Accepted Type
Oral
Code
OE1-1-3
Acceptance Declaration
Accept
Additional Information
I declare I have no actual or potential conflict of interest in relation to this program.
Was this work accepted for CCME 2020?
yes
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Other
Presenter Other
faculty
Affiliation
Considered for Poster
no
Title
Exploring the Role of Social Networks in Supporting Faculty Development
Length of Presentation
Background/Purpose
Faculty development is increasingly important in health professions education. Faculty developments' conceptualization has evolved from an individual skills training activity to more contemporary notions of an organizational model. This organizational model recognizes relationships and networks as increasingly important mediators of knowledge mobilization. Although these conceptual advancements are critical, we lack empirical evidence and therefore robust insights into how networks shape processes of learning in faculty development. To fill this gap the following research question was explored: How do the professional social networks of faculty shape their learning about teaching?
Methods
This study used a qualitative social network approach to explore how teaching faculty's relationships influenced their learning about teaching. The study was conducted in an undergraduate course at a Canadian medical school. Eleven faculty participants were recruited and 3 methods of data collection were employed; semi-structured interviews, participant drawn sociograms, and demographic questionnaires.
Results
Results showed that the networks of faculty participants influenced their learning about teaching in the following four areas: knowledge acquisition and mobilization, identity formation, vulnerable expression (intellectual candour), and scaffolding.
Conclusion
Our insights illuminate how social factors may influence faculty's learning about teaching. The findings support the recent calls to re-orient faculty development in the health professions as a dynamic social enterprise. We propose that faculty developers should consider faculty's social embeddedness in their professional social networks to strategically enhance and optimize faculty learning.
Keyword 1
faculty development
Keyword 2
network
Level of Training
CPD (faculty development, CME)
Abstract Themes
Faculty Development
Additional Theme (First choice)
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Heather Nicole Buckley
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
