The Health Professions Educator: A Practical Guide for New and Established Faculty

by Gerald Kayingo PhD, PA-C (Editor), Virginia McCoy Hass DNP, MSN, RN, FNP-C, PA-C (Editor)

Overview

Provides one-of-a-kind, in-depth guidance for improving effectiveness in the classroom

This is the only book for new and midcareer faculty that delivers practical, evidence-based strategies for physician assistants, nurse practitioners, and other clinical professionals teaching in advanced health provider education programs. The text disseminates interprofessional teaching and learning strategies that can be used across the gamut of advanced clinical disciplines. It also features sample curricula and syllabi, lecture tips, evaluation strategies, and in-depth information about state-of-the-art technology and virtual classrooms.

Key pedagogical principles set a firm foundation for both novice and experienced educators, and practical applications and case examples integrated into each chapter offer concrete reinforcement. The text describes how to design and implement a curriculum that promotes cognitive diversity and inclusion, and examines ways to encourage leadership and scholarship. It addresses methods for fostering active learning and clinical reasoning through the use of technology, simulation, distance education, and student-centered pedagogy. Edited by experienced PA and NP faculty who are leaders in interprofessional education, the book distills the insight and expertise of top PA, nursing, and physician educators and provides valuable tools that help faculty become effective educators in the U.S. and abroad.

Key Features:

• Delivers cutting-edge "tools of the trade" for advanced health professions educators
• Provides evidence-based strategies for interprofessional education
• Describes key pedagogical principles for both beginner and advanced educators
• •Includes strategies to promote cognitive diversity and inclusion in the teaching environment
• Weaves practical applications and case examples into each chapter
• Offers strategies for faculty to establish and maintain work-life balance

Product Details

ISBN-13:	9780826177186
Publisher:	Springer Publishing Company
Publication date:	08/28/2017
Sold by:	Barnes & Noble
Format:	eBook
Pages:	464
File size:	15 MB
Note:	This product may take a few minutes to download.

About the Author

Gerald Kayingo, PhD, PA-C, is the director of the Master of Health Services, Physician Assistant Studies program, and an assistant clinical professor at the University of California (UC), Davis.

Virginia McCoy Hass, DNP, MSN, RN, FNP-C, PA-C, is associate clinical professor; former director, Master of Science Nurse Practitioner Degree Program; and former interim director, Master of Health Services Physician Assistant Studies Degree Program at the Betty Irene Moore School of Nursing, University of California (UC), Davis.

Table of Contents

Contents

Contributors

Reviewers

Foreword Alfred M. Sadler Jr., MD, FACP; Debra Bakerjian, PhD, APRN, FAAN, FAANP; and Jonathan Bowser, MS, PA-C

Preface

PART I. CURRICULUM DESIGN AND IMPLEMENTATION

1. Learner-Centered Pedagogy: Teaching and Learning in the 21st Century

Dipu Patel-Junankar

2. Curriculum Design

Holly West, Camille Termini Loftin, and Clifford L. Snyder

3. Competencies and Milestones

Mary L. Warner

4. Curriculum Mapping

Carrie A. Calloway

5. Interprofessional Education: What, Why, When, and How?

Kevin Lohenry, Désirée Lie, Ashley Halle, and Sae Byul (Sarah) Ma

PART II. ACTIVE TEACHING–LEARNING METHODOLOGIES

6. Problem-Based Learning

Susan Hawkins, Judy Truscott, and Alyssa Abebe

7. Team-Based Learning

Victoria Wallace and Lisa Walker

8. Flipping the Classroom Without Tears

Amy A. Nichols

9. Technology in the Classroom

Nina Multak

10. Using Social Media and Big Data to Facilitate Teaching and Learning in Health Professions

Bianca Belcher and Jessica Duff

11. Distance Education Strategies

Susan E. White

PART III. CLINICAL EDUCATION

12. Recruiting and Maintaining Clinical Training Sites

Andrew P. Chastain

13. Simulation in Clinical Education

Natalie Walkup, Carolina Wishner, and April Gardner

14. Interprofessional Education in the Clinical Setting

Angel K. Chen, Tamatha Arms, Barbara L. Jones, Jeffrey Okamoto, Noell Rowan, and Evaon C. Wong-Kim

15. International Clinical Education

Nicholas M. Hudak, Dennis Clements, and Michael V. Relf

16. Service Learning

Hoonani Cuadrado, Sharon E. Connor, Corinne Feldman, and Mary Marfisee

17. Creating a Career Development Curriculum: Facilitating Transition to Professional Practice

Bonnie Jo Hanson and Matt Casey

PART IV. ASSESSMENT AND EVALUATION OF LEARNING OUTCOMES

18. Diverse Learner Assessment Strategies

Marie Meckel, Nadia Cobb, Aviwe Mgobozi, Evelien E. Cellissen, Kristen Burrows, Theresa J. Riethle, and Htin Zaw Soe

19. Professionalism

April Gardner, Natalie Walkup, and Carolina Wishner

20. Learner Assessment and Remediation

Jeanie McHugo

PART V. PROMOTING DIVERSITY, EQUITY, AND INCLUSION

21. Equity Pedagogy: Applying Multicultural Education in Health Professions Learning Environments

Kupiri Ackerman-Barger, David Acosta, Debra Bakerjian, Jann Murray-García, and Hendry Ton

22. Minority Faculty: Recruitment, Retention, and Advancement

Karen Mulitalo, Kupiri Ackerman-Barger, Darin T. Ryujin, and Maha B. Lund

23. Achieving Inclusive Excellence

Kenyon Railey, Jacqueline S. Barnett, and DeShana Collett

PART VI. PROMOTING LEADERSHIP AND SCHOLARSHIP

24. Effective Ways to Promote Scholarship: The Academic Scholarship Portfolio

Douglas Brock and Susan Symington

25. Scholarship Reconsidered for Health Professions Educators

Karl Terryberry and Gerald Kayingo

26. Promoting Academic and Student Leadership

Reamer L. Bushardt, Teri L. Capshaw, and Sonia J. Crandall

27. Giving and Receiving Feedback

Craig Keenan

28. Successful Mentoring: Socialization of Faculty and Students

Ruth Ballweg

29. Creating a Faculty and Student Mentoring Program

Michael Estrada and Laura Estrada

30. Managing Up and Managing Down: Getting Along With Others

Ruth Ballweg

PART VII. PROGRAM OPERATIONS

31. Admissions Best Practices

Mariah Kindle and Douglas Brock

32. Legal Matters for the Health Professions Educator

Gerald R. Weniger and John F. Knight

33. Creating a Culture of Restorative Justice

Joao Salm, Gerald Kayingo, and Virginia McCoy Hass

34. Work–Life Balance for the Health Professions Educator

Patrick Auth and Michael Howley

35. Mindfulness for Health Professions Educators

Brenda Gustin

PART VIII. CURRENT TRENDS AND FUTURE DIRECTIONS IN HEALTH PROFESSIONS EDUCATION

36. Postgraduate Fellowships and Residency Programs

Vasco Deon Kidd, Dennis Tankersley, and Virginia McCoy Hass

37. Doctoral Education for Physician Assistants: Demand, Design, and Drawbacks

Lucy W. Kibe and James F. Cawley

38. Nurturing Social Accountability and Community Engagement

Nadia Cobb, Amy Clithero, Fortunato Cristobal, Julian Fisher, Sarah Larkins, Lyn Middleton, André-Jacques Neusy, Robyn Preston, Simone J. Ross, Roger Strasser, and Torres Woolley

Index

Editorial Reviews

Reviewer: Klara K Papp, PhD (Case Western Reserve University School of Medicine)
Description: This book provides practical teaching and learning strategies for physician assistants, nurse practitioners, and other health professionals teaching in advanced health provider education programs. It also features sample curricula and syllabi, lecture tips, evaluation tools, and in-depth information about state-of-the-art technology and virtual classrooms.
Purpose: The authors' stated purpose is to improve effectiveness in health professions education. There are at least a dozen books on the market geared toward health professions educators. The growing number of PA and NP programs may necessitate a comprehensive book that covers the entire terrain geared toward these educators.
Audience: This is intended as a resource for health professions educators in general, with an emphasis on the needs of physician assistant and nurse practitioner faculty in particular. Judging from its title, the audience includes new and established educators. The book has many authors, including 79 contributors and 31 reviewers; the majority of contributors are physician assistants and nurse practitioners. The authors are credible authorities on educating physician assistants and nurse practitioners.
Features: The book covers the landscape of health professions education in eight major sections with 38 chapters. Many of the chapters are brief and introduce basic terminology needed to understand the language used by educators in the health professions. For example, the 12 pages devoted to curriculum design begin with a description of the Latin derivative of the word "curriculum" and its many definitions, such as horizontal, vertical, spiral, and hidden curriculum. It presents the ADDIE model of design first published over four decades ago. It then includes a brief primer on how to write instructional objectives and a description of Bloom's taxonomy and a brief section on syllabi. It includes quite a lot of information and, at times, lacks coherence. More importantly, the book may have missed the mark for established faculty and is geared more towards new faculty, providing an orientation and foundation in key educational concepts and practices of health professions education. The chapter on using social media and big data to facilitate teaching and learning is a solid overview of the terms and acknowledges that few practical examples exist of the use of big data and social media in teaching in the health professions.
Assessment: The book is tailored to PA and NP faculty drawing on the health professions literature more broadly. It follows a legacy of books intended to orient, educate, and prepare faculty for roles as teachers and educators. Many of these books are tailored specifically for physicians (Educating Medical Teachers, Miller (Harvard University Press, 1980); Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine, 2nd edition, Harden and Laidlaw (Elsevier, 2017); Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them, Bland (BookSurge, 2008)) so it is fitting and proper that PA and NP faculty identify their own resources as health professions educators. As such, this book provides a terrific overview of key concepts and constructs that educators must know to function effectively. The beauty of the book is that it includes many topics health professions educators need in order to become knowledgeable and introspective about, aware of, and willing to delve deeper as their experience and confidence grows. One area that is not covered in the book is program evaluation. What methods may a teaching program adopt to assess how well the program achieves its intended goals? Otherwise, the book is quite comprehensive.

Doody's Review Service