Step by Step Guide for Program Development
Abstract Introduction The resources, developed for administrators, faculty, and staff at academic health science centers in traditional academic environments and medical environments, serve a dual purpose: to educate the participant regarding the effective development of a new educational program an...
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| Format: | Book |
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Association of American Medical Colleges,
2016-02-01T00:00:00Z.
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| Summary: | Abstract Introduction The resources, developed for administrators, faculty, and staff at academic health science centers in traditional academic environments and medical environments, serve a dual purpose: to educate the participant regarding the effective development of a new educational program and to facilitate the successful application of this knowledge at the participant's own institution. A participant may be any individual who is assigned the task of creating, or takes the initiative to create, new learning opportunities or programs within an institution. The resources encourage the participant to consider educational gaps in the institution and fill them with dependable and effective learning opportunities and programs. Methods These materials are designed for convenience and for adult learning at one's own pace. The resources include a Participant Guide, a Sample Program Development Worksheet, and a Program Development Worksheet. These resources were used previously to facilitate the development of two new educational programs at an academic health science center. The resulting programs, a seminar series designed to train residents as teachers and a course designed to develop academic faculty, were based upon the utilization of the information presented in the Participant Guide and the process encouraged by the Program Development Worksheet. Results The resident training program was delivered via face-to-face sessions the first academic year and was delivered using an online format the second and third academic years. Participants in the resident training program were (N = 220) residents, with 72 participating the first year, 82 participating the second year, and 66 participating the third year. Session evaluations indicated that residents perceived the training favorably each year. The faculty development training was delivered via face-to-face sessions the first academic year and was transitioned to an online format the second academic year. Participants in the faculty development program were 148 (N = 148) faculty, with 90 participating the first year and 58 participating the second year. Discussion Results indicated that faculty perceived the faculty development program favorably both years. Additionally, faculty perceptions of relevance of the program content or intention to use program content was not significantly different between those who attended the face-to-face program and those who participated in the online, self-directed learning platform. |
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| Item Description: | 10.15766/mep_2374-8265.10346 2374-8265 |