An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute

• Autor(a) principal: Amaral, E.
• Data de Publicação: 2012
• Outros Autores: Campos, H. H., Friedman, S., Morahan, P. S., Araujo, M. N. T., Carvalho Júnior, P. M., Bollela, V., Ribeiro, M. G. F., Mennin, S., Haddad, A. E., Campos, F.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.4103/1357-6283.103459; http://www.educationforhealth.net/article.asp?issn=1357-6283;year=2012;volume=25;issue=2;spage=116;epage=123;aulast=Amaral;type=0; http://hdl.handle.net/11449/73762
• topic: Faculty development; Health professions education; Healthcare system; Leadership; Programme evaluation

The Brazilian public health system requires competent professionals sensitive to the needs of the population. The Foundation for Advancement of International Medical Education and Research (FAIMER) provides a two-year faculty development programme for health professions educators, aiming to build leadership in education to improve health. A partnership with governmental initiatives and FAIMER was established for meeting these needs. This paper describes the initial process evaluation results of the Brazilian FAIMER Institute Fellowship (FAIMER BR). Methods: Data were analysed for the classes 2007-2010 regarding: application processes; innovation project themes; retrospective post-pre self-ratings of knowledge acquisition; and professional development portfolios. Results: Seventeen of 26 Brazilian states were represented among 98 Fellows, predominantly from public medical schools (75.5%) and schools awarded Ministry of Health grants to align education with public health services (89.8%). One-third (n = 32) of Fellows' innovation projects were related to these grants. Significant increases occurred in all topic subscales on self-report of knowledge acquisition (eff ect sizes, 1.21-2.77). In the follow up questionnaire, 63% of Fellows reported that their projects were incorporated into the curriculum or institutional policies. The majority reported that the programme deepened their knowledge (98%), provided new ideas about medical education (90%) and provided skills for conflict management (63%). One-half of the Fellows reported sustained benefits from the programme listserv and other communications, including breadth of expertise, establishment of research collaboration and receiving emotional support. Conclusion: Contributors to initial programme success included alignment of curriculum with governmental initiatives, curriculum design merging educational technology, leadership and management skills and central role of an innovation educational project responding to local needs.