Faculty Development | SingHealth Duke-NUS

Timeline for Funding Application (PECT & Residency)

Grant Call	ACP’s submission to Campus EDOs	Announcement of Outcomes	Eligible Programme Period
Cycle 1: Dec	Jan	Feb	Apr to Jul
Cycle 2: Apr	May	Jun	Aug to Nov
Cycle 3: Aug	Sep	Oct	Dec to Mar

Faculty Roles and Recommended Faculty Development

(Following the AM.EI framework for educators)

All clinicians are expected to fulfil general educator (Level 1) requirements. Additional faculty development is recommended for advanced educators (Level 2) and Master / Specialist educators (Level 3) to carry out their increased education duties.

Examples of faculty roles

Level 3 Master / Specialist educator

Surgery ACP Edu ViceChair/ Edu directors/ PD

Clinical educator career

Education research

Simulation training curriculum developer

Level 2 Advanced Educator

Residency core faculty

Medical University leads

SSSC platform leads

Level 1 Educator

All Surgery ACP clinicians

Educator Competencies

Level 1: All faculty are expected to teach learners assigned to them according to the curriculum set by the teaching program. Learners include medical students, residents, nurses, allied health, researchers and fellows.

Level 2 and 3: Additional skills are expected for faculty who have increased educational responsibilities

The 5 domains of educator competencies are Design / Engage / Assess / Impact / Lead.

(Appendix A gives examples of what you are expected to do in each domain.)

Framework for Surgery ACP Clinical Educator Career Track

Level of involvement in Education	General	Intermediate	Program	Surgery ACP *
Level of involvement in Education	Examples of roles in each of categories listed below
Categories
Undergrad	Clinical instructor, teacher, lecturer	Med School Year lead	Med School Year lead	Main lead VC Edu Undergrad
Residency	Physician faculty	Core faculty / APD	PD	VC Edu Postgrad
Surgical skills	Instructor for ATLS / SSSC / Other courses	SSSC Program director Course director for surgical skills	SSSC Platform director	Surgical skills continuum director
Others	Nursing lectures Mentor med student research	AM.EI fellow NOTSS Sim trainer	Examiner RAC member/ chair	AST / fellowship director
Expectations	Follow curriculum to teach assess learners assigned to them	Participate in 1. Curriculum review as part of program evaluation 2. Additional Mentoring/ supervision 3. Assessment review e.g. CCC 4. Curriculum design for new courses when required	1. Ensure program alignment with med school / RAC / ACGME/ other regulatory bodies 2. Lead curriculum review & design 3. Regular faculty evaluation 4. Regular program evaluation	1. Oversee quality of different programs 2. Review faculty evaluation feedback across programs 3. Edu Faculty mentorship and leadership succession planning 4. Set direction for new areas of development
Personal Faculty Development	AMEI level 1	AMEI level 2	AMEI level 3	AMEI level 3

(*beyond Surgery ACP, examples of other educational leadership roles include assistant dean, ADIO, EDO chair, SIMS director, RAC chair, JCST chair etc)

Recommended Faculty Development Courses

Many faculty development programmes are available both locally and overseas. AM.EI as SingHealth’s partner provides a comprehensive list of courses covering all 5 domains and categorized for different levels of educators. Centre of Medical Education CenMED at YLL NUS also provides a wide variety of suitable courses.

AM.EI FY2023 Course Calendar: Click here to download PDF

CenMED FY2023 Course Calendar: Click here to download PDF

Newly appointed faculty should start with an online overview course that covers all essential Level 1 competencies: “Online Essentials in Clinical Education (Brightspace)” provided by AM.EI. Clinicians are required to register for the upcoming window of the Online Essentials course via the Faculty Development Call Cycles:

Course Objectives:
This course aims to equip participants with the competencies to become effective educators and role models. The course is in alignment with AM.EI’s goal to raise the standards of healthcare education by inspiring educators to effectively impart their medical knowledge and clinical skills, improve learning environments, and maximise their teaching opportunities.

Course Outline:
This course consists of five online modules mapped to the domains of the AM.EI Core Values for Health Professions Educators Competency Framework.

Estimated Learning Time: 2 to 3 hours

Duration of Completion Window: 2 months
Upon completion of each online module, a Certificate of Participation will be awarded.

For more information on the Online Essentials Course, please visit: https://www.singhealthdukenus.com.sg/amei/Pages/workshops-online-essentials.aspx

Additional faculty development is recommended for all faculty who wish to improve their educator knowledge and skills. It is best to choose courses relevant to your teaching practice.

Other faculty development courses include the following:

Teaching activity	Examples of types of courses	Domain
If you teach on ward rounds / clinic / OT	Giving feedback Learning at the bedside Effective facilitation	Engage
If you teach in tutorial / small group	Interactive teaching small group Facilitation in group teaching	Engage
If you give lectures	Large group lectures	Design
If you take residents as supervisor	Workplace based assessments, Coaching / mentoring	Engage Assess
If you run a workshop / course	Learning activity Curriculum design	Design
There are also more specific courses (e.g. creating e- lectures, creating video presentations, simulation debrief, program evaluation models etc.) that target specific educator needs.

There are more comprehensive courses available locally and overseas that are held over several days and lead to a certificate in education. Funding to attend these programmes is available through various sources and Surgery ACP Education Office will assist you in the application process.

Examples of academic longitudinal programs for more advanced educators:

Masters of Health Professions Education – Local collaboration between Academy of Medicine and Maastricht University https://www.ams.edu.sg/education-training/mhpe-s/home

MGH Masters of Health Professions Education – Credits from the Harvard Macy programs may be used towards this https://www.mghihp.edu/healthcare-leadership/degrees-programs/hped/ms-health-professions-education

University of Melbourne - Graduate Program in Surgical Education which consists of basic and advanced modules for credits that lead to certificate / diploma / Masters of Surgical Education: https://study.unimelb.edu.au/find/courses/graduate/graduate-certificate-in-surgical-education/

Appendix A: Practical examples of expected educator competencies for each domain

Domain

Teaching activities

Level 1

Level 2

Design

Design and Planning Learning

Bedside tutorial, Lecture,
Skills Workshop

• Considers the individual’s specific learning needs

• Follows the learning objectives set by the program for that learner

• Understands there are variable teaching-learning methods and resources to achieve desired learning outcomes

• Follow methods set by the program

▪ Curriculum design

▪ Ensure clear syllabus and learning objectives, choose appropriate teaching and assessment methods to ensure all the different ; learning objectives are met, provide resources

Engage

Teaching and Facilitating Learning;

Bedside tutorial, lecture, Intraoperative supervision, Skills Workshop

▪ Understands importance of learning environment

▪ Uses a few different teaching-learning methods

▪ Gives effective feedback

▪ General mentoring for juniors within team

▪ Applies most suitable teaching-learning methods and resources

▪ Encourages reflection

▪ Longer- term mentoring for supervisees

▪ Dealing with underperforming students / trainees

Assess

Assessment of Learning

Formative / Summative

▪ Understand general principles of assessment, including assessment should align with learning, use of formative assessment as a teaching method, limitations of tests and need for standardization

▪ Complete work-based assessments required by program (e.g. mini-CEX, SDOPS, 360 deg)

▪ Chooses relevant / different assessments that align with the learning outcomes

▪ Accurately Interprets assessment reports by recognizing each individual assessment’s contribution to the overall assessment blueprint

▪ Contributes to development of assessments and standards setting

Impact

Educational Research and Scholarship

Educational theories and research

▪ Aware of educational theories and principles informing practice

▪ Understands and applies educational principles in teaching and curriculum design

▪ Participates in educational program evaluation or research

▪ Critically appraises educational literature to apply to own educational practice

Lead

Educational Management and Leadership

Educational programmes / faculty development

▪ Understands and takes responsibility for personal faculty development as general faculty

▪ Leads educational projects / programs

▪ Supports faculty development for the general faculty in the program

Full details of AOME educator competencies are available at: https://www.medicaleducators.org/write/MediaManager/Journal/AoME_Issue3.pdf