Program planning for faculty development in allied health education.

Abstract

The increased movement of allied health programs from hospitals into colleges and university settings has created a role-transition for the allied health practitioner from a predominately service/secondarily educational role to a predominately educational/secondarily service role. Equally significant is the fact that allied health faculty are employed largely on the basis of specific discipline preparation and work experiences and less on specific preparation for teaching. Thus an acute need exists for faculty development programs designed specifically to address a definite lack of preparation in instructional methodologies. This paper describes a conceptual model readily employable for planning and implementing a faculty development program. The simplicity and flexibility of this model lends well to acquiring a few participant-centered objectives in a one-day workshop or to several over an extended period of time.