Faculty development

Faculty development is a component of medical education.

Peer learning[edit | edit source]

Peer learning may be a helpful tactic^[1][2], especially for medical education as opposed to the research component of a faculty work^[3]. Gosling, quoting Shulman^[4] wrote:

• "Rather, what he [Shulman] found was not a community of teachers, but isolation: We close the classroom door and experience pedagogical solitude, whereas in our life as scholars, we are members of active communities: communities of conversation, communities of evaluation, communities in which we gather with others in our invisible colleges to exchange our findings, and methods and our excuses."

One review found regarding peers^[5]:

• the value of using peers as role models
• the mutual exchange of information and ideas
• and the importance of collegial support to promote and maintain change

Gosling has identified the models of peer support^[3]:

• evaluative. Gosling notes that this can be a problematic judgemental process
• developmental. This is more typical learning from experts.
• collaborative. Collaborative models "aim to promote self-reflection and growth through non-judgemental feedback amongst peers. Through their reliance on peers as equals, and negotiated practices, collaborative models of faculty development emphasise relationships, ‘reflective practice based on dialogue’14 and the ‘social enterprise’ of learning.^[2]

See also[edit | edit source]

External links[edit | edit source]

References[edit | edit source]