The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding

Introduction New faculty orientation (NFO) for onboarding faculty members is replete with critical information and resources. Most NFO sessions are facilitated through lecture-based slide presentations. We employed a case-based learning (CBL) format to promote learner engagement through active use o...

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Autores principales:	Mansoor Siddiqui, Dimitrios Papanagnou, Samantha Bruno, Karen Novielli
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Faculty Development Faculty Affairs Orientation New Faculty Orientation Case-Based Learning Workshop Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/3e9565aebc6e4fbdb585e88fb079bc3e
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spelling	oai:doaj.org-article:3e9565aebc6e4fbdb585e88fb079bc3e2021-11-22T14:00:15ZThe Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding10.15766/mep_2374-8265.108432374-8265https://doaj.org/article/3e9565aebc6e4fbdb585e88fb079bc3e2019-10-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10843https://doaj.org/toc/2374-8265Introduction New faculty orientation (NFO) for onboarding faculty members is replete with critical information and resources. Most NFO sessions are facilitated through lecture-based slide presentations. We employed a case-based learning (CBL) format to promote learner engagement through active use of the content being taught. We hypothesized that a CBL format would lead to improved learner satisfaction. Methods An inventory of topics presented at NFO was generated by reviewing previous orientation sessions. Cases and discussion questions were developed to link to specific content areas from previously delivered lectures. Participants were assigned cases with discussion questions, followed by a large-group debriefing. In 2014, 105 faculty members participated in NFO. An additional 232 faculty members participated from 2014 to 2017 with the revised format. Results Participants completed evaluations following each session. A specific item gauged the effectiveness of the format on a 9-point Likert scale. Scores were compared to 2014 evaluations using the unpaired Student t test. In 2014, participants rated the program format as 7.17 (mean) out of 9. Faculty orientation sessions in 2015, 2016, and 2017 scored 7.90 (p < .05), 8.00 (p < .05), and 8.40 (p < .01), respectively. Discussion We proposed a new format for NFO using a CBL-based format. Feedback highlighted faculty satisfaction with the new format. Qualitative feedback suggested that this new design in NFO sessions promotes learner engagement, networking, and collegiality. The format also models a pedagogy that faculty can implement directly in their respective teaching environments.Mansoor SiddiquiDimitrios PapanagnouSamantha BrunoKaren NovielliAssociation of American Medical CollegesarticleFaculty DevelopmentFaculty AffairsOrientationNew Faculty OrientationCase-Based LearningWorkshopMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Faculty Development Faculty Affairs Orientation New Faculty Orientation Case-Based Learning Workshop Medicine (General) R5-920 Education L
spellingShingle	Faculty Development Faculty Affairs Orientation New Faculty Orientation Case-Based Learning Workshop Medicine (General) R5-920 Education L Mansoor Siddiqui Dimitrios Papanagnou Samantha Bruno Karen Novielli The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
description	Introduction New faculty orientation (NFO) for onboarding faculty members is replete with critical information and resources. Most NFO sessions are facilitated through lecture-based slide presentations. We employed a case-based learning (CBL) format to promote learner engagement through active use of the content being taught. We hypothesized that a CBL format would lead to improved learner satisfaction. Methods An inventory of topics presented at NFO was generated by reviewing previous orientation sessions. Cases and discussion questions were developed to link to specific content areas from previously delivered lectures. Participants were assigned cases with discussion questions, followed by a large-group debriefing. In 2014, 105 faculty members participated in NFO. An additional 232 faculty members participated from 2014 to 2017 with the revised format. Results Participants completed evaluations following each session. A specific item gauged the effectiveness of the format on a 9-point Likert scale. Scores were compared to 2014 evaluations using the unpaired Student t test. In 2014, participants rated the program format as 7.17 (mean) out of 9. Faculty orientation sessions in 2015, 2016, and 2017 scored 7.90 (p < .05), 8.00 (p < .05), and 8.40 (p < .01), respectively. Discussion We proposed a new format for NFO using a CBL-based format. Feedback highlighted faculty satisfaction with the new format. Qualitative feedback suggested that this new design in NFO sessions promotes learner engagement, networking, and collegiality. The format also models a pedagogy that faculty can implement directly in their respective teaching environments.
format	article
author	Mansoor Siddiqui Dimitrios Papanagnou Samantha Bruno Karen Novielli
author_facet	Mansoor Siddiqui Dimitrios Papanagnou Samantha Bruno Karen Novielli
author_sort	Mansoor Siddiqui
title	The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
title_short	The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
title_full	The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
title_fullStr	The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
title_full_unstemmed	The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding
title_sort	case for revamping new faculty orientation: integrating case-based learning into faculty onboarding
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/3e9565aebc6e4fbdb585e88fb079bc3e
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The Case for Revamping New Faculty Orientation: Integrating Case-Based Learning Into Faculty Onboarding

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