The move to competency-based medical education has created new challenges for medical teachers, i... more The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. The Working Group on Faculty Development of the College of Family Physicians of Canada developed a new concept, Fundamental Teaching Activities (FTAs), to describe the day-to-day work of teachers. These activities are intended to guide teacher professional development. Using task analysis and iterative reviews with teachers and educational leaders, these FTAs were organized into a framework for teachers to identify the actions involved in various teaching tasks, and to reflect on their teaching performance and next steps in personal development. In addition to use by teachers for personal development, the framework is being employed to guide the development of comprehensive faculty de...
Academic medicine : journal of the Association of American Medical Colleges, Jan 3, 2017
Now a mainstay in medical education, faculty development has created the role of the faculty deve... more Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructin...
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2016
e Collège des médecins de famille du Canada a accepté la recommandation du Groupe de travail sur ... more e Collège des médecins de famille du Canada a accepté la recommandation du Groupe de travail sur la révision du cursus postdoctoral de la Section des enseignants selon laquelle les programmes de formation en résidence devraient élaborer et appliquer un cursus axé sur le développement des compétences visant des soins • complets et globaux; • orientés sur la continuité pédagogique et la continuité des soins, et • centrés sur la médecine familiale.
L a formation médicale et la démographie des étudiants en médecine ont subi des changements impor... more L a formation médicale et la démographie des étudiants en médecine ont subi des changements importants au cours de la dernière décennie. Plusieurs mesures ont été mises en place afin d'accroître la main d'oeuvre médicale et d'en amoindrir les disparités régionales. Le Collège des médecins de famille du Canada intervient régulièrement auprès des décideurs pour qu'ils posent des gestes concrets en ce sens, incluant la mise en place de mesures pour accroître l'attraction pour le métier de médecin de famille. Inévitablement, ceci impose une pression importante sur le réseau de formation.
Canadian Family Physician Medecin De Famille Canadien, Nov 1, 2011
L e Collège des médecins de famille du Canada a adopté la recommandation du Groupe de travail sur... more L e Collège des médecins de famille du Canada a adopté la recommandation du Groupe de travail sur la révision du cursus postdoctoral de la Section des enseignants voulant que les programmes de résidence devraient élaborer et mettre en oeuvre un cursus axé sur le développement des compétences, qui :
The authors in this paper discuss a new approach to the assessment of physicians&... more The authors in this paper discuss a new approach to the assessment of physicians' performances in practice using undetected standardized (simulated) patients. Case-specific performance criteria were established for seven standardized patients by eight family physicians and two specialists. The patients were then introduced into the practices of the family physicians and of a second cohort of seven family physicians. No differences were found between the criteria-setting and the noncriteria-setting physicians; but large differences were found among the criteria, the physicians' performances as indicated by the patient, and the data recorded by the physicians on the patient chart. Depending on the method used to score the performance and the recorded data, about 30 to 45 percent of the procedures were not performed, and 50 to 70 percent of the criteria were not recorded. The implications of the study for assessment of physician performance are discussed.
The move to competency-based medical education has created new challenges for medical teachers, i... more The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. The Working Group on Faculty Development of the College of Family Physicians of Canada developed a new concept, Fundamental Teaching Activities (FTAs), to describe the day-to-day work of teachers. These activities are intended to guide teacher professional development. Using task analysis and iterative reviews with teachers and educational leaders, these FTAs were organized into a framework for teachers to identify the actions involved in various teaching tasks, and to reflect on their teaching performance and next steps in personal development. In addition to use by teachers for personal development, the framework is being employed to guide the development of comprehensive faculty de...
Academic medicine : journal of the Association of American Medical Colleges, Jan 3, 2017
Now a mainstay in medical education, faculty development has created the role of the faculty deve... more Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructin...
Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 2016
e Collège des médecins de famille du Canada a accepté la recommandation du Groupe de travail sur ... more e Collège des médecins de famille du Canada a accepté la recommandation du Groupe de travail sur la révision du cursus postdoctoral de la Section des enseignants selon laquelle les programmes de formation en résidence devraient élaborer et appliquer un cursus axé sur le développement des compétences visant des soins • complets et globaux; • orientés sur la continuité pédagogique et la continuité des soins, et • centrés sur la médecine familiale.
L a formation médicale et la démographie des étudiants en médecine ont subi des changements impor... more L a formation médicale et la démographie des étudiants en médecine ont subi des changements importants au cours de la dernière décennie. Plusieurs mesures ont été mises en place afin d'accroître la main d'oeuvre médicale et d'en amoindrir les disparités régionales. Le Collège des médecins de famille du Canada intervient régulièrement auprès des décideurs pour qu'ils posent des gestes concrets en ce sens, incluant la mise en place de mesures pour accroître l'attraction pour le métier de médecin de famille. Inévitablement, ceci impose une pression importante sur le réseau de formation.
Canadian Family Physician Medecin De Famille Canadien, Nov 1, 2011
L e Collège des médecins de famille du Canada a adopté la recommandation du Groupe de travail sur... more L e Collège des médecins de famille du Canada a adopté la recommandation du Groupe de travail sur la révision du cursus postdoctoral de la Section des enseignants voulant que les programmes de résidence devraient élaborer et mettre en oeuvre un cursus axé sur le développement des compétences, qui :
The authors in this paper discuss a new approach to the assessment of physicians&... more The authors in this paper discuss a new approach to the assessment of physicians' performances in practice using undetected standardized (simulated) patients. Case-specific performance criteria were established for seven standardized patients by eight family physicians and two specialists. The patients were then introduced into the practices of the family physicians and of a second cohort of seven family physicians. No differences were found between the criteria-setting and the noncriteria-setting physicians; but large differences were found among the criteria, the physicians' performances as indicated by the patient, and the data recorded by the physicians on the patient chart. Depending on the method used to score the performance and the recorded data, about 30 to 45 percent of the procedures were not performed, and 50 to 70 percent of the criteria were not recorded. The implications of the study for assessment of physician performance are discussed.
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Papers by Allyn Walsh