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Health Professions Faculty for the Future Proceedings of a Workshop (2021) / Chapter Skim
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5 Building Facilitating Structures for Informal Faculty Development (Step 4)
Pages 35-40

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From page 35...
... BUILDING FACILITATING STRUCTURES FOR INFORMAL (AND INCIDENTAL) FACULTY DEVELOPMENT Lawrence Sherman, Meducate Global, LLC, and Association for Medical Education in Europe "Informal and incidental learning does not mean unimportant learning," said Lawrence Sherman, principal of Meducate Global, LLC, and international development expert at the Association for Medical Education in Europe (AMEE)
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From page 36...
... He noted that informal education does not necessarily require financial resources, but it requires investing time in building a system that supports faculty in connecting with one another and allows for opportunities for informal learning. Sherman said there have been many times in his career when he learned lessons from a "conversation with somebody in the hallway," or talking to someone in a different profession who had a different perspective on practice or education.
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From page 37...
... Poll-Hunter f said that for informal and incidental learning to be effective, faculty "need to be comfortable with being uncomfortable and being inconvenienced." K ­ ylie Dotson-Blake concurred and added that successful education requires seeing learners as people "who bring their whole selves, their full complexities of context and intersections of identity and experiences into the learning community." Participants mentioned faculty book clubs, the use of "near-peer" mentors for guidance and training, brown bag lunches, volunteering, and community engagement. Artino brought up "water cooler learning," and Sherman noted that this type of informal learning could
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From page 38...
... (Warren Newton) • An example of good informal learning might occur when faculty attend professional meetings and network with other professionals working in the field.
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From page 39...
... . Sherman encouraged workshop participants to consider how they might incorporate such a framework into their own faculty development efforts before handing the microphone over to Poll-Hunter.
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