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

Detalhes bibliográficos
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
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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spelling 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
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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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)
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