The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institution's MS. The correlations between our MS questionnaire and DREEM suggest that the perceived implementation of a MS for medical education is a good indicator of the educational climate in the faculty, too.
The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institution's MS. Our MSQ provides a reliable instrument to measure the learning climate with a strong focus on competencies which are increasingly considered crucial in medical education.
In the year and a half that followed, Khurana convened a USGSO's implementation committee of faculty, students, and staff.
The purpose of this report is to describe the development and implementation of a faculty mentoring program in radiology designed to promote the career development of junior faculty and enhance communication in the department.
In the context of increasing demands for social and financial accountability of universities, the required implementation of transparent faculty evaluation systems constitutes a challenge and an opportunity for universities strategically aligning the activity of academic staff with the university goals.
Goins et al. describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities.
We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities.
Effective implementation of ILPs involves faculty development that is focused on fostering and sustaining self-directed learning, and determining the most effective manner of utilizing ILPs.
The formative evaluation study describes efforts toward standardization and implementation of curriculum, training of faculty, provision of equipment to complement didactic courses and the impact on preservice education strengthening.
Programs of this type (pushing innovation and driving for changes in behavior) should not be judged by the first semester of implementation, when faculty are figuring out how to work out the new approach.
Leading barriers to IT implementation were lack of time of faculty, too many other work demands of faculty, lack of resources dedicated to IT, and lack of qualified faculty to teach IT.
