Faculty development: If you build it, they will come

Medical Education

Volumn 44, Issue 9, 2010, Pages 900-907

  Steinert, Yvonne ^a,b,c,d   Macdonald, Mary Ellen ^b   Boillat, Miriam ^a,b,c   Elizov, Michelle ^b,c   Meterissian, Sarkis ^b,c   Razack, Saleem ^b,c   Ouellet, Marie Noel ^a,b   McLeod, Peter J ^a,b,c  

^a MCGILL UNIVERSITY   (Canada)

^b MCGILL UNIVERSITY   (Canada)

^c MCGILL UNIVERSITY   (Canada)

^d Faculty of Medicine   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CANADA; HEALTH PERSONNEL ATTITUDE; HUMAN; INFORMATION PROCESSING; MEDICAL EDUCATION; MEDICAL SCHOOL; METHODOLOGY; ORGANIZATION AND MANAGEMENT; PERSONNEL MANAGEMENT; PROGRAM DEVELOPMENT; STANDARD;

ATTITUDE OF HEALTH PERSONNEL; EDUCATION, MEDICAL; FACULTY, MEDICAL; FOCUS GROUPS; HUMANS; PROGRAM DEVELOPMENT; QUEBEC; STAFF DEVELOPMENT;

EID: 77955724798     PISSN: 03080110     EISSN: 13652923     Source Type: Journal    
DOI: 10.1111/j.1365-2923.2010.03746.x     Document Type: Article

References (24)

1. Kinsella WP. Shoeless Joe Jackson Comes to Iowa.
2. Clark JM, Houston TK, Kolodner K, Branch WT, Levine RB, Kern DE. Teaching the teachers: national survey of faculty development in Departments of Medicine of US teaching hospitals. J Gen Intern Med 2004 19 : 205 14.
3. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education. Med Teach 2006 28 : 497 526.
4. Wilkerson L, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Acad Med 1998 73 : 387 96.
5. McLeod PJ, McLeod A. If formal CME is ineffective, why do physicians still participate? Med Teach 2004 26 : 184 6.
6. Harrison C, Hogg W. Why do doctors attend traditional CME events if they don't change what they do in their surgeries? Evaluation of doctors' reasons for attending a traditional CME programme. Med Educ 2003 37 : 884 8.
7. Skeff KM, Stratos GA, Mygdal W, DeWitt TA, Manfred L, Quik M, Roberts K, Greenberg L, Bland CJ. Faculty development: a resource for clinical teachers. J Gen Intern Med 1997 12 (Suppl. 2 S56 S63.
8. Steinert Y, McLeod PJ, Boillat M, Meterissian S, Elizov M, Macdonald ME. Faculty development: a 'field of dreams'? Med Educ 2008 43 : 42 9.
9. Sandelowski M. Whatever happened to qualitative description? Res Nurs Health 2000 23 : 334 40.
10. Stewart D, Shamdasani PN, Rook DW. Focus Groups: Theory and Practice.
11. Krueger RA, Casey MA. Focus Groups: A Practical Guide for Applied Research.
12. Creswell JW. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd edn.
13. Fishbein M. Attitude and the prediction of behaviour. In : Fishbein M, ed. Readings in Attitude Theory and Measurement.
14. Fishbein M, Ajzen I. Beliefs, Attitudes, Intentions and Behaviour: An Introduction to Theory and Research.
15. Palmgreen P. Uses and gratifications: a theoretical perspective. In : Bostrom RN, ed. Communication Yearbook 8.
16. Eccles JS, Wigfield A. Motivational beliefs, values and goals. Annu Rev Psychol 2002 53 : 109 32.
17. Heckhausen H. Motivation and Action.
18. D'Eon M, Overgaard V, Rutledge Harding S. Teaching as a social practice: implications for faculty development. Adv Health Sci Educ 2000 5 : 151 62.
19. Barab SA, Barnett M, Squire K. Developing an empirical account of a community of practice: characterising the essential tensions. J Learn Sci 2002 11 : 489 542.
20. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation.
21. Wenger E. Communities of Practice: Learning, Meaning and Identity.
22. Steinert Y, Boudreau D, Boillat M, Slapcoff B, Dawson D, Briggs A, Macdonald ME. The Osler Fellowship: an apprenticeship for medical educators. Acad Med 2010 85 : 1242 9.
23. Brown JS, Collins A, Duguid S. Situated cognition and the culture of learning. Educ Res 1989 18 : 32 42.
24. McLellan H. Situated Learning Perspectives.