Design-based Research as a framework to orchestrate a range of faculty development activities in a workplace community
Journal Article: Chen, W. Sandars, J., Reeves, T. (2021) Navigating Complexity: The importance of Design-Based Research for Faculty Development. Medical Teacher. 43(4) 475-477, https://doi.org/10.1080/0142159X.2020.1774530
Despite the importance of evidence-based medical education, navigating the complexity of its implementation can be frustrating. Faculty development that engages and supports medical educators in Design-Based Research is one promising approach to respond to this challenge. An essential aspect of this process is to expand faculty’s Zone of Generativity and thus foster their individual and collective capabilities to navigate the complexity of implementing evidence-based medical education.
Strategies for faculty to keep up with literature
Chen, F. Chen, W., Isaak, R, Xu, S. (2023) Acquire, curate, diversify: Staying current with medical education literature. Academic Medicine. DOI: 10.1097/ACM.0000000000005300
Rapid technological advancement has led to increasingly convenient and affordable access to academic publications while also contributing to information overload. We recommend the following strategies for clinicians and researchers to effectively stay current with the medical education literature most applicable to their areas of focus
Current project: Community-Based Professional Development of Online instructors
Empirical investigation collaborating with Dr. Yanhui Han to study the professional development of Chinese educators teaching distant learning programs.
Best practices to foster fruitful collaborate between faculty and Instructional Design and Technology professionals
Chen, W., & Kleinheksel, A.J. (2021) Six Ways to Get a Grip on Leveraging the Expertise of Instructional Design and Technology Professionals. Canadian Medical Education Journal. 12(3) https://doi.org/10.36834/cmej.71075
Abstract: We underutilize the knowledge and skills of Instructional Design and Technology (IDT) professionals, despite the frequent challenges in implementing learning technologies in medical education. This is largely due to a lack of understanding among stakeholders regarding the expertise of IDT professionals and their role in technology implementation processes. We seek to improve technology implementation outcomes by explaining the IDT field's foundational tenets of a systems perspective and disciplined approach, clarifying the role that IDT professionals can play in educational technology initiatives, and providing guidance on how to foster productive collaborations in pursuit of effective technology-enhanced learning
Faculty development in the online learning environment: Theories and Best Practices
Luhanga, U., Chen, W., Minor, S., Drowos, J., Berry, A., Rudd, M., Gupta, S., Bailey, J. (2021) Promoting transfer of learning to practice in online continuing professional development. Journal of Continuing Education in the Health Professions. https://doi.org/10.1097/CEH.0000000000000393
Abstract: Leveraging online learning tools and encouraging transfer of learning to practice remains a critical challenge to successful continuing professional development (CPD) offerings. Four sets of factors are essential to the transfer of learning from CPD into practice: learner characteristics, instructional design, content, and environment. Through incorporating elements of educational theories/frameworks into the planning of online CPD activities, educators can maximize opportunities for learning transfer. In this article, we highlight four educational theories/frameworks that provide useful insight to tackle these interrelated factors in online CPD: Self-Determination Theory considers the intrinsic and extrinsic motivation of participants, which can be encouraged through flexibility, customization, and choices available in online formats. Practical Inquiry Model encourages intentionally planning and embedding opportunities for reflection and dialogue in online activities to enhance knowledge application. Virtual Communities of Practice can be used to transcend spatial and temporal boundaries, promoting interactions and relationships where participants learn from peers. Finally, Professional Learning Networks can be fostered through developing interpersonal connections and sharing resources for informal and flexible learning. Online CPD is likely to increase in the future, and educators should consider elements of these educational theories/frameworks in the design and delivery of CPD to support participants' application of newly acquired knowledge.
Minor, S., Berry, A., Luhanga, U., Chen, W., Drowos, J., Rudd, M., Kaprielian, V., Bailey, J., Gupta, S. (2022) Faculty Development Advancements–Lessons Learned in a Time of Change. Medical Science Educator. DOI: 10.1007/s40670-022-01523-y
Abstract: Faculty development (FD) activities at colleges of medicine shifted to virtual in March 2020 as the coronavirus pandemic limited in-person engagement. Medical schools delivered quality virtual faculty development (VFD) through accessing national and international experts virtually, improving faculty access to FD through recorded sessions, collaborating across institutions, and building on previous success as comfort with virtual platforms grew. Disruptive innovation and Keller’s ARCS model, highlighting motivational concepts of attention, relevance, confidence, and satisfaction, guided nine faculty developers’ reflections towards continuous quality improvement of VFD offerings. The convenience and low-cost availability of virtual activities mean this format will likely persist.
Fostering reflection to promote faculty development
Kleinheksel, A, Chen, W., Rudd, M., Drowos, J., Gupta, S., Minor, S., Bailey, J. (2023) Putting reflection back into practice: Kolb’s theory of experiential learning as a theoretical framework for just‑in‑time faculty development. SN Social Sciences. 3:59 https://doi.org/10.1007/s43545-023-00649-z
Abstract" Faculty development (FD) that incorporates reflection on action is highly effective in supporting health professions educators in their development of new knowledge, skills, and attitudes. However, barriers to FD persist, including lack of dedicated time, lack of incentives for participation, and limited available trained faculty developers. As a result, immediate FD needs are often addressed with just-in-time-training (JITT), particularly for topics that are most critical to the complex needs of faculty. This case study illustrates the theoretical application of just-in-time-training FD constructed and implemented using Kolb’s Cycle of Experiential Learning. This practice includes a reflective stage and is an easily accessible and effective approach to improve faculty learning in time- and resource-limited environments.
Faculty development through strategic conferencing
Drowos, J., Berry, A.,Wyatt, T., Gupta, S., Minor, S., & Chen, W. (2021) Strategic Conferencing: Opportunities for Success. Academic Medicine. (*senior authorship) doi: 10.1097/ACM.0000000000004221
Abstract: Attending professional conferences provides meaningful opportunities for career advancement despite the significant investment of time and funding. A strategic approach is presented in this paper to assist faculty in maximizing outcomes related to academic conference attendance
Guest blog post
Minor, S. Berry, A., Chen, W. (2020). Virtual Conferences - New Possibilities in the New Normal. Community Blog for American Family Physician Journal
Instructional Design handbooks for K-12 teachers
Book Chapter: Participated in writing a chapter in Li, M. (Eds.) (2006) E-Learning Methods (in Chinese), Beijing: Beijing Normal University Press. http://item.jd.com/10602112.html
Book Chapters: Participated in writing chapters of two books in the Series of Li, M. (Eds.) (2004 & 2005) Instructional Design in Information Society (in Chinese). Beijing: Post & Telecom Press. (信息化教学设计指导案例丛书)
Evaluation of faculty development programs
Journal article: Chen, W. Berry, A., Drowos, J., Lama, A., Kleinheksel, A. (2021) Improving the Evaluation of Faculty Development Programs. Academic Medicine. doi:10.1097/ACM.0000000000004151
Journal Article: Chen, W., Kelley, B., & Haggar, F. (2013) Assessing faculty development programs: Outcome-based evaluation. Journal on Centers for Teaching and Learning, 5, 107-119.
Conference Presentation: Smith, J. & Chen, W. (2014). Developing and Assessing Faculty Training Programs for Student Veteran Success. Presented at American Educational Research Association Annual Meeting (AERA 2014)
Synthesis of evidence-based instructional strategies
Chen, W. Bonk, C. Sandars, J. (2023) Applying TEC-VARIETY to motivate and engage learners for online learning success. The Journal of Continuing Education in the Health Professions. DOI: 10.1097/CEH.0000000000000495
Invited Podcast
Chen, W. & Sandars, J. (2024). Applying TEC-VARIETY to Motivate and Engage Learners for Online Learning Success. The Journal of Continuing Education in the Health Professions (JCEHP) Emerging Best Practices in CPD.
Guest blog post
Bailey, J., Rudd, M., Skelly, K., Chen, W. (August 2022) #MedEdPearls: What is Self-Directed Learning, Exactly? Harvard Macy Community Blog