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dc.contributor.authorRider, Elizabeth
dc.contributor.authorBranch, William
dc.contributor.authorFrankel, Richard
dc.contributor.authorHafler, Janet
dc.contributor.authorLowell, Amy
dc.contributor.authorGilligan, MaryAnn
dc.contributor.authorLitzelman, Debra
dc.contributor.authorPlews-Ogan, Margaret
dc.contributor.authorOsterberg, Lars
dc.contributor.authorDunne, Dana
dc.contributor.authorMay, Natalie
dc.contributor.authorDerse, Arthur
dc.date.accessioned2020-03-12T23:47:50Z
dc.date.issued2017-12
dc.identifier.citationBranch W.T. Jr, R.M. Frankel, J.P. Hafler, A.B. Weil, M.C. Gilligan, D.K. Litzelman, M. Plews-Ogan, E.A. Rider, L.G. Osterberg, D. Dunne, A.R. Derse, & N.B. May. 2017. A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers. Academic Medicine 92, no. 12: 1680-1686.en_US
dc.identifier.issn1040-2446en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:42629981*
dc.description.abstractThe authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today. During the yearlong program, small groups of participating faculty met twice monthly with a local facilitator for exercises in humanistic teaching, role modeling, and related topics that combined narrative reflection with skills training using experiential learning techniques. The program focused on the professional development of its participants. Thirty schools participated; 993 faculty, including some residents, completed the program. In evaluations, participating faculty at 13 of the schools scored significantly more positively as rated by learners on all dimensions of medical humanism than did matched controls. Qualitative analyses from several cohorts suggest many participants had progressed to more advanced stages of professional identity formation after completing the program. Strong engagement and attendance by faculty participants as well as the multimodal evaluation suggest that the program may serve as a model for others. Recently, most schools adopting the program have offered the curriculum annually to two or more groups of faculty participants to create sufficient numbers of trained faculty to positively influence humanistic teaching at the institution. The authors discuss the program's learning theory, outline its curriculum, reflect on the program's accomplishments and plans for the future, and state how faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at all levels of medical education.en_US
dc.language.isoen_USen_US
dc.publisherOvid Technologies (Wolters Kluwer Health)en_US
dash.licenseLAA
dc.titleA Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachersen_US
dc.typeJournal Articleen_US
dc.description.versionVersion of Recorden_US
dc.relation.journalAcademic Medicineen_US
dash.depositing.authorRider, Elizabeth
dc.date.available2020-03-12T23:47:50Z
dc.identifier.doi10.1097/acm.0000000000001940
dc.source.journalAcademic Medicine
dash.source.volume92;12
dash.source.page1680-1686
dash.contributor.affiliatedFrankel, Richard
dash.contributor.affiliatedLowell, Amy
dash.contributor.affiliatedRider, Elizabeth


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