Health Professions Faculty for the Future: Proceedings of a Workshop (2021)

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Patricia A. Cuff and Erin Hammers Forstag, Rapporteurs Global Forum on Innovation in Health Professional Education Board on Global Health Health and Medicine Division PREPUBLICATION COPY—Uncorrected Proofs 

THE NATIONAL ACADEMIES PRESS  500 Fifth Street, NW  Washington, DC 20001 This activity was supported by contracts between the National Academy of Sci- ences and Academic Collaborative for Integrative Health, Academy of Nutrition and Dietetics, Accreditation Council for Graduate Medical Education, Aetna Foundation, American Academy of Nursing, American Association of Colleges of Osteopathic Medicine, American Board of Family Medicine, American College of Obstetricians and Gynecologists, American Council of Academic Physical Therapy, American Dental Education Association, American Medical Association, Ameri- can Nurses Credentialing Center, American Occupational Therapy Association, American Osteopathic Association, American Physical Therapy Association, Ameri- can Psychological Association, American Speech-Language-Hearing Association, Association of American Medical Colleges, Association of American Veterinary Medical Colleges, Association of Schools and Colleges of Optometry, Association of Schools of Advancing Health Professions, Athletic Training Strategic Alliance, Council on Social Work Education, The George Washington University, Heron Therapeutics, Josiah Macy Jr. Foundation, Michigan Center for Inter­ rofessional p Education, National Academies of Practice, National Association of Social Workers, ­ National Board for Certified Counselors and Affiliates, National Board of Medi- cal Exam­ iners, National Council of State Boards of Nursing, National League for Nursing, Physician Assistant Education Association, Society for Simulation in Healthcare, University of Toronto, U.S. Department of Veterans Affairs, and Weill Cornell Medicine–Qatar. Any opinions, findings, conclusions, or recommendations ­ expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number-13: 978-0-309-XXXXX-X International Standard Book Number-10: 0-309-XXXXX-X Digital Object Identifier: https://doi.org/10.17226/26041 Additional copies of this publication are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2021 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2021 Health professions faculty for the future: Proceedings of a workshop. ­Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/26041. PREPUBLICATION COPY—Uncorrected Proofs 

The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org. PREPUBLICATION COPY—Uncorrected Proofs 

Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task. Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo. PREPUBLICATION COPY—Uncorrected Proofs 

PLANNING COMMITTEE ON HEALTH PROFESSIONS FACULTY FOR THE FUTURE1 REAMER BUSHARDT (Co-Chair), The George Washington University KATHY CHAPPELL (Co-Chair), American Nurses Credentialing Center ANTHONY R. ARTINO, JR., The George Washington University School of Medicine and Health Sciences SHELLEY COHEN KONRAD, University of New England RODERIC I. PETTIGREW, Texas A&M University NORMA IRIS POLL-HUNTER, Association of American Medical Colleges LAWRENCE SHERMAN, Meducate Global, LLC Consultants KAREN PARDUE, University of New England ALIKI THOMAS, McGill University 1  The National Academies of Sciences, Engineering, and Medicine’s planning committees are solely responsible for organizing the workshop, identifying topics, and choosing speakers. The responsibility for the published Proceedings of a Workshop rests with the rapporteurs and the institution. v PREPUBLICATION COPY—Uncorrected Proofs 

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Reviewers This Proceedings of a Workshop was reviewed in draft form by indi­ viduals chosen for their diverse perspectives and technical expertise. The pur- pose of this independent review is to provide candid and critical ­ omments c that will assist the National Academies of Sciences, Engineering, and Medi- cine in making each published proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this proceedings: LISA HOWLEY, Association of American Medical Colleges PHYLLIS M. KING, Association of Schools of the Allied Health Professions JOANNE G. SCHWARTZBERG, Accreditation Council for Graduate Medical Education Although the reviewers listed above provided many constructive com- ments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review of this proceedings was overseen by PATRICK H. DeLEON, Uniformed Services University of the Health Sciences. He was responsible for making certain that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies. vii PREPUBLICATION COPY—Uncorrected Proofs 

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Contents 1 INTRODUCTION 1 2 EVALUATING OUTCOMES BASED ON THOUGHTFUL PROGRAM DESIGNS (STEP 5) 7 3 BUILDING PATHWAYS AND BROADENING RECRUITMENT (STEPS 1 AND 2) 17 4 TRAINING NEW RECRUITS AND CURRENT FACULTY TO BE EFFECTIVE EDUCATORS (STEP 3) 27 5 BUILDING FACILITATING STRUCTURES FOR INFORMAL FACULTY DEVELOPMENT (STEP 4) 35 6 CLOSING REFLECTIONS 41 APPENDIXES A MEMBERS OF THE GLOBAL FORUM ON INNOVATION IN HEALTH PROFESSIONAL EDUCATION 49 B WORKSHOP AGENDA 59 C SPEAKER BIOGRAPHICAL SKETCHES 63 D BEST ANDRAGOGICAL PRACTICES FOR ONLINE LEARNING AND FACULTY DEVELOPMENT 71 E FORUM-SPONSORED PRODUCTS 73 ix PREPUBLICATION COPY—Uncorrected Proofs 

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