An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , , , , , , , , , |
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 |
Resumo: | 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. |
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An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional InstituteFaculty developmentHealth professions educationHealthcare systemLeadershipProgramme evaluationThe 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.State University of Campinas, Rua Alexander Fleming, 101, Campinas, Sao Paulo, 13083-887Federal University of Ceara, CearaFoundation for the Advancement of International Medical Education and Research (FAIMER), Philadelphia, PAMarilia Medical School, Sao PauloRibeirao Preto Medical School State University of Sao PauloUniversity of New Mexico School of Medicine Mennin Consultoria Em Saude Ltd, NMState University of Sao Paulo, Sao PauloFederal University of Minas Gerais, Minas GeraisUniversidade Estadual de Campinas (UNICAMP)Universidade Federal do Ceará (UFC)Foundation for the Advancement of International Medical Education and Research (FAIMER)Faculdade de Medicina de Marília (FAMEMA)Universidade de São Paulo (USP)Mennin Consultoria Em Saude LtdUniversidade Federal de Minas Gerais (UFMG)Universidade Estadual Paulista (Unesp)Amaral, E.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.2014-05-27T11:27:10Z2014-05-27T11:27:10Z2012-11-27info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article116-123http://dx.doi.org/10.4103/1357-6283.103459http://www.educationforhealth.net/article.asp?issn=1357-6283;year=2012;volume=25;issue=2;spage=116;epage=123;aulast=Amaral;type=0Education for Health: Change in Learning and Practice, v. 25, n. 2, p. 116-123, 2012.1357-62831469-5804http://hdl.handle.net/11449/7376210.4103/1357-6283.1034592-s2.0-84869834264Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengEducation for Health: Change in Learning and Practice0,2420,242info:eu-repo/semantics/openAccess2021-10-23T11:27:11Zoai:repositorio.unesp.br:11449/73762Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T20:00:51.742992Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
title |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
spellingShingle |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute Amaral, E. Faculty development Health professions education Healthcare system Leadership Programme evaluation |
title_short |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
title_full |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
title_fullStr |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
title_full_unstemmed |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
title_sort |
An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute |
author |
Amaral, E. |
author_facet |
Amaral, E. 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. |
author_role |
author |
author2 |
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. |
author2_role |
author author author author author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual de Campinas (UNICAMP) Universidade Federal do Ceará (UFC) Foundation for the Advancement of International Medical Education and Research (FAIMER) Faculdade de Medicina de Marília (FAMEMA) Universidade de São Paulo (USP) Mennin Consultoria Em Saude Ltd Universidade Federal de Minas Gerais (UFMG) Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Amaral, E. 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. |
dc.subject.por.fl_str_mv |
Faculty development Health professions education Healthcare system Leadership Programme evaluation |
topic |
Faculty development Health professions education Healthcare system Leadership Programme evaluation |
description |
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. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-27 2014-05-27T11:27:10Z 2014-05-27T11:27:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
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 Education for Health: Change in Learning and Practice, v. 25, n. 2, p. 116-123, 2012. 1357-6283 1469-5804 http://hdl.handle.net/11449/73762 10.4103/1357-6283.103459 2-s2.0-84869834264 |
url |
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 |
identifier_str_mv |
Education for Health: Change in Learning and Practice, v. 25, n. 2, p. 116-123, 2012. 1357-6283 1469-5804 10.4103/1357-6283.103459 2-s2.0-84869834264 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Education for Health: Change in Learning and Practice 0,242 0,242 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
116-123 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808129149727932416 |