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Faculty Retention Ruth  Ballweg Faculty Retention Ruth  Ballweg

Faculty Retention Ruth Ballweg - PowerPoint Presentation

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Faculty Retention Ruth Ballweg - PPT Presentation

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

program faculty academic development faculty program development academic burnout clinical october lack work environment buyout job workload education director

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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-C​Slide7

Faculty Burnout

“Burnout is a state of physical and mental exhaustion caused by one’s professional

life

.”

​ Herbert J. Freudenberger​Slide8
Slide9

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 problemsSlide14
Slide15

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 Slide16
Slide17
Slide18

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 support​Absence of clinical opportunities Absences of fairness occurs when there is a lack or perceived lack of procedures which maintain mutual respect in the workplace​Inequity of workload or pay​Faculty 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 limits​Faculty have to do too much in too little time with too few resources​Faculty 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 do​Lack of recognition devalues both work and the faculty​Loss of external rewards, e.g. salary and benefits​Loss of internal rewards e.g. pride in their work and doing it well​Slide23

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