) + action (doing). Compassion is a lifelong practice and every person is unique in their interest and needs. We hope the variety and breadth of information covered in this workshop series can provide you with the right lesson at the right time and give enough opportunity to practice the skills introduced to allow them to become part of the authentic way you interact with others in your work and your life.

Beyond the importance of the work surrounding compassion, we also strive to build community with humor, playfulness and trust. If there are workshop ideas or guests you would like us to include in the future, please let us know here.

By participating in this series, faculty can earn The Compassionate Practice Badge for completing 12 hours of workshop content (1 two-day boot camp or 6 two-hour workshops).

We are pleased to welcome guest artists from around the country to share their knowledge and best practices in the field of humanities in medicine.

By participating in this series, faculty can earn the Humanities in Medicine Badge for completing 6 two-hour workshops in Humanities in Medicine

The Learner-Centered Formative Feedback series focuses on participants mastering the necessary tools to effectively deliver learner-centered formative feedback. Faculty will learn to apply these tools and demonstrate the use of effective learner-centered formative feedback within our communications framework.

This Series is currently in development. Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

Diversity and Inclusion

The TCU and UNTHSC School of Medicine (SOM) is committed to the precept that diversity and educational excellence go hand in hand. We believe that diversity and inclusion are key drivers of institutional excellence that can accelerate our ability to innovate and solve complex problems. Excellence in this context refers to high quality patient care, research, and teaching, a culturally responsive climate, a focus on community outreach, and an engaged workforce.

Mentorship has been shown to be integral to the success of students, trainees and faculty in academic medicine. Mentoring has particularly been shown to be an important component of nurturing and sustaining pipelines of diverse (defined broadly see the School of Medicine definition of diversity) students, trainees, and faculty. The School of Medicine is committed to creating a community that fosters the success of students and faculty in academic medicine and has launched the Diversity and Inclusion Mentoring Network. 

Purpose of the Diversity and Inclusion Mentoring Network:

To create a community to foster success of diverse students and faculty in academic medicine.  The School of Medicine embraces an inclusive excellence view of diversity that encompasses a broad definition of diversity that includes but is not limited to the following domains:  1st generation college students/graduates; individuals from socio-economically limited backgrounds; LGBTQ+ populations; students and faculty of color.

If you are interested in joining the Diversity and Inclusion Mentoring Network, please register here

This series will support a comprehensive approach to establishing the causes of disparities from a population –based perspective that includes diversity as important market of where and how inequities in health status occur and how and why they persist. The ultimate goal is to equip future providers with the ability to examine and treat not only the illness but to foster liaisons in the community to address and remove persistent causes of disparate levels of morbidity and mortality. By intentionally focusing on instilling a vision for the health and well-being of the public, the health care system will become a leader for health rather than simply an entity that along with a solid focus on treating the entire person, in collaboration with others.

Lectures will consist of presentation of background data, examination of case studies, and interactive and collective problem-solving. Local faculty and community members will be invited to participate when/as consistent with ongoing research or interests, and community evidence-based interventions. In sum, a community-based participatory approach will be used in each session.

Join our growing community of LGBTQ+ allies and plan to attend the upcoming Med Safe Zone training open to all faculty and staff at the TCU and UNTHSC School of Medicine.

MedSafeZone will increase your awareness and knowledge of health disparities experienced in the LGBTQ+ communities and teach you to be a safe zone or safe place where all people feel welcomed and included.

Mark your calendars:
Tuesday, October 1, 2019 or Tuesday, October 29, 2019
11:00 am – 3:30 pm
Location: TBD

Educational Scholarship and Research Community of Practice

The Educational Scholarship and Research Community of Practice provides educational research skills development workshops and provides faculty with longitudinal informal and formal development as part of a community of practice. The ESR COP is intended to provide knowledge necessary to understand the purposes and processes of education research, and to help faculty to become informed consumers of the education research literature and to be effective collaborators in education research. The Educational Scholarship and Research Series includes workshops around educational research development, mentoring opportunities, resources on obtaining educational research funding, Ed Research WiPs, Writing Accountability Groups, and more.

Applicable Faculty Roles: All Faculty

This Series is currently in development. It will include:

  • Re-Defining Scholarship
  • How to Succeed as a Medical Education Scholar: Identifying your individual strategy and creating a roadmap for Scholarship
  • A structured framework and resources to use to get your medical education work published: Crossing the finish line
  • Defining Altmetrics – alternative metrics for tracking educational research
  • Social media realm and its impact on educational scholarship
  • Get familiar with digital ID’s (SCOPUS)
  • Bibliography management
  • Predatory Publishing – Fielding Requests

This series is under development. Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

The MedEd Works-In-Progress (WIPs) Meetings are a 90-minute forum to discuss the on-going research activities and interests of faculty and staff. Participants are invited to present their research ideas or current data, discuss a recent publication, or brainstorm a larger project. MedEd WIPs is as a place to learn about opportunities and methodologies, cultivate collaborations and develop or improve ongoing research. This group meets monthly.

Click here to opt-in to notifications about these sessions.

Our writing accountability groups or W.A.G. is a peer-facilitated writing group designed to get you writing regularly. Groups will meet regularly to engage in a writing activity for the session as well as goal setting, reporting progress, and discussing challenges.

Click here to opt-in to notifications about these sessions.

The School of Medicine Medical Education Journal Club aims to increase faculty members’ awareness of trends in medical education.

Each month, a faculty facilitator presents an overview of one to three articles from an educational journal to identify the educational research conducted at Schools of Medicine around the nation. Attendees are encouraged to participate in the discussion.

Medical Education Journal Club meets monthly from 3:00 – 4:00 p.m. on the 3rd Thursday of the month in room IREB 342 (unless otherwise noted).  All dates are scheduled for Zoom videoconferencing. An announcement providing a link to the article(s) being discussed will be sent out prior to each meeting.

Click here to opt-in to notifications about these sessions.

Professional Development

The Professional Development Seminar Series is designed to provide information to faculty about the School of Medicine environment, offer resources and information to facilitate your promotion, develop your scholarship, and enhance your development as a successful member of the School of Medicine’s faculty.

This Series is currently in development. Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

This Series is currently in development. It will include:

  • Sponsorship, Mentorship, and more
  • Art of Graceful Self Promotion
  • Academic Career Navigation
  • Preparing for Promotion
  • Strategic Career Planning
  • Teaching Portfolios
  • Community Engaged Scholarship Portfolio

Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

This Series is currently in development. It will include:

  • Collaborating More Effectively
  • Professionalism in Medical Education: what to do, how to respond
  • Feedback and Difficult Conversations
  • Emotional Intelligence
  • Lifelong Learning
  • Work-life rhythm
  • Effective Presentations: Pitfalls and Potential of PPT

Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

This Series is currently in development. Email MDFacultyDev@tcu.edu to be notified when this series has upcoming sessions.

Faculty Development Resources

SOM MedBits

SOM Technology Tuesday

KEYLIME Podcasts

Clinical Teaching (LIC Podcasts)

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UT Austin Flipped Classroom Podcast

Medical Education Podcast

All about Grants Podcast (NIH)