open access

Vol 6, No 2 (2021)
Review article
Published online: 2021-04-14
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Starting from scratch: building a new curriculum for faculty development program in emergency medicine by repurposing from a systemic review

Abdullah Alenezi1, Selma Alqattan1, Essam Alayoub, Sandhya Venugopal
DOI: 10.5603/MRJ.a2021.0016
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Medical Research Journal 2021;6(2):147-152.
Affiliations
  1. Kuwait Ministry of Health, Kuwait City, Kuwait

open access

Vol 6, No 2 (2021)
REVIEW ARTICLES
Published online: 2021-04-14

Abstract

Aim of the study: As we move towards globalization, health care professionals may find themselves working in a healthcare system that has a different patient population and disease epidemiology than their training. This study aims to develop a curriculum for a faculty development program for emergency medicine health care professionals in a private hospital in Kuwait who find themselves in such a situation.

Material and methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, the authors systematically searched PubMed, CINAHL and ERIC from the inception of the database until June 2018, for search terms that would capture curriculum development for faculty development programs in emergency medicine or trauma. Two independent reviewers for relevance reviewed abstracts; included studies were retrieved for full-text analysis. A curriculum was developed using the topics requested by the needs assessment using the recommendations from the systematic review.

Results: A total of 92 papers meeting the search criteria were identified of which 5 were included in the analysis. All 5 articles had education as the main objective of the curriculum for the faculty development program. All 5 articles had a faculty development program that was in the classroom setting. Four articles (80%) included a target audience of senior staff. Four articles (80%) recommended mentoring as an effective method for faculty development.

Conclusions: The most effective method of the faculty development program was through mentorship. Further research is needed to dictate faculty development focusing on non-educational objectives.

Abstract

Aim of the study: As we move towards globalization, health care professionals may find themselves working in a healthcare system that has a different patient population and disease epidemiology than their training. This study aims to develop a curriculum for a faculty development program for emergency medicine health care professionals in a private hospital in Kuwait who find themselves in such a situation.

Material and methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, the authors systematically searched PubMed, CINAHL and ERIC from the inception of the database until June 2018, for search terms that would capture curriculum development for faculty development programs in emergency medicine or trauma. Two independent reviewers for relevance reviewed abstracts; included studies were retrieved for full-text analysis. A curriculum was developed using the topics requested by the needs assessment using the recommendations from the systematic review.

Results: A total of 92 papers meeting the search criteria were identified of which 5 were included in the analysis. All 5 articles had education as the main objective of the curriculum for the faculty development program. All 5 articles had a faculty development program that was in the classroom setting. Four articles (80%) included a target audience of senior staff. Four articles (80%) recommended mentoring as an effective method for faculty development.

Conclusions: The most effective method of the faculty development program was through mentorship. Further research is needed to dictate faculty development focusing on non-educational objectives.

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Keywords

faculty training

About this article
Title

Starting from scratch: building a new curriculum for faculty development program in emergency medicine by repurposing from a systemic review

Journal

Medical Research Journal

Issue

Vol 6, No 2 (2021)

Article type

Review article

Pages

147-152

Published online

2021-04-14

DOI

10.5603/MRJ.a2021.0016

Bibliographic record

Medical Research Journal 2021;6(2):147-152.

Keywords

faculty training

Authors

Abdullah Alenezi
Selma Alqattan
Essam Alayoub
Sandhya Venugopal

References (14)
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  8. Adapted from the definition used in the 1st and 2nd Inter- national Conferences on Faculty Development in the Health Professions (Toronto, Canada, May 10-13, 2011, and Prague, Czech Republic, August 23-25, 2013). http:// www.facultydevelopment2011.com (21 May 2014).
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  10. Coates WC, Hobgood CD, Birnbaum A, et al. SAEM Undergraduate Education Committee. Faculty development: academic opportunities for emergency medicine faculty on education career tracks. Acad Emerg Med. 2003; 10(10): 1113–1117.
  11. Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach. 2006; 28(6): 497–526.
  12. Baldwin CD, Levine HG, McCormick DP. Meeting the faculty development needs of generalist physicians in academia. Acad Med. 1995; 70(1 Suppl): S97–103.
  13. QAdkoliBV, Al-UmranKU, Al-SheikhMH, etal.Innovative method of needs assessment for faculty development programs in a Gulf medical school. Educ Health (Abingdon. 2010; 23(3): 389.
  14. Holmboe ES, Ward DS, Reznick RK, et al. Faculty development in assessment: the missing link in competency-based medical education. Acad Med. 2011; 86(4): 460–467.

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