Brit J Hosp Med
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Faculty development is key to ensuring quality clinical teaching, but standardising teaching practices in multiple settings is a challenge. This article presents an example of a 3-year faculty development programme for teaching clinical reasoning skills, implemented by the Faculty of Medicine and Health Sciences, University of Sherbrooke, Quebec, Canada for its faculty members at multiple teaching sites. A follow-up study 1-5 months after the final workshop, using a self-assessment questionnaire, indicates that almost half of the participants transferred some of their newly acquired knowledge into their teaching practices. This article discusses factors to consider when developing a faculty development culture, at both a programme and faculty level, to support quality teaching and learning.
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This editorial reviews the 'Mind the Implementation Gap' report, which calls for the government, parliamentarians and NHS leaders to take action to address the underlying causes of avoidable harm in healthcare and details specific recommendations relating to the areas of the implementation gap.