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At least 19 recordsLinked to original sources
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↗
PubMed1978

Faculty qualifications and teaching responsibilities of community college dental hygiene faculty.

The purpose of this survey was to assess the current status of community college dental hygiene faculty qualifications in relationship to assigned teaching responsibilities. Data were collected on 508 full-time and part-time faculty from 92 of the 101 community college dental hygiene programs active in the spring of 1977. The majority of faculty degrees were in nondental hygiene disciplines, particularly at the graduate level. The predominant degree was in education. Teaching assignments were generally independent of degree levels and dental hygienists had major teaching assignments in all biomedical, dental, and clinical science areas. Of the dental hygienists serving as program directors, 71% had degrees at or above the master's level. The hypothesis that newer programs tend to have less qualified faculty was not supported. These findings should be of assistance to academic programs preparing dental hygienists for teaching careers by delineating the nature of current teaching assignments in community college settings.

Administrative Personnel↗
PubMedDate not supplied

Registration and voting participation of four faculty groups.

This study compared registration and voting behavior of nursing faculty, male medical school faculty, female education school faculty, female music school faculty, and the general population of the voting area in the 1972 general election and all 1974 elections. The faculty groups voted in higher proportions than the general population. Nursing faculty registered at a higher rate than the other three faculty groups; nursing faculty voted more than music and education faculty and less or at the same rate as medical school faculty. The male medical faculty registered less frequently than the female faculty, but generally voted in larger percentages. The medical faculty were found to be more consistent voters. The fact that nursing faculty were largely of lower rank and younger age than the other three faculty groups was suggested as a factor in their lower voting consistency.

Adult↗
PubMed1992

Faculty development in the health professions: conclusions and recommendations.

This report summarizes recent literature reviews and resource books on faculty development in the health professions and describes findings from articles not previously reviewed. Nine conclusions about faculty development in the health professions are drawn: (1) the concept of faculty development is evolving and expanding; (2) research skills are becoming a major focus of faculty development; (3) teaching skills are still a prominent aspect of faculty development; (4) fellowships are being used effectively to recruit and train new faculty; (5) the institutional environment has become a focus of faculty development; (6) faculty evaluation is an effective approach to faculty development; (7) the efficacy of faculty development needs better research documentation; (8) model curricula have been developed for different types of faculty; and (9) comprehensive faculty development centers are gaining in popularity. A set of recommendations based on the conclusions drawn is offered for those planning faculty development interventions.

Faculty, Medical↗
PubMed1977

Faculty evaluation at the University of Kentucky.

Faculty at the University of Kentucky College of Dentistry are now evaluated through the use of a negotiated Distribution of Effort Agreement. This document, negotiated at the beginning of each academic year, must satisfy both department objectives and the professional and personal requirements of the individual faculty member. It may be modified during the year if both the faculty member and his department chairman agree to the change. This document states work objectives for the year similar to learning objectives in a course. At the end of the year, each faculty member is evaluated on how well he has met his individual objectives. Information relevant to teaching, university service, and student service is gathered by college administrators and forwarded to department chairmen. Together with information on research accomplishment, these data are used by the chairman in the evaluation of each faculty member. The college has clearly charged department chairmen with the direct responsibility for faculty evaluation. The Appointments, Promotions, and Tenure Committee also plays a role in faculty development and evaluation by recommending to the dean ways of improving individual faculty performance.

Administrative Personnel↗
PubMed1979

Effectiveness of faculty development workshops in family medicine.

Family medicine programs need faculty well trained in the roles of educator, administrator, researcher, and clinician. While the need for faculty development is recognized in all colleges and departments, it is a particular problem in family medicine due to the shortage of faculty, diverse backgrounds of existing faculty, and current pressures to develop the research base for the discipline of family medicine. This study was conducted to gather information about the effectiveness of the two-to-three day workshop format for faculty development in family medicine. In a pre-post comparison and a nine-month follow-up of four faculty development workshops, significant and persistent changes were found in participants' ratings of their abilities to do faculty related skills. The three-day residential workshop was found to be an effective means for promoting faculty development.

Education, Medical, Continuing↗
PubMedDate not supplied

Faculty influence on nursing students' preferences for practice.

To ascertain if faculty preferences affect students' preferences for nursing practice, this study investigated: 1) the convergence of students' preferences with those of their clinical faculty and 2) students' perceptions of faculty characteristics associated with their practice preferences at the completion of a clinical course. Fourteen faculty and 170 junior baccalaureate nursing students were measured at three points in time to determine student preferences for indirect-direct involvement in patient care. Findings did not support the convergence of students' preferences with those of faculty as they progressed through the course. At the completion of the course multiple regressions revealed that students' preferences were associated with preferences they attributed to faculty, their perceptions of faculty reputation among students, students' clinical grades, and their preferences for nursing practice before and after six weeks of the course.

Attitude of Health Personnel↗
PubMed1977

Essential features of a faculty evaluation program.

A faculty evaluation system should be developed by cooperation between evaluation specialists and dental faculty. The system should depend on a broad spectrum of data collected from a variety of sources in order to reduce personal bias and subjective judgments concerning the performance of all faculty members. Its primary purpose should be to help faculty improve and to this end should be linked to both a faculty development program and a reward system. The criteria for each faculty member's evaluation should be clearly specified in advance and be directly linked to his duties. Department and college goals must be considered as well as the individual faculty member's own interests. Standards or criteria for both rewards and sanctions should be clearly defined, and guidelines for the operation of the system should be given to each participant. The system itself should not cost more than the benefits derived from it justify, and adequate resources should be allocated to make the system effective.

Costs and Cost Analysis↗
PubMed1977

Shortage of full-time faculty in dermatology.

A persistent shortage of full-time faculty exists in dermatology. Despite the addition of 124 new full-time faculty since 1971 through 1972, 136 training programs in 1974 through 1975 were actively seeking 88 new full-time faculty and believed they needed 243. With a net gain of 30 new faculty a year, it will take 2.93 years to add 88 new faculty that are being actively sought and 5.16 years to add 155 more that are urgently needed. During this eight years, demand for new faculty will increase, so that figures of need may remain essentially unchanged in 1982 through 1983 and between 1971 through 1972 and 1974 through 1975. Expertise that was most needed was in immunology, electron microscopy, histopathology, microbiology, and biochemistry; many accept faculty in any area or with no special training. Measures should be taken to attract and retain more dermatologists in full-time academic positions.

Dermatology↗
PubMed1975

Factors influencing medical school faculty disposition toward collective bargaining.

Faculty attitudes toward collective bargaining at a prestigious public medical school indicate considerable ambivalence toward unionization. As might be expected, salary dissatisfaction is the greatest cause of faculty discontent; however, it is not the most important factor in favoring collective strength. The irony is that the faculty members most in favor of collective bargaining are least dissatisfied with their salary levels. Conversely, the highest earning faculty members are least in favor of unionization but most dissatisfied with their salary scale. The study reported here shows that faculties perceive the protection or enhancement of collegiality as the single most important factor influencing their attitudes toward unionization. This perception suggests that faculties see collective bargaining as a means of strengthening their position relative to greater inclusion in the decision-making processes of the medical school.

Age Factors↗
PubMed1979

A study of faculty attitudes toward Ohio State's three-year medical program.

Three-year curricula, once a proliferating innovation in medical education, are now rapidly waning with the fading of capitation support and the easing of physician manpower shortages. In this article the authors examine faculty opinion of a three-year medical program at the Ohio State University. Using a Likert attitude-scaling technique, the authors developed a questionnaire and administered it to full-time faculty members. Five issues upon which faculty opinion was found to be most diverse include: adequacy of content in a three-year program, time available for faculty to do research, work demands on faculty, basic medical knowledge of three-year students, and quality of post-M.D. positions obtained by three-year graduates. Overall, three general deficiencies in the three-year curriculum, as perceived by faculty, emerged: students have limited instruction in basic medical knowledge and skills; unnecessary emotional, physical, and economic demands are imposed; and neither student learning nor quality of teaching is enhanced.

Attitude↗
PubMed1979

Scientific publications of a medical school faculty.

To characterize patterns of scientific productivity in a medical school faculty, the authors assessed the quantity and apparent scientific quality of publications by a large sample of the full-time faculty at Baylor College of Medicine. The apparent quality of an article in a given journal was taken to be the average extent to which articles in that journal are cited. Productivity varied greatly among the faculty members; a few prolific authors produced 10 times as much as the average of their colleagues, and a substantial fraction of the faculty published nothing in a four-year period. When productivity was related to length of academic career, two peaks of scientific accomplishment were noted. The first was for young faculty members whose relatively few publications were of high apparent quality. The second was for more mature faculty whose high productivity was attributable to more publications of less apparent quality.

Faculty, Medical↗
PubMed1992

Participation of nursing faculty in university governance.

It has been suggested that faculty participation in governance in American colleges is low, and that faculty in schools of nursing are particularly unlikely to be involved in governance activities. This study was designed to determine actual and ideal levels of nursing faculty participation in five areas of governance: academic, student, personnel, public, and financial affairs. A survey of nursing faculty suggested that they were involved substantially in academic affairs, but less involved in the other areas of governance. Generally, the faculty indicated satisfaction with their high level of participation in academic affairs, and with their lower level of participation in student affairs, personnel affairs, and public affairs; the faculty did indicate dissatisfaction with their low level of participation in financial affairs.

Adult↗
PubMed1976

Comparison of personal values among freshman and senior dental students and dental faculty.

The purpose of this study was to test the effects of dental education on the values of dental students and dental faculty. This was accomplished by testing five hypotheses. The results of the study indicate no significant differences between freshmen and senior students' values; infer no apparent changes in student values during a dental education; indicate no significant differences between part-time faculty and full-time faculty; support a positive association among all groups, i.e., freshmen, seniors, full- and part-time faculty; rank-order the values for all groups from highest to lowest (theoretical, aesthetic, political, economic, social, and religious); and show some significant differences between students as a group and faculty as a group. If a more objective means of choosing dental students is desired, then further research will be needed to determine the characteristics of the type of practitioner that is needed. The presented data help in defining one aspect of the collective personality of dental students and dental faculties.

Economics↗
PubMed1976

Computer-stored faculty publication file using the MT/ST in a medium-sized medical center library.

The Bowman Gray School of Medicine Library has implemented a computerized faculty publication file adapted from an existing system that utilized a Magnetic Tape/Selectric Typewriter for catalog card production and computer storage. The faculty publication file has provided printouts for the school's annual report and monthly faculty bulletins. After the data for all faculty bibliographies have been stored in the file, it will be possible to retrieve complete author and departmental listings. The file will be continuously updated by adding current citations and the bibliographies of new faculty members and by deleting data when faculty members leave the staff.

Cataloging↗
PubMed1977

Faculty tenure in American medical schools.

Advantages and disadvantages of academic tenure for clinical faculties, including an appraisal of its financial burdens, the utility of modified or alternative systems, and the issue of abolition of tenure, were examined through a questionnaire to which deans and faculty representatives of 106 American medical schools responded during 1975-76. Tenure is valued by most deans and faculty members. A flexible tenure policy permitting appointment of some faculty members to senior academic posts without tenure was endorsed by the deans of 10 selected medical schools who were interviewed. Growth of medical faculties is decelerating; a steady state has not been attained but is imminent. Financial pressures and demands for change will increasingly challenge the tenure system.

Attitude↗