1. FAIMER:
Strengthening
health professions
education
Bill Burdick
Associate Vice President for Education
Ralf Rundgren Graves
Program Manager, Regional Institutes

2. Objectives
1. Create network of health professions
educators for collaboration & support
2. Strengthen and Expand:
 leadership, management skills
 education methods
3. Create or strengthen field of health
professions education (HPE)

3. Strategy
• FAIMER Regional Institutes (FRIs) for
culturally relevant faculty development
• PHL Institute for global interaction,
development of future FRI leadership
• Fellows as a force multiplier
–Strengthen education units to enhance
development of other health educators
–Research

4. Strategy
• Projects as a vehicle for learning
–Application of knowledge & skills
–Connection to local/ community setting
–Scholarship/ Publication
• Model interactive teaching
• Extensive personal mentoring
–Career, papers, meeting planning

5. Strengthening the FAIMER network
• Interactive residential sessions
• Listservs
• Support for regional meetings
• Technical support for “satellite workshops”
• Feature Fellows at international meetings
• Co-authorship of papers
• Website recognition of Fellows (faimer.org)
• FRI websites (faimerfri.org)

7. Face to face connections

8. Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– education methods
3. Create or strengthen field of health
professions education

10. Community of educators created
“FAIMER has changed the way I view
medical education. I am now never alone,
have access to a network of like-minded
people and a wealth of knowledge.”
CMCL 2007 Fellow

11. Community of educators created
“Knowing so many people committed to
medical education, … and can count on
these people for the daily work is very
good!”
Brazil 2007 Fellow

12. Collaboration between Fellows
Accomplishment
% with
Collaboration
Presentations (N=374) 25%
Conferences/Workshops Organized (N=171) 20%
Publications (N=248) 16%

13. Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– education methods
3. Create or strengthen field of health
professions education (HPE)

14. Knowledge: (retrospective pre-, post)
N Pre (SD) Post
(SD)*
Effect Size
International
Medical
Education
46 3.5 (1.3) 5.4 (0.8) 1.9
Change Theory
and
Management
47 3.3 (1.2) 5.4 (0.8) 2
Personal
Professional
Development
44 3.8 (0.9) 5.5 (0.6) 2.3
Educational
Methods
46 4.6 (1.0) 5.7 (0.7) 1.5
*All differences are statistically significant (p < 0.0001)

15. Knowledge: (retrospective pre-, post)
N Pre (SD) Post (SD)* Effect Size
Electronic
Learning and
Management
45 4.3 (1.1) 5.2 (1.0) 1.3
Assessment of
Student
Performance
45 4.1 (1.3) 5.6 (0.9) 1.5
Educational
Program
Evaluation
47 3.2 (1.1) 5.1 (0.8) 1.8
Project Mgmt
(2003 -2005)
32 3.3 (1.1) 5.5 (0.8) 2.2
*All differences are statistically significant (p < 0.0001)

16. Outcomes
1. Create network of educators for
collaboration and support
2. Strengthen:
– leadership, management skills
– education methods
3. Create or strengthen field of health
professions education

17. Field of health professions
education created
• India
– Bi-annual National meeting
• Delhi (2007), Pune (2009), Vellore (2011)
– Journal
• South East Asian J of Medical Education
– On-line discussion group (1200 members)
• Triggered by first national meeting

18. Field of health professions
education supported
• Southern Africa
– South African Association of Health
Educationalists (SAAHE)
• Leadership
• Fellows participation
• Workshop leaders, speakers
– African J of Health Professions Education
– Moving toward diploma status
– SAFRI/FAIMER: 5 NIH/ PEPFAR MEPI grants

19. Field of health professions
education supported
• Brazil
– Nationally recognized certificate for BrFRI
• Diploma for Specialization Course on Education for
the Health Professions
– Association of Brazilian Medical Education
• BrFRI presentations, leadership

20. Field of health professions
education supported
• Latin America
– Creation of FAIMER Regional Initiative in
Latin America (FRILA)
– FRILA website
– Sponsored participation as presenters in
regional conferences and workshops

21. Education units at Fellows’ schools
(cumulative)
0
10
20
30
40
50
60
1975 1980 1985 1990 1995 2000 2005 2010
#ofUnits

23. Impact of project (n=30 PHL Fellows)
13%
13%
13%
23%
33%
37%
50%
57%
0% 10% 20% 30% 40% 50% 60%
Has ended
Ongoing but not replicated
Applied in another country
Applied in another setting
Replicated in another course
Expanded to other objectives
Incorp. as institutional policy
Incorporated into curriculum

24. Projects as a vehicle for change
Response %
Quality of teaching has improved 53%
More inter-departmental collaboration in education 50%
More intra-departmental collaboration in education 50%
More faculty interest in the quality of teaching 50%
Improved student performance on knowledge and outcome
measures 47%
Source: Professional Development Portfolios

25. Response %
Assessment is more reliable and valid 40%
Curriculum is better aligned with community health needs 33%
Self-directed learning among students has increased 33%
Students demonstrate increased professionalism 33%
More faculty interest in research in education 33%
Source: Professional Development Portfolios
Projects as a vehicle for change

26. Fellow Publications:
Based on FAIMER Project
Source: Professional Development Portfolios

27. Response %
Electronic-learning among students has increased 27%
Students more knowledgeable in working in community settings 27%
Faculty more knowledgeable in working in community settings 23%
More faculty teach community health professionals and workers 17%
Source: Professional Development Portfolios
Projects as a vehicle for change

28. FAIMER at 10
 6 Institutes (PHL + 5 FRIs)
 39 Countries
 504 Fellows 
 171 workshops and conferences
 248 publications (post Fellowship)
 374 presentations
 > 5,000 faculty in Fellow-led programs
24 IFME Fellows (advanced degrees)

29. Objectives achieved
 Create network of educators for
collaboration and support
 Strengthen:
leadership, management skills
education methods
 Create or strengthen field of health
professions education

30. FAIMER - OU - WFME
Distance Learning Modules For
Health Professions Education

31. COURSE STRUCTURE:
7 Themes
Self- review &
accreditation
Educational
management
& leadership
Open &
distance learning
Assessment Research,
evaluation
& scholarshipTeaching &
learning in
medicine Curriculum design
and development

32. 1. Standards for
medical education
2. Organising a
self-review
3. Gathering, analysing & presenting
evidence for self-review
4. Self-review in
low resource
circumstances
5. Implementing
improvements
after self-
review
6. Planning an
external
review
7. Purposes and
methods of
accreditation
8. Non-regulatory
approaches to quality
assurance
Theme 1: SELF-REVIEW & ACCREDITATION

33. MODULES
One module =
10 weeks of study of printed
module with learning activities
1 hour per week
2 Tutor Marked Assignments
with full feedback
On-line moderated discussion
forum with Learning Adviser
+
+
+

34. COURSE COMPLETION
• At the end of the course, participants
receive a course participation certificate
• This can be used as evidence of
Continuing Professional Development
(CPD) for accredited prior learning to
offset a practice-based CPD certificate
course at the Open University.

35. We held the final meeting … on curriculum
development today [at Ibadan]. … in preparation
for the presentation [at a national conference] in
July.
It is an integrated, system-based, patient-centered,
community-oriented, competency-driven
curriculum. We shall start implementing it with
the 2011 intake of students.
I remain ever grateful to FAIMER.
-E.Oluwabunmi Olapade-Olaopa, PHL 2002
Posted on Nigerian Medical Educators Yahoo! Group
6/18/10

37. Thank you!