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Faculty Development

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.

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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 EducationGeneral   Intermediate  Program  Surgery ACP *
​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 FY2021 Course Calendar: Click here to download PDF

CenMED FY2021 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.  

C
ourse 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 

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:


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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