SUPPORTING THE PROFESSIONAL DEVELOPMENT OF FACULTY TEACHERS.

I and my colleagues designed and implemented a longitudinal faculty development program to improve humanistic teaching and role modeling at 30 medical schools involving more than 1,000 faculty members and 50 local facilitators. Evaluation demonstrated that participating faculty members who completed our program were superior humanistic teachers compared to controls as rated by their learners on a validated questionnaire. Participants were also sufficiently engaged to attend 80% or more of the curricular sessions with few dropouts, indicating the feasibility and generalizability of the program.

Views of institutional leaders on maintaining humanism in today's practice.

Objective: To explore leadership perspectives on how to maintain high quality efficient care that is also person-centered and humanistic.

Methods: The authors interviewed and collected narrative transcripts from a convenience sample of 32 institutional healthcare leaders at seven U.S.

Healthcare at the Crossroads: The Need to Shape an Organizational Culture of Humanistic Teaching and Practice.

Background: Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction.

Objective: To identify organizational factors that promote or inhibit humanistic practice of medicine by faculty physicians.

Design: From January 1, 2015, through December 31, 2016, faculty from eight US medical schools were asked to write reflectively on two open-ended questions regarding institutional-level motivators and impediments to humanistic practice and teaching within their organizations.

A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers.

The authors describe the first 11 academic years (2005-2006 through 2016-2017) of a longitudinal, small-group faculty development program for strengthening humanistic teaching and role modeling at 30 U.S. and Canadian medical schools that continues today.

How physicians draw satisfaction and overcome barriers in their practices: "It sustains me".

Objective: Major reorganizations of medical practice today challenge physicians' ability to deliver compassionate care. We sought to understand how physicians who completed an intensive faculty development program in medical humanism sustain their humanistic practices.

Methods: Program completers from 8 U.

Reflection-Based Learning for Professional Ethical Formation.

One way practitioners learn ethics is by reflecting on experience. They may reflect in the moment (reflection-in-action) or afterwards (reflection-on-action). We illustrate how a teaching clinician may transform relationships with patients and teach person-centered care through reflective learning.

Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physicians.

Objective: We sought to identify and define "highly humanistic" formation narratives, and understand how these events described, together with a reflective learning process, the professional development of physicians in a longitudinal faculty development program.

Methods: Qualitative analysis of twenty highly humanistic appreciative inquiry narratives selected from a total of 124 written by faculty members at the beginning and end of an eighteen month program at eight medical schools. [9,10] We employed the immersion/crystallization method of Borkan [20] to capture the rich meanings and emotional depth of the twenty narratives.

The highly influential teacher: recognising our unsung heroes.

Objectives: This study was designed to investigate the roles, characteristics and contributions to the educational process of highly influential teachers described retrospectively by faculty members who were former medical students and trainees.

Methods: The authors collected 20 appreciative inquiry narratives from a convenience sample of 22 faculty members (91% collection rate) at three medical schools that had volunteered to participate in a year-long programme of faculty development in humanism in medicine. The faculty members wrote narratives in response to the prompt: 'Write about your most influential teacher.

Teaching professional and humanistic values: suggestion for a practical and theoretical model.

Objectives: To suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values.

Methods: The author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs.

The International Charter for Human Values in Healthcare: an interprofessional global collaboration to enhance values and communication in healthcare.

Objectives: The human dimensions of healthcare--core values and skilled communication necessary for every healthcare interaction--are fundamental to compassionate, ethical, and safe relationship-centered care. The objectives of this paper are to: describe the development of the International Charter for Human Values in Healthcare which delineates core values, articulate the role of skilled communication in enacting these values, and provide examples showing translation of the Charter's values into action.

Methods: We describe development of the Charter using combined qualitative research methods and the international, interprofessional collaboration of institutions and individuals worldwide.

Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

Background: There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare.

Objective: We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls.

Design: Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire.

Treating the whole patient: passing time-honoured skills for building doctor-patient relationships on to generations of doctors.

Objectives: This paper aims to honour the Hippocratic Oath in modern practice by providing reflections on the development of ways for doctors to know the whole person that have accrued over the five decades to the present.

Methods: I present a perspective piece, which includes personal reflections and cites relevant literature.

Results: Powerful role models sustained the concept of knowing the whole patient in an era of scientific medicine.

Wisdom in medicine.

The pathway to wisdom is a crooked one. Doctors have many opportunities to become wiser, and may do so in different ways and to different degrees. We suggest several means to facilitate their passage.

Through the looking glass: how reflective learning influences the development of young faculty members.

Background: Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues.

Purpose: We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members.

Methods: We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program.

Exploring the psychometric properties of the humanistic teaching practices effectiveness questionnaire, an instrument to measure the humanistic qualities of medical teachers.

Purpose: To describe the development and psychometric properties of the Humanistic Teaching Practices Effectiveness Questionnaire (HTPE), an instrument that measures the humanistic skills of attending physicians within an academic health center (AHC) department of medicine.

Method: From August 2005 through March 2007, the authors distributed the HTPE, along with other standard faculty evaluations, to internal medicine and medicine/pediatrics residents at a single midwestern AHC (the Indiana University School of Medicine), in an effort to assess the instrument's validity and reliability.

Results: The data set included 886 completed HTPE questionnaires, representing 73% of the 1,212 administered.