PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Faculty”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources
PubMed2005

Pediatric faculty members' attitudes about part-time faculty positions and policies to support part-time faculty: a study at one medical center.

PURPOSE: To examine pediatric faculty members' attitudes about part-time faculty positions and policies to support part-time faculty. METHOD: In 2001, an anonymous 26-item questionnaire assessing attitudes about part-time faculty was mailed to all 441 faculty members of Cincinnati Children's Hospital Medical Center. Multivariable analyses were used to determine faculty characteristics associated with specific attitudes, and qualitative methods were used to analyze responses to an open-ended item assessing beliefs about facilitating part-time careers. RESULTS: Three hundred (68%) faculty members completed questionnaires. Twenty-nine (10%) worked part-time and an additional 88 (33%) had considered part-time work, primarily because of dependent children. Although 177 (59%) believed that part-time faculty were perceived as being less committed to their careers and the institution, 207 (69%) believed part-time faculty should be eligible for all academic tracks and 219 (73%) that they should be allowed extension of time to obtain tenure. Most reported that policy changes to support part-time faculty would enhance diversity (N = 234, 78%) and improve recruitment, retention, and promotion of female faculty. Multivariable analysis demonstrated that women and respondents with dependent children were more likely to be concerned about perceived commitment and more likely to endorse policies to support part-time faculty. Participants suggested that part-time careers for faculty would be facilitated by clarifying productivity expectations, expanding resources, and modifying existing policies. CONCLUSIONS: Although women and respondents with dependent children were concerned about perceived commitment of part-time faculty and were most supportive of policies that would support part-time faculty, pediatric faculty generally supported such policies.

Adult↗
PubMedDate not supplied

Faculty practice: what do the data show? Findings from the NONPF Faculty Practice Survey. National Organization of Nurse Practitioner Faculties.

UNLABELLED: This article reports on the findings of the NONPF (National Organization of Nurse Practitioner Faculties) Faculty Practice Survey regarding promotion and tenure. Relevant issues related to tenure for practicing faculty are identified and discussed. Faculty practice has become an increasingly important and complex issue for academic institutions in relation to promotion and tenure. The purpose of this article is to examine the role and patterns of practice among tenured and nontenured faculty in academic nursing institutions and the variables associated with faculty promotion and tenure in these institutions. METHOD: A survey was mailed to the membership of the National Organization of Nurse Practitioner Faculties to examine the differences between practicing faculty who were tenured and those who were nontenured and to identify predictors of tenure. A 50% response rate (N = 452) was obtained. Findings indicate that only 37% of the practicing faculty were tenured, and more than half (51%) reported that practice was not considered in promotion and tenure decisions at their institutions. The predictors of tenure included practice being considered in promotion and tenure and support for practice at the school of nursing level. Data on reasons faculty practice are also presented. Recommendations for including practice in promotion and tenure guidelines are discussed as well as the ramifications of administrative support for practice.

Career Mobility↗
PubMed1995

Faculty workload and collegial support related to proportion of part-time faculty composition.

Part-time faculty use has become more prevalent in higher education in response to enrollment shifts and budgetary constraints. This descriptive, exploratory study used a mailed survey to investigate whether full-time nursing faculty perceptions of workload and collegial support differ with changes in the proportion of part-time faculty in Comprehensive I baccalaureate nursing programs. Workload was measured by Dick's Workload Instrument. Collegial support was measured by the Survey of Collegial Communication, adapted by Beyer, which was based on Likert's organizational model. Schools were partitioned into three strata based on the proportion of part-time faculty employed (low, medium, and high). A 30% sample of schools were randomly selected from each stratum (10 schools from each). Within each selected school, six full-time undergraduate faculty were chosen by their respective deans to participate. The total response rate was 89.4%. The results of this study did not support assertions about part-time faculty use in the literature and existing accreditation standards. Findings indicated that there were significant differences in reported total faculty workload when varying proportions of part-time faculty are employed. Faculty in nursing programs with medium proportions of part-time faculty reported higher average total workloads per week than faculty in programs with low and high proportions of part-timers. Another finding demonstrated that full-time faculty in nursing programs with high proportions of part-time faculty spend fewer hours in direct clinical supervision of their students when compared with faculty in the other two strata. There were, however, no differences in perceived collegial support among full-time faculty participants. It was recommended that further research be conducted to investigate specific workload differences found in this study using more precise quantitative measures. Communication and collegiality between part-time and full-time faculty should be further developed and researched under more controlled conditions. Case studies of arrangements that make part-time faculty use beneficial are needed. Other variables such as leadership style, scholarly productivity, and morale and their relationship to the proportion of part-time faculty employed in the nursing program should be investigated.

Adult↗
PubMed2004

Evaluation of an online faculty appraisal instrument: comparison of resident and faculty perceptions.

RATIONALE AND OBJECTIVES: Our purpose was to compare faculty and resident perceptions regarding an online faculty appraisal instrument and the potential impact of the appraisal process. MATERIALS AND METHODS: Faculty members and residents at an academic medical center diagnostic radiology department were asked to complete anonymous surveys that sought feedback regarding an online faculty appraisal form and process. Questions were asked regarding the relative importance of various faculty performance measures, preferences for narrative versus quantitative components of the instrument, and the likely impact of the evaluation process on future faculty behavior. RESULTS: The survey was completed by 19 (45%) of 42 faculty members and by 16 (80%) of 20 residents who participated in the initial faculty appraisal process. Residents and faculty both assigned generally high rankings to the six measures of faculty performance. The vast majority (86 %) of faculty and residents found the narrative component of the survey (either alone or in combination with quantitative data) most helpful. Based on the appraisal process, 74% of the faculty planned to modify one or two aspects of their behavior, whereas a significant minority (44%) of residents thought that the faculty would not make any changes. CONCLUSION: Faculty and residents generally agree on a core set of faculty performance measures, and both groups show a preference for an appraisal instrument that incorporates a narrative component. Concerning the perceived impact of the appraisal process, faculty members were slightly more optimistic than residents regarding its ability to serve as an impetus for faculty behavioral changes.

Employee Performance Appraisal↗
PubMed2006

The impact of centers and institutes on faculty life: findings from a study of basic science and internal medicine faculty at research-intensive medical schools.

PURPOSE: To examine the impact of organized research centers on faculty productivity and work life for basic science and internal medicine faculty at research-intensive medical schools. METHOD: In 2005, the authors administered a questionnaire to a random stratified sample of full-time faculty in basic science and internal medicine departments at the top 40 research-intensive U.S. medical schools. The survey instrument asked faculty about the extent of their involvement in centers and institutes, the direction and extent of their activities, and their satisfaction with various dimensions of work. RESULTS: A total of 778 faculty members completed the questionnaire (72.0%). Basic science faculty with center affiliations produced more research publications and grants while devoting comparable effort to teaching as their non-center-affiliated peers. These faculty reported greater dissatisfaction in workload and in the mix of their activities. Internal medicine MD center-affiliated faculty were more productive in research activities and spent less effort in patient care and more effort in research than their non-center-affiliated peers. These faculty were more satisfied with promotion, opportunities for research, and the pace of their professional advancement. CONCLUSIONS: Findings indicate that faculty from different departments and with different ranks and backgrounds interact with centers and institutes in multiple ways. For basic science faculty, center involvement appears to be an addition to, not a substitute for, their usual departmental obligations. For internal medicine MD faculty, center involvement appears to serve as an opportunity for protected effort in research away from the demands of clinical practice.

Biomedical Research↗
PubMed1979

An investigation of allied health faculty attitudes toward faculty development concepts.

Allied health faculty attitudes toward faculty development issues were determined by using a semantic differential technique. The faculty development issues included: (1) faculty evaluation by students, (2) faculty evaluation by peers, (3) faculty evaluation by chairperson and/or program director, (4) continuing education and (5) faculty tenure. Subjects (n=128) included students and graduates of a graduate program in allied health education and administration (program affiliates) with a master's degree in education. Other subjects included faculty located within geographic proximity to the graduate program who had received a master's degree other than in education as their most advanced degree (nonprogram affiliates). Differences in allied health faculty attitudes toward the faculty development issues were attributed to the degree to which faculty had been socialized into the educational system. Four factors emerged from factor analytic procedures on which subject attitudes were compared: the merit, organization, style and rigor of faculty development activities. Significant differences were found among program affiliates but no between program affiliates and nonprogram affiliates.

Attitude↗
PubMedDate not supplied

Faculty practice and roles of staff nurses and clinical faculty in nursing student learning.

The perceptions of staff nurses and clinical nurse faculty on the roles they play in nursing student learning were examined. The study also sought to explore how faculty practice status affected these perceived roles. Nursing schools with generic baccalaureate nursing programs in the middle Atlantic region composed the study population. A convenience sample of two schools that expected their undergraduate clinical faculty to engage in faculty practice and two schools that did not expect faculty practice participated in the study. Clinical faculty members (15) and nursing education administrators (4) from each school participated, as well as staff nurses (22) and nursing service administrators (4) from each school's related hospital. Focus groups and individual interviews were conducted. Manifest and latent content analyses were used to examine the issues. Staff nurses who worked with practicing faculty reported fewer instances of role overload, conflict, and ambiguity than when they worked with nonpracticing faculty. Lack of clear communication and delineation of expectations among administrators, staff, faculty, and students were cited as major factors in perceived role problems. Administrators, faculty, and staff nurses viewed high student/faculty ratios as a causative factor in the faculty's inability to meet all teaching objectives with students.

Conflict, Psychological↗
PubMed2002

Status of faculty affairs and faculty development offices in U.S. medical schools.

PURPOSE: To collect baseline data and describe how medical schools handle faculty affairs and faculty development responsibilities. METHOD: In January 2000, the authors surveyed faculty affairs designees at 125 U.S. medical schools, using a questionnaire developed in consultation with a group of faculty affairs professionals. RESULTS: The responding 76 medical schools (61%) support over four times as many offices of faculty affairs as faculty development offices. Core functions of faculty affairs offices include administrative support for appointments, promotions, and tenure committees; faculty information and policies; faculty governance processes; and department chairs' recruitment support and personnel management issues. CONCLUSION: While a consensus is emerging about the functions of a faculty affairs office, no school has a comprehensive faculty development system, in contrast to most industries, which must be more forward-looking to compete for talent.

Administrative Personnel↗
PubMed1999

Assessing the need for faculty development in women's health among internal medicine and family practice teaching faculty. The Women's Health Education Working Group (WHEWG).

Women's health education is an emerging interdisciplinary field that has recently received national attention. The American Board of Internal Medicine and the American Academy of Family Practice recently have published competencies in women's health for their residents, with increased attention to gynecological and mental health issues. Increasing women's health in the curricula of internal medicine (IM) and family practice (FP) residents will certainly require faculty development among IM and FP teaching faculty. We report a multiinstitution needs assessment among IM and FP teaching faculty for continuing medical education (CME) in multidisciplinary women's health topics. The survey (n = 100) asked whether faculty desired CME in 30 women's health topics. It also requested rates of referral to specialists for breast and menstrual problems and performance of tests commonly carried out in the care of women (e.g., endometrial biopsy, colposcopy, skin biopsy, and sigmoidoscopy) as measures of possible need for CME. Of the 69 respondents, 37% were IM physicians and 63% were FP physicians. Among the 30 women's health topics listed, breast cancer treatment alternatives, infertility for primary care providers, cervical dysplasia, medical treatment in pregnancy, vulvar disease, indications for pelvic ultrasound/endometrial biopsy, and menstrual disorders were of highest interest. The ranking of desirability of topics by IM and FP faculty correlated by .54 (Spearman rank, df = 28, p < 0.01). Analysis of variance revealed a significantly higher interest overall by IM than FP physicians, 58% vs. 42% (F = 4.1, df = 1, 50, p < 0.05). None of the IM teaching faculty performed endometrial biopsy or colposcopy compared with 57% of FP physicians, and only 12.5% of internists performed skin biopsy and sigmoidoscopy compared with 70% of FP physicians (F = 33, df = 1, 38, p < 0.001). We conclude that faculty development in women's health would benefit resident training in IM and FP, and topics of interest are identifiable. The correlation in interests between the IM and FP teaching faculty might make joint programs successful, although gynecological skills and knowledge clearly are needed more by IM teaching faculty. Obstetrics and gynecology (OB/GYN) faculty could be instrumental in improving women's health education among their IM and FP colleagues.

Education, Medical, Continuing↗
PubMed2006

Empowering junior faculty: Penn State's faculty development and mentoring program.

Empowerment of faculty is essential for academic success. The Junior Faculty Development Program (JFDP), sponsored by the Office of Professional Development of the Penn State College of Medicine, was established in 2003 with the goal of promoting the development and advancement of junior faculty so they can achieve success in their academic careers. The program consists of two components: a curriculum in research, education, clinical practice, and career development, and an individual project completed under the guidance of a senior faculty mentor. The curriculum provides faculty with knowledge, skills, and resources. Mentoring provides relationships and support. Together, these elements combine to empower junior faculty to better manage their careers. The effectiveness of the program has been demonstrated by several measures: participants evaluated the program highly, demonstrated increases in their perceptions of their own abilities, and completed tasks important to the advancement of their careers. Participants stated they were better prepared to advance their academic careers and that the individual projects would contribute to their career advancement. On the basis of this experience, the authors suggest that faculty development programs should empower faculty so that they can more effectively chart a successful career in academic medicine. This report describes an empowerment model, and the design, implementation, and evaluation of the Junior Faculty Development Program in 2003-04 and 2004-05. The authors offer this program as a model for the benefit of other institutions and for one of their most valuable assets: junior faculty.

Evaluation Studies as Topic↗
PubMedDate not supplied

How do you want to improve yourself? Nursing education administration and faculty attitudes toward types of faculty development.

The purpose of this study was to survey the perceived effectiveness of: (1) on-campus workshops, (2) off-campus workshops, (3) consultations, (4) leaves, (5) grants, (6) courses or seminars, and (7) special assignments for the faculty development of academic roles of nursing faculty. Faculty roles considered were: (1) classroom teaching, (2) clinical teaching, (3) research, (4) service to the institution, (5) community service, and (6) leadership. The samples of the study included 12 nursing administrators and 105 full-time and part-time faculty of the 13 nursing programs in the City University of New York (CUNY). Faculty development grants were rated highest by both administrators and faculty members. Both rated off-campus workshops second. Administrators and faculty perceived developmental activities in the area of research as most effective, followed by classroom teaching, clinical teaching, leadership, service to the institution, and community service. Faculty perceptions of the effectiveness of the seven techniques of faculty development were uniformly higher than administrator perceptions. Faculty members perceived development for classroom teaching, clinical teaching, and service to the institution more positively than did administrators.

Attitude of Health Personnel↗
PubMedDate not supplied

Perspectives on faculty clinical practice: views of occupational therapy curriculum chairpersons and faculty members.

OBJECTIVE: This study investigated whether and how faculty clinical practice (FCP) was being implemented in occupational therapy professional education programs. METHOD: Chairpersons and faculty members from all accredited entry-level occupational therapy curricula in the United States were asked to complete questionnaires about their involvement in FCP. The chairperson questionnaire consisted of primarily closed-ended questions that addressed the organization of faculty practice within their programs, whereas the faculty questionnaire was primarily open-ended and addressed faculty members' individual involvement in FCP as well as the perceived benefits and drawbacks. Responses were analyzed for 39 program chairpersons and 136 faculty members were analyzed. RESULTS: Twenty-five chairperson respondents reported that their educational program had FCP, and 44 faculty respondents indicated involvement in FCP during the past year. FCP was more prevalent in public-funded institutions and academic health centers. Faculty members primarily engaged in FCP in order to stay current, enhance teaching, and develop networks. They reported increased credibility with students as an important benefit of clinical practice. The primary reasons faculty members did not engage in clinical practice were insufficient time and institutional policies. CONCLUSION: Although many faculty members in occupational therapy education programs value clinical practice as a part of their educator role, it is necessary to negotiate responsibilities and rewards to prevent role overload and comply with institutional policies.

Attitude of Health Personnel↗
PubMed2002

Changes in pharmacy practice faculty 1995-2001: implications for junior faculty development.

OBJECTIVE: To compare changes in United States pharmacy practice faculty demographics from 1995-2001 and to discuss the implications for junior faculty development. METHODS: Demographic data were extracted from the American Association of Colleges of Pharmacy institutional research system for academic years 1995-1996 and 2000-2001. RESULTS: In 2000-2001, pharmacy practice was the largest faculty discipline, 3.8 times larger than the next three disciplines. Junior pharmacy practice faculty occupied 65% of all junior full-time pharmacy faculty positions. Tenure track assistant professors decreased 4% from 283 to 271, and nontenure track assistant professors increased 58% from 427 to 677 (chi2 = 20.0, p<0.05). In 2000-2001, 72% of all pharmacy practice assistant professors were nontenure track, up from 59% in 1995-1996. Women assistant professors in pharmacy practice outnumbered men by 2:1. Challenges faced by new faculty include balancing teaching, practice, and research demands; selecting a nontenure or tenure track and understanding its expectations; limiting teaching preparation time; developing productive writing habits; setting performance goals; managing time; and handling the mental and physical stress of academic life. Senior faculty must actively help new members appreciate the many positive aspects of academic life by sharing their strategies and success stories. CONCLUSION: Schools and colleges of pharmacy relied heavily on increasing the number of nontenure track junior pharmacy practice faculty to meet increased clinical education demands.

Chi-Square Distribution↗
PubMed1985

The faculty work plan and appraisal: its potential for faculty role development.

This exploratory study was designed to begin analysis on the "Faculty Work Plan" and its potential for faculty role development in a university setting. The specific goals were: (1) to identify the degree of congruence between faculty work plans and the school goals; and (2) to determine the relationship between faculty work plan/school goal congruence, faculty productivity, potency, and job satisfaction. The sample was composed of 26 respondents, 26 to 50 years old, from a pool of 48 full-time faculty members affiliated with a school of nursing in a university setting. Likert-type rating scores were used to measure Faculty Work Plan-School Goal Congruence (FWP-SG), job satisfaction, productivity, and potency. Data analyses were focused on frequency distribution, group means, and Pearson Correlation Coefficients on selected pairs of variables. Interesting findings were revealed. A strong relationship was found between FWP-SG congruence and faculty productivity (r = .85; p = .000) and potency (r = .84; p = .000). Several recommendations were suggested.

Adult↗
PubMed2000

Dental school faculty shortages increase: an update on future dental school faculty.

The 1999 publication of the American Association of Dental Schools (AADS) President s Task Force on Future Dental School Faculty revealed a crisis in the shortages of dental school faculty. Stakeholders from around the nation have used the AADS Task Force report to address the crisis. In addressing one of the AADS Task Force recommendations, the American Dental Education Association (ADEA), formerly AADS, gathered additional data through a new survey of dental school deans to elucidate the current state of faculty shortages. Based on this research, ADEA projects that the number of unfilled budgeted faculty positions in U.S. dental schools now approaches 400. Survey respondents identified retirement as the leading reason for full-time faculty separations, while separation to enter private practice was the second most frequent reason for leaving the institution. Offering a salary competitive with that of private practice was identified as the most critical factor in recruiting future faculty. A number of short and long-range strategies to recruit and retain faculty are presented. Ultimately, the dental school faculty shortage places in jeopardy the general and oral health of the public.

Budgets↗
PubMed2004

Preparing faculty to teach managing care competencies: lessons learned from a national faculty development program.

BACKGROUND: Although competencies for managing care are often described in the medical literature, educators have been slow to integrate these competencies into clinical curricula. Backlash against managed care has created a skeptical educational environment. Many faculty feel unprepared to teach the competencies in clinical settings. METHODS: From 1999 to 2001, we designed, implemented, and evaluated a faculty development program, funded by the Bureau of Health Professions, Division of Medicine. The goal of the program was to increase Undergraduate Medical Education for the 21st Century (UME-21) and Partnerships for Quality Education (PQE) faculty skills in teaching quality improvement and costeffectiveness in the clinical setting and to prepare them to teach these topics to other faculty. RESULTS: Thirty-nine faculty attended the 4-month faculty development program. The program, in a train-the-trainer model, consisted of two 2-day workshops as well as pre-, mid-, and end-program activities and teaching experiences. Readings, brief lectures followed by focused discussion, and active learning experiences were used to teach content, provide experience and feedback with teaching skills, and model a variety of teaching approaches. CONCLUSIONS: By the end of the program, participants believed that they had learned content (knowledge) and gained practical teaching skills. To be successful in effecting curriculum change around new topics, such as the managing care competencies, faculty need to not only master new content and methods but also learn how to be change agents in their schools. Because this work can be lonely, faculty need support within the school and connections with others, locally and nationally, who have similar ideas.

Attitude of Health Personnel↗
PubMed1982

A systematic approach to faculty development for family practice faculty.

Although faculty developers often employ a systems approach to instruction when responding to individual faculty members' requests for assistance, they are seldom in a position to use this approach to conduct a unified faculty development program for an entire faculty with hundreds of members. This paper describes a two-year faculty development program in family medicine that used a systems approach to meet identified faculty needs through a series of integrated training efforts. Following this systematic framework involved several steps: using a needs assessment to identify faculty needs and preferred learning strategies, selecting instructors from local and national experts to conduct workshops and seminars, evaluating the program by examining participants' gains on the workshop/seminar objectives using a one-group repeated measures design employing self-assessments, and using evaluation results to revise faculty training programs to better meet their needs.

Education, Medical, Graduate↗