Faculty Development: - PowerPoint Presentation

Faculty Development: From Skill Acquisition to Identity Formation Take it and Deconstruct it David Irby, PhD, UCSF, USA Patricia O’Sullivan, EdD , UCSF, USA Yvonne Steinert , PhD, McGill University, Canada

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Session GoalsTo examine the role and importance of faculty members’ professional identities To discuss how these identities can be awakened, strengthened or supported through faculty development To identify faculty development programs and strategies that can help to address identity formation

OverviewTake an abbreviated version of a faculty development workshop on identityDeconstruct how the workshop was put together Think about how you can integrate the notion of identity formation into your own faculty development initiatives https:// tinyurl.com/EdIdentity

Faculty Development : From Skill Acquisition to Identity Formation Pat and Dave’s most excellent adventure

Session GoalsTo examine the role and importance of faculty members’ professional identities To discuss how these identities can be awakened, strengthened and supported

Who Am I? An ExerciseIntroduce yourself to three different people whom you do not know When done, write down on your worksheet verbatim what you told the last person

Identity: Who Am I?

Multiple Identities Personal Identities Organizational Identities Professional Identities Roccas, S. & Brewer M. B. Personality & Soc Psych Rev, 6 , 88 – 106, 2002. Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ . 44(1):40-9, 2010.

Identity TheoryDescribes how people view themselves (i.e., psychological identity )As similar to and different than others Derived from perceived membership and roles in organizations (i.e., social identity)Interacts with agency and choiceEmbodies multiple identities Van Lankveld et al. Adv in Health Sci Educ. 21(6):1-22, 2016. Lawler. Identity: Sociological Perspectives . 2008. Trede et al. Studies in Higher Educ . 37(3):365-384, 2012.

Compartmentalized Identity “When I ’ m teaching in class, this is a separate thing, because I have to be in a lecture room with students. But when I ’ m doing clinical teaching, I’ll be in the ward, so I’ll be providing medical care.” O'Sullivan et al. Identity Formation and Motivation of New Faculty Developers. Med Teach. Online Feb 6, 2016. Educator Physician/Scientist

Scientist Merged Identity Educator Physician “I think physician and medical educator are probably 50/50 – overlap, integrative, whatever we’re doing. And it’s hard to separate out the physician from the scientist” O'Sullivan, Irby. Identity Formation of Occasional Faculty Developers in Medical Education. Acad Med 89, 1467-73, 2014.

Researcher Educator Clinician Construct a Venn diagram from your introduction Leader Clinician Teacher Leader Researcher Mentor Teacher/Faculty Developer / Learner Researcher Clinician Educator

Professional Identity DevelopmentIs dynamic, constantly evolving Is derived from observation and reflection Interacts with Organizations and context Roles and their status/social privilege Personal agency Personal and professional knowledge, values Beauchamp, Thomas. Understanding Teacher Identity. Cambridge j of Educ. 39(2):175-189, 2009. Lieff S et al. Who Am I? Key Influences on the Formation of Academic Identity within a Faculty Development Program. Med Teacher. 34:e208-e215, 2012. Trede et al. Professional Identity Development: A Review of the Higher Education Literature. Studies in Higher Educ . 37(3):365-384, 2012.

Identity Formation and Agency Agency Context Identity       Roles       I Feel Engaged I Feel Supported I Feel Empowered

Strategies for Exploring IdentityDivide into small groups of 3-4Individually complete the worksheet Place a checkmark on whether the specific item is low to high or N/AOn the reverse side, write your response: Describe how you feel engaged, empowered and supported as a medical educator. What needs to alter to improve your circumstances? Share responses in small group

Examining IdentityEngage in educator rolesTeaching, mentoring, curriculum development, learner assessment, educational leadership and scholarship Empower individuals to exercise agency Psychological empowerment and agency Relational empowerment and networks Obtain support from Academic environmentHealth care system context

DeconstructionHow did this workshop help you think about identity?

Workshop ObjectivesParticipants will be able to:Describe the identity formation processExamine their own professional identity Explore strategies to enhance identity (in role, agency and context)

Engagement StrategiesIdentify the engagement strategies used in the workshop.Sufficiency? Quality?Exemplary of faculty development principles?

UCSF Faculty development workshop

Design of “Identity Quakes” Worksheet Theoretical and empirical underpinningsPilot testing!

Timing for UCSF Workshop Time Content Strategy 5 min Introduction Presentation 10 min Identity introductions Introduce self to 3 others Write down last introduction verbatim 30 min Identity formation Presentation from literature, worksheet to draw Identity diagram 60 min Strategies for exploring identity Worksheet (complete, discuss in trios) 15 min Discussion & wrap-up Large group discussion and summary

UCSF Participants’ InsightsCathartic, normalizing and reinvigoratingHelped us figure out our own identities Speaks to importance of agency – understanding identity and taking control of identity and decision-makingLots of active listening, ideas generated, advise given, problem-solving Want more time devoted to identity and opportunities for reflection

Literature: Faculty Development StrategiesCreate a sense of community – and belongingFocus on intrinsic motivators & meaning of teaching Create opportunities for reflection Provide continuity in training Promote mentorship Maintain an organizational focusOffer a variety of ways to engage in development Cantillon et al. Adv in Health Sci Educ. Online 2016. Lieff et al. Med Teach . 34: e208-e215, 2012. Stone et al. Med Educ . 36:180-185, 2002. Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. 2016;38(8):769-86. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al 2006;28(6):497-526.

What would work in your setting?Talk to the person next to you Generate specific examples of programs and strategies that you could use to address identity formation in faculty development Be action oriented

Discussion

SummaryDetermine which programs or activities are appropriate to incorporate identity formation explicitly Identify ways to implicitly trigger identity formation in faculty development offerings Promote concepts of agency, networking and empowerment Freely apply this workshop to your setting

ClosingFaculty development can awaken a teaching identity… People who come to faculty development often have that identity… Others have a curiosity that can be developed… Participation in faculty development strengthens your identity as it gives you enhanced skills in an environment with like-minded colleagues…

ReferencesBeauchamp. Cambridge J of Educ. 39(2):175-189, 2009. Cantillon et al. Adv in Health Sci Educ. Online 2016. Lawler. Identify: Sociological Perspectives . 2008. Lieff et al. Med Teach. 34:e208-e215, 2012.Lown et al. Acad Med. 84:1089-1097, 2009Monrouxe. Med Educ. 44(1):40-9, 2010. O'Sullivan et al. Med Teach. Online 2016. O'Sullivan, Irby. Acad Med 89, 1467-73, 2014. Roccas, Brewer. Personality & Soc Psych Rev , 6 , 88 – 106, 2002.

References - 2Steinert. Faculty Development in the Health Professions. 2014.Steinert, MacDonald. Med Educ. 49(8): 773–782, 2015.Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, et al. 2016;38(8):769-86. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, et al 2006;28(6):497-526.Stone et al. Med Educ. 36:180-185, 2002.Trede et al. Studies in Higher Educ. 37(3):365-384, 2012.

References - 3Van Lankveld et al. H. Educ Res Dev. Online 13 July 2016.Van Lankveld et al. Adv in Health Sci Educ. 21(6):1-22, 2016. Wilkerson, Irby. Acad Med. 73(4):387-96, 1998. https://wiki.library.ucsf.edu/display/UCPLS/The+Importance+of+Being+an+Educator:+Identity+Development+in+the+Formation+of+Health+Professions+Educators