The FREDERIC TING Model in Health Professions Education
Article Sidebar
Main Article Content
Abstract
Teaching in the health professions has been increasingly challenging especially with the evolving educational landscape that has increased the workload of faculty. The aim of this paper is to introduce a framework that can help academic leaders create a conducive teaching-learning environment that is responsive to the demands of the times. The Functional Reforms in Education that Empowers to a Resilient, Innovative, Inclusive, and Culture-sensitive Model in TeachING Health Professions Education (FREDERIC TING) Model in Health Professions Education Conceptual Framework postulates that leadership thrust and support, together with staff upskilling through development programs are essential for functional reforms to take place. Central to these reforms is the organization’s vision and mission which should first and foremost be well understood and is exemplified by all its members. Furthermore, the cycle of needs assessment – stakeholder consultation – direction setting – execution of strategic directions – and then back to needs assessment is suggested to be a vital part of the organization’s management system to ensure the relevance and the sustainability of the reforms.
Metrics
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Commission on Higher Education Memorandum (CHED) Order No. 18, Series of 2016. CHED Central Office Records Section.
Cooke, M., Irby, D. M., Sullivan, W., & Ludmerer, K. M. (2006). American medical education 100 years after the Flexner report. The New England journal of medicine, 355(13), 1339–1344. https://doi.org/10.1056/NEJMra055445 DOI: https://doi.org/10.1056/NEJMra055445
Davies, J., & Grobler, S. (2021). Coordinated eco-leadership can unite clinicians towards net zero. The BMJ, 375, 2880. https://doi.org/10.1136/bmj.n2880 DOI: https://doi.org/10.1136/bmj.n2880
Davies, J. F., Seglenieks, R., Cameron, R., Kuruvilla, N. A., Grove, E. M., Shrivathsa, A., & Grobler, S. (2023). Operation clean up: A model for eco-leadership and sustainability implementation. Anaesthesia and intensive care, 51(2), 88–95. https://doi.org/10.1177/0310057X221102469 DOI: https://doi.org/10.1177/0310057X221102469
Drake R. L. (2014). A retrospective and prospective look at medical education in the United States: trends shaping anatomical sciences education. Journal of anatomy, 224(3), 256–260. https://doi.org/10.1111/joa.12054 DOI: https://doi.org/10.1111/joa.12054
Frenk, J., Chen, L., Bhutta, Z. A., Cohen, J., Crisp, N., Evans, T., Fineberg, H., …Zurayk, H. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet (London, England), 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5 DOI: https://doi.org/10.1016/S0140-6736(10)61854-5
Hanson, E. R., Gantwerker, E. A., Chang, D. A., & Nagpal, A. S. (2022). To teach or not to teach? Assessing medical school faculty motivation to teach in the era of curriculum reform. BMC medical education, 22(1), 363. https://doi.org/10.1186/s12909-022-03416-5 DOI: https://doi.org/10.1186/s12909-022-03416-5
Harden, R., & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Medical Teacher, 22(4), 334–347. https://doi.org/10.1080/014215900409429. DOI: https://doi.org/10.1080/014215900409429
Irby, D. M., & Wilkerson, L. (2003). Educational innovations in academic medicine and environmental trends. Journal of general internal medicine, 18(5), 370–376. https://doi.org/10.1046/j.1525-1497.2003.21049.x DOI: https://doi.org/10.1046/j.1525-1497.2003.21049.x
McKimm, J., & McLean, M. (2020). Rethinking health professions’ education leadership: Developing ‘eco-ethical’ leaders for a more sustainable world and future. Medical Teacher, 42(8), 855–860. https://doi.org/10.1080/0142159X.2020.1748877 DOI: https://doi.org/10.1080/0142159X.2020.1748877
Ten Cate, T. J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59. Medical teacher, 33(12), 961–973. https://doi.org/10.3109/0142159X.2011.595435 DOI: https://doi.org/10.3109/0142159X.2011.595435
Venance, S. L., LaDonna, K. A., & Watling, C. J. (2014). Exploring frontline faculty perspectives after a curriculum change. Medical education, 48(10), 998–1007. https://doi.org/10.1111/medu.12529 DOI: https://doi.org/10.1111/medu.12529
Western, S. (2010). Eco-Leadership: Towards the Development of a New Paradigm. Routledge.