Patrick Auth Program Directors 101 Faculty Retention Instructional Objectives After participating in this session attendees will be able to Discuss strategies to create a welcoming climate for faculty ID: 659479
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Slide1
Faculty Retention
Ruth BallwegPatrick Auth
Program Directors 101Slide2
Faculty Retention
Instructional Objectives After participating in this session attendees will be able to:
Discuss strategies to create a welcoming climate for faculty
Developing a mentoring program for new, junior and senior faculty, to include acquiring and building new skills
Define faculty burnout Discuss strategies of faculty burnoutDefine workload and buy-outDevelop strategies to monitor workloadIdentify key components of a faculty evaluationShare best practices in implementing a flexible ad accommodating work environmentSlide3
PA Program Faculty Roles and Responsibilities Slide4
PA Program Faculty Roles and Responsibilities
“Why We’re Different”Rapid movement from “student role” to “graduate role”
Competency
Based education with frequent assessments and
feedbackHalf of the program takes place “off campus” requiring unique contracts, monitoring and evaluationFaculty may request time for clinical practice to maintain their skills and increase their incomeVast difference between didactic roles and clinical coordination rolesHigh levels of utilization of “outside” experts for content deliverSlide5
Features of a Positive Work Environment for PA Programs
Collegial and supportive relationships Orientation to the faculty role and the academic environment. Clear
Expectations
Sufficient
staff and IT resources and support.Opportunities for professional and personal growth.A positive culture of faculty/student interactions.Slide6
Faculty Attrition
The attrition rate of physician assistant faculty
is 9-10% each year.
J. Glen Forister, MPAS, PA-C; J. Dennis Blessing, PhD, PA-CSlide7
Faculty Burnout
“Burnout is a state of physical and mental exhaustion caused by one’s professional
life
.”
Herbert J. FreudenbergerSlide8Slide9
Cycle of BurnoutSlide10
Stages of BurnoutSlide11
Components of Emotional Exhaustion
Emotional ExhaustionPhysical: no energy, insomnia, gastrointestinal problems, rapid breathEmotional: sadness, depression, negativity, increased cynicism
Intellectual: decreased creativity, reduced ability to concentrate
Social: quickness to anger, defensiveness, being on edge, blaming others, a sense of depersonalization
Slide12
Components of Lack of Personal Satisfaction
Lack of Personal Satisfaction Negative self-evaluation of one’s workFeeling of low accomplishments and professional failure
May lead to increased job mobility, low output levels, low productivity and frequent absenteeism
Current research reveals personal satisfaction as a predictor of the length of stay in a job, motivation and job productivity Slide13
Components of Depersonalization
DepersonalizationShows up as cynicism or a negative, callous, extensively detached response to one’s job dutiesNegative feelings toward the people he or she serve, such as students, clinical preceptors, and institutional administrators
PA educators and administrators may begin to blame and complain about their students/faculty and their problemsSlide14Slide15
Stress vs. Burnout
StressBurnout
Characterized by over engagement
Characterized
by under engagement Emotions are over reactive Emotions are bluntedProduces urgency and hyperactivity Produces helplessness and hopelessness Lost of energy Loss of motivation,
ideals, and hopes
Leads to anxiety disorder
Leads to detachment and depression
Primary damage is physical
Primary damage is emotional Slide16Slide17Slide18
Job-Person Fit Model
“The greater the gap or mismatch between the person and the job, the greater the likelihood of burnout….”
Maslach
& LeiterSlide19
Unique Stressors in the Academic Environment
Community
Absence of clinical opportunities
Fairness Faculty evaluated unfairly by studentsValues Mismatch of values Workload Faculty does not have control over assignmentsControl/Power
Lack of support from Program Director
Reward
Lack of recognition devalues work and faculty Slide20
Unique Stressors in the Academic Environment
Breakdown of community
occurs when faculty lose a positive connection with the workplace
Most destructive to community is chronic, unresolved conflict with others on the job
Such conflict produces feelings of frustration and hostility and reduces the likelihood of social supportAbsence of clinical opportunities Absences of fairness occurs when there is a lack or perceived lack of procedures which maintain mutual respect in the workplaceInequity of workload or payFaculty judge unfairly e.g. end of course evaluationsSlide21
Unique Stressors in the Academic Environment
Value conflict occurs when there is a mismatch between the requirements of the job and faculty’s personal principle
Discrepancy between mission and practice
Academic institution goes through a major change
Workload occurs when the job demand exceeds human limitsFaculty have to do too much in too little time with too few resourcesFaculty does not have control of their workloadLittle opportunity to rest, recover, and restore balanceSlide22
Unique Stressors in the Academic Environment
Lack of control occurs when faculty have little or no control over the work they do
Due to rigid polices and tight monitoring or because of chaotic workplace conditions
Lack of flexibility and support from program director
Insufficient reward involves a lack of appropriate rewards for the work the faculty doLack of recognition devalues both work and the facultyLoss of external rewards, e.g. salary and benefitsLoss of internal rewards e.g. pride in their work and doing it wellSlide23
Faculty Development Program
Why?Improve faculty attitudes toward learningImprove faculty effectiveness Retain faculty
Improve
academic effectiveness
Increase faculty and student satisfactionBuild new skills sets and providing updates on policies and new methodologySlide24
Faculty Development Program
Should be individualizedBuild on strengthsOvercome weaknessesLearn new materialDevelop areas of interestMoving trend towards addressing scholarship, leadership, and career development needs, in addition to teaching skillsSlide25
Faculty Development Program
Focus on improving to be a more effective teacher Increase communication about teaching and student learning within and between departmentsEmphasize the faculty development program is an agent of change within the
PA Department/Program
in the
areas of teaching, learning, policy, and orientation to the academic environment. Also link with parallel faculty internally and externally to the PA Department Slide26
Faculty Development Program
Tier IDevelopment of Faculty RoleDevelopment focuses on the faculty
Emphasis is on teaching skills of individual faculty members
Potential topics
Effective advisement, Test Item Writing, Delivering effective lectures, mentoring and being mentored as topics.Common activities include classroom visits by program directors, peer reviews, mentoring activities, PAEA workshops and the use of video to analyze teaching styles and techniquesSlide27
Faculty Development Program
Tier IICurriculum Development SkillsDevelopment focuses on improving the course or the curriculumEmphasis is on curriculum development and
evaluation and ARC-PA Standards
Potential topics
Choosing textbooks, creating a blended learning course, methods of assessmentCommon activities include improving course and curriculum design and evaluation and incorporating new education technologies into courses and curriculaSlide28
Faculty Development Program
Tier IIIProgram DevelopmentDevelopment focuses on institution and the relationship with the Physician Assistant Program/
Department
New
and emerging topics in PA and health professionals education.Emphasis is on institutional support and maximum utilization of resourcesPotential topicsInstitutional support for the PA Program/Department (e.g. clinical sites), clarification of mission & goals, interprofessional activitiesCommon activities include executive faculty meetings, annual institution retreats with institution administration and PA Chairperson and facultySlide29
Educational Needs VarySlide30
Who are we? Slide31
FACULTY DEVELOPMENT RESOURCES
Workshops & ConferencesPANDO Workshops – PAEAInternal university or school specific offerings.
PAEA
Education Forum
Association of Schools of Allied Health Professions (ASAHP) Annual Conference, Leadership Development ProgramARC-PASummer “Accreditation and You” WorkshopSlide32
October
Schedule Clinical Coordinators 101: October 23-25Faculty Skills 101:
October
23-25Faculty Skills 201: October 24-25OSCEs: October 24-25Remediation: October 24-25Creating an Effective Student Assessment: October 24-25Best Practices in Active Learning Series:Innovations in Teaching & Learning with Technology: October
24
Team-Based Learning
: October
25Slide33
Additional Pando Workshops
AdmissionsGrant WritingAcademic Law Slide34
FACULTY DEVELOPMENT RESOURCES
JournalsJournal of Physician Assistant Educationhttp://journals.lww.com/jpae/pages/default.aspx
Academic Medicine
http://journals.lww.com/AcademicMedicine/pages/default.aspx
Journal of Allied HealthNeed to be a member of ASAHPInterdisciplinary allied health periodical, publishing scholarly works related to research and development, feature articles, research abstracts and book reviewsSlide35
Sample Professional Development PlanSlide36
Definitions
Workload - identifies the different activities undertaken by facultyFTE- Full time equivalentTT- Tenure TrackNTT- Non-tenure track
WAH- Work at home days
Buyout- Percentage of credit hour reduction for administrative responsibilities Slide37
Sample Workload
Faculty
NTT, T T or Tenure
9 month or 12 month
contractNormal Load Credit hour work loadAnnual Buyout Adjust Credit Hours Load
Program
Director
NTT
12
36
60%
14.4
Associate PD
NTT
12
36
40%
21.6
Academic
Coordinator
NTT
12
36
20%
28.8
Director
of Clinical Education
NTT
12
36
20%
28.8
Clinical Coordinator
NTT
12
36
15%
30.6
Principal Faculty
NTT
12
36
5%
34.2Slide38
Sample Workload
Position
Descriptio
n of Buyout
Credit Hour ReductionAll faculty Interviewing, site visits, oral examinations…42 to 36 credit hour reduction
Program Director
Administrative
Buyout
60%
Associate Director
Administrative Buyout
40%
Academic
Coordinator
Administrative
Buyout
20%
Director of Clinical Education
Administrative Buyout
20%
Clinica
l Coordinator
Administrative
Buyout
All Faculty
Scholarship
5%Slide39
Resources
Glicken A. Excellence in physician assistant training through faculty development. Acad Med. 2008;83:1107–1110. Leslie, K., Baker, L., Egan, E., Reeves, S. Advancing Faculty Development in Medical Education: A Systematic Review, Academic Medicine. 2013, July; 88 (7); 1038-45.
Schor
, N.,
Guillet, R., & McAnarney, E. Anticipatory Guidance as a Principle of Faculty Development: Managing Transition & Change. Academic Medicine 2011, October; 86 (10); 1235-40.Slide40
Resources
Berman, Mark. (Spring 1995). “Psychologist Mark Berman on Burnout.” ASTD InfoLine (American Society for Training and Development), pp.1-2Ames, G. (2010). The burnout.
(Order No. 3408499, State University of New York at Binghamton).
ProQuest
Dissertations and Theses, , 288. Retrieved from http://search.proquest.com/docview/594643173?accountid=10559. (594643173).Linzer M. Preventing Burnout in Academic Medicine. Arch Intern Med. 2009;169(10):927-928. doi:10.1001/archinternmed.2009.77.Shanafelt TD, West CP, Sloan JA, et al. Career Fit and Burnout Among Academic Faculty. Arch Intern Med. 2009;169(10):990-995. doi:10.1001/archinternmed.2009.70.Slide41
Acknowledgements
Many thanks to: Dawn Morton-RiasJoan WardBrad
Schwartz
Lisa Walker
Melissa Coffman