(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.)
SSSC Program director
Course director for surgical skills
Nursing lectures
Mentor med student research
AM.EI fellowNOTSS Sim trainer
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
(*beyond Surgery ACP, examples of other educational leadership roles include assistant dean, ADIO, EDO chair, SIMS director, RAC chair, JCST chair etc)
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 monthsUpon 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.aspxAdditional 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:
Giving feedback
Learning at the bedside
Effective facilitation
Interactive teaching small group
Facilitation in group teaching
Engage
Assess
Learning activity
Curriculum design
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:
Appendix A: Practical examples of expected educator competencies for each domain
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
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
▪ 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
▪ 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
▪ 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
