Access the full text.
Sign up today, get DeepDyve free for 14 days.
P. Rogers (2000)
Program theory in evaluation : challenges and opportunities
(2003)
The foundations of qualitative research
J. Knol, R. Linge (2009)
Innovative behaviour: the effect of structural and psychological empowerment on nurses.Journal of advanced nursing, 65 2
P. O’Sullivan, D. Irby (2011)
Reframing Research on Faculty DevelopmentAcademic Medicine, 86
T. Singh (2013)
Faculty development: why it fails to impress us.The National medical journal of India, 26 2
P. McEvoy, David Richards (2003)
Critical realism: a way forward for evaluation research in nursing?Journal of advanced nursing, 43 4
E. Zibrowski, W. Weston, M. Goldszmidt (2008)
‘I don’t have time’: issues of fragmentation, prioritisation and motivation for education scholarship among medical facultyMedical Education, 42
M. Keary (2014)
The Science of Evaluation: A Realist ManifestoOnline Inf. Rev., 38
Jessica Young, Martyn Williamson, Tony Egan (2015)
Students’ reflections on the relationships between safe learning environments, learning challenge and positive experiences of learning in a simulated GP clinicAdvances in Health Sciences Education, 21
SG West, LS Aiken (1997)
The science of prevention: Methodological advances from alcohol and substance abuse research
K. Thomas, B. Velthouse (1990)
Cognitive Elements of Empowerment: An “Interpretive” Model of Intrinsic Task MotivationAcademy of Management Review, 15
K. Leslie, Lindsay Baker, Eileen Egan-Lee, Martina MA, S. Reeves (2013)
Advancing Faculty Development in Medical Education: A Systematic ReviewAcademic Medicine, 88
A Blamey, M Mackenzie (2007)
Theories of change and realistic evaluation: Peas in a pod or apples and oranges?Evaluation, 13
Kathryn Parker, Gwen Burrows, Heather Nash, N. Rosenblum (2011)
Going Beyond Kirkpatrick in Evaluating a Clinician Scientist Program: It's Not “If It Works” but “How It Works”Academic Medicine, 86
Ingunn Lysø (2010)
Managerial Learning as Co-Reflective Practice: Management Development Programs- don't use it if you don't mean it
KE Watkins, IH Lyso, K deMarrais (2011)
Evaluating executive leadership programs: A theory of change approachAdvances in Developing Human Resources, 13
Cheryl Baldwin, S. Hutchinson, Douglas Magnuson (2004)
Program Theory: A Framework for Theory-Driven Programming and EvaluationTherapeutic recreation journal, 38
P. Karoly (1993)
Mechanisms of Self-Regulation: A Systems ViewAnnual Review of Psychology, 44
A. Blamey, M. Mackenzie (2007)
Theories of Change and Realistic EvaluationEvaluation, 13
D. Boud (2001)
Using Journal Writing to Enhance Reflective PracticeNew Directions for Adult and Continuing Education, 2001
(1983)
Evaluating with sense: The theory driven approach
R Pawson, N Tilley (1997)
Realistic evaluation
P. Mcleod, Y. Steinert (2010)
The evolution of faculty development in Canada since the 1980s: Coming of age or time for a change?Medical Teacher, 32
H. Laschinger, J. Finegan, J. Shamian, P. Wilk (2002)
A LONGITUDINAL ANALYSIS OF THE IMPACT OF WORKPLACE EMPOWERMENT ON STAFF NURSES' WORK SATISFACTION., 2002
D. Ward, C. Furber, S. Tierney, V. Swallow (2013)
Using Framework Analysis in nursing research: a worked example.Journal of advanced nursing, 69 11
Rosemary Rushmer, D. Kelly, M. Lough, Joyce Wilkinson, H. Davies (2004)
Introducing the Learning Practice--II. Becoming a Learning Practice.Journal of evaluation in clinical practice, 10 3
P. Sabatier, Huey-tsyh Chen, P. Rossi (1993)
Using Theory to Improve Program and Policy Evaluations.Social Forces, 23
E. Shoesmith, G. Box, N. Draper (1988)
Empirical Model‐Building and Response SurfacesThe Statistician, 37
Nicoletta Stame (2004)
Theory-Based Evaluation and Types of ComplexityEvaluation, 10
JA Centra (1978)
Types of faculty development programsThe Journal of Higher Education, 49
(2012)
An Interview with Ray Pawson
M. Butts, R. Vandenberg, D. DeJoy, Bryan Schaffer, Mark Wilson (2009)
Individual reactions to high involvement work processes: investigating the role of empowerment and perceived organizational support.Journal of occupational health psychology, 14 2
Stella Ng, E. Kinsella, Farah Friesen, B. Hodges (2015)
Reclaiming a theoretical orientation to reflection in medical education research: a critical narrative reviewMedical Education, 49
S. Ashford, Ruth Blatt, Don Walle (2003)
Reflections on the Looking Glass: A Review of Research on Feedback-Seeking Behavior in OrganizationsJournal of Management, 29
B. Astbury (2013)
Some reflections on Pawson’s Science of Evaluation: A Realist ManifestoEvaluation, 19
H. Laschinger, J. Finegan, J. Shamian, P. Wilk (2001)
Impact of Structural and Psychological Empowerment on Job Strain in Nursing Work Settings: Expanding Kanter’s ModelJONA: The Journal of Nursing Administration, 31
G. Spreitzer (1995)
PSYCHOLOGICAL EMPOWERMENT IN THE WORKPLACE: DIMENSIONS, MEASUREMENT, AND VALIDATIONAcademy of Management Journal, 38
T. Greenhalgh, C. Humphrey, J. Hughes, F. Macfarlane, C. Butler, R. Pawson (2009)
How do you modernize a health service? A realist evaluation of whole-scale transformation in london.The Milbank quarterly, 87 2
S. Lieff (2009)
Evolving curriculum design: a novel framework for continuous, timely, and relevant curriculum adaptation in faculty development.Academic medicine : journal of the Association of American Medical Colleges, 84 1
Huey-tsyh Chen, P. Rossi (1989)
Issues in the theory-driven perspectiveEvaluation and Program Planning, 12
M. Patton (2010)
Developmental Evaluation: Applying Complexity Concepts to Enhance Innovation and Use
J Ritchie, L Spencer (1994)
Analysing qualitative data
Stefanie Hetzner, Helmut Heid, H. Gruber (2012)
Change at work and professional learning: how readiness to change, self-determination and personal initiative affect individual learning through reflectionEuropean Journal of Psychology of Education, 27
J. Ullian, Stritter Ft (1997)
Types of faculty development programs.Family medicine, 29 4
W. Grave, A. Zanting, Désirée Mansvelder-Longayroux, I. Molenaar (2014)
Faculty Development in the Health Professions: A Focus on Research and PracticeSpringer US
J. Ritchie, L. Spencer (2002)
Qualitative data analysis for applied policy research
B. Astbury, F. Leeuw (2010)
Unpacking Black Boxes: Mechanisms and Theory Building in EvaluationAmerican Journal of Evaluation, 31
I. Dey (1999)
Grounding grounded theory : guidelines for qualitative inquiry
G. Spreitzer (1995)
An empirical test of a comprehensive model of intrapersonal empowerment in the workplaceAmerican Journal of Community Psychology, 23
Y. Steinert (2010)
Faculty development: From workshops to communities of practiceMedical Teacher, 32
Jennifer Moon (2004)
A Handbook of Reflective and Experiential Learning: Theory and Practice
Mary Devanna (1978)
Men and Women of the CorporationThe Journal of Applied Behavioral Science, 14
(2005)
The limits of realist evaluation : Surfacing and exploring assumptions in assessing the best value performance regime
T Singh (2013)
Medical education faculty development : Why it fails to impress usThe National Medical Journal of India, 26
F. Haji, Marie‐Paule Morin, Kathryn Parker (2013)
Rethinking programme evaluation in health professions education: beyond ‘did it work?’Medical Education, 47
GM Spreitzer (2009)
The SAGE handbook of organizational behaviour
Joyce Yukawa (2006)
Co-reflection in online learning: Collaborative critical thinking as narrativeInternational Journal of Computer-Supported Collaborative Learning, 1
P. Abhyankar, H. Cheyne, M. Maxwell, F. Harris, C. McCourt (2013)
A realist evaluation of a normal birth programme, 11
O. Sorinola, J. Thistlethwaite, David Davies, E. Peile (2015)
Faculty development for educators: a realist evaluationAdvances in Health Sciences Education, 20
(2000)
Program theory in evaluation: Challenges and opportunities. New directions for evaluation (No. 87)
J. Ritchie, J. Lewis, C. Nicholls, R. Ormston (2013)
QUALITATIVE RESEARCH PRACTICE A GUIDE FOR SOCIAL SCIENCE STUDENTS AND RESEARCHERS
Linda Hutchinson (2003)
Educational environmentBMJ : British Medical Journal, 326
S. West, L. Aiken (1997)
Toward understanding individual effects in multicomponent prevention programs: Design and analysis strategies.
Paul Nesbit (2012)
The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership DevelopmentHuman Resource Development Review, 11
G. Spreitzer, Peter Bamberger, J. Dutton, Dafna Eylon, Bradley Kirkman, B. Rosen (2007)
Taking Stock: A review of more than twenty years of research on empowerment at work
Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our aim is to elucidate how faculty development can work to support a range of outcomes among individuals and sub-systems in the academic health sciences. We conducted retrospective framework analysis of qualitative focus group data gathered from 79 program participants (5 cohorts) over a 10-year period. Additionally, we conducted follow-up interviews with 15 alumni. We represent the interactive relationships among contexts, mechanisms, and outcomes as a “mandala” of faculty development. The mandala illustrates the relationship between the immediate program context, and the broader institutional context of academic health sciences, and identifies relevant change mechanisms. Four primary mechanisms were collaborative-reflection, self-reflection and self-regulation, relationship building, and pedagogical knowledge acquisition. Individual outcomes, including changed teaching practices, are described. Perhaps most interestingly, secondary mechanisms—psychological and structural empowerment—contributed to institutional outcomes through participants’ engagement in change leadership in their local contexts. Our theoretically informed evaluation approach models how faculty development, situated in appropriate institutional contexts, can trigger mechanisms that yield a range of benefits for faculty and their institutions. The adopted methods hold potential as a way to demonstrate the often difficult-to-measure outcomes of educational programs, and allow for critical examination as to how and whether faculty development programs can accomplish their espoused goals.
Advances in Health Sciences Education – Springer Journals
Published: Jun 13, 2016
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.