Establishing and sustaining a transnational clinical teacher faculty development initiative
Transnational collaborations in faculty development aim to tackle challenges in resource and financial constraints, as well as to increase the quality of programs by collaborating expertise and best evidence from different centres and countries. Many challenges exist to establishing such collaborati...
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doaj-74c630a810604417a0bad0bfd1a3444b2020-11-25T01:49:43ZengNational University of SingaporeThe Asia Pacific Scholar2424-93352424-92702020-01-015181510.29060/TAPS.2020-5-1/RA2087Establishing and sustaining a transnational clinical teacher faculty development initiativeJustin Bilszta0Jayne Lysk1Ardi Findyartini2Diantha Soemantri3Department of Medical Education, Melbourne Medical School, University of Melbourne, AustraliaDepartment of Medical Education, Melbourne Medical School, University of Melbourne, AustraliaDepartment of Medical Education, Faculty of Medicine, Universitas Indonesia, IndonesiaDepartment of Medical Education, Faculty of Medicine, Universitas Indonesia, IndonesiaTransnational collaborations in faculty development aim to tackle challenges in resource and financial constraints, as well as to increase the quality of programs by collaborating expertise and best evidence from different centres and countries. Many challenges exist to establishing such collaborations, as well as to long-term sustainability once the collaboration ceases. Using the experiences of researchers from medical schools in Indonesia and Australia, this paper provides insights into establishing and sustaining a transnational collaboration to create a faculty development initiative (FDI) to improve clinical teacher practice. Viewed through the lens of the experiences of those involved, the authors describe their learnings from pathways of reciprocal learning, and a synergistic approach to designing and implementing a culturally resonant FDI. The importance of activities such as needs assessment and curriculum blueprinting as ways of establishing collaborative processes and the bilateral exchange of educational expertise, rather than as a mechanism of curriculum control, is highlighted. The relevance of activities that actively foster cultural intelligence is explored as is the importance of local curriculum champions and their role as active contributors to the collaborative process.http://theasiapacificscholar.org/establishing-and-sustaining-a-transnational-clinical-teacher-faculty-development-initiative/faculty developmenttransnationalcollaborationclinical teacher |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Justin Bilszta Jayne Lysk Ardi Findyartini Diantha Soemantri |
spellingShingle |
Justin Bilszta Jayne Lysk Ardi Findyartini Diantha Soemantri Establishing and sustaining a transnational clinical teacher faculty development initiative The Asia Pacific Scholar faculty development transnational collaboration clinical teacher |
author_facet |
Justin Bilszta Jayne Lysk Ardi Findyartini Diantha Soemantri |
author_sort |
Justin Bilszta |
title |
Establishing and sustaining a transnational clinical teacher faculty development initiative |
title_short |
Establishing and sustaining a transnational clinical teacher faculty development initiative |
title_full |
Establishing and sustaining a transnational clinical teacher faculty development initiative |
title_fullStr |
Establishing and sustaining a transnational clinical teacher faculty development initiative |
title_full_unstemmed |
Establishing and sustaining a transnational clinical teacher faculty development initiative |
title_sort |
establishing and sustaining a transnational clinical teacher faculty development initiative |
publisher |
National University of Singapore |
series |
The Asia Pacific Scholar |
issn |
2424-9335 2424-9270 |
publishDate |
2020-01-01 |
description |
Transnational collaborations in faculty development aim to tackle challenges in resource and financial constraints, as well as to increase the quality of programs by collaborating expertise and best evidence from different centres and countries. Many challenges exist to establishing such collaborations, as well as to long-term sustainability once the collaboration ceases. Using the experiences of researchers from medical schools in Indonesia and Australia, this paper provides insights into establishing and sustaining a transnational collaboration to create a faculty development initiative (FDI) to improve clinical teacher practice. Viewed through the lens of the experiences of those involved, the authors describe their learnings from pathways of reciprocal learning, and a synergistic approach to designing and implementing a culturally resonant FDI. The importance of activities such as needs assessment and curriculum blueprinting as ways of establishing collaborative processes and the bilateral exchange of educational expertise, rather than as a mechanism of curriculum control, is highlighted. The relevance of activities that actively foster cultural intelligence is explored as is the importance of local curriculum champions and their role as active contributors to the collaborative process. |
topic |
faculty development transnational collaboration clinical teacher |
url |
http://theasiapacificscholar.org/establishing-and-sustaining-a-transnational-clinical-teacher-faculty-development-initiative/ |
work_keys_str_mv |
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1715652667395538944 |