Into the looking glass: self-assessment for allied health faculty development

Frequently allied health faculty are unprepared to assume the role of professional academician. Instituting a professional development program can assist faculty in enhancing their effectiveness in that role. As the first step, a faculty group in the School of Health Related Professions, State Unive...

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Bibliographic Details
Published in:	Journal of allied health Vol. 14; no. 1; p. 43
Main Authors:	Phelps, J L, Steves, A M, Klimowski, L L, Hickenbottom, R S, Gingher, M C
Format:	Journal Article
Language:	English
Published:	United States 01-02-1985
Subjects:	Allied Health Personnel - education Faculty - standards Humans Inservice Training Professional Competence Role Teaching
Online Access:	Get more information
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Summary:	Frequently allied health faculty are unprepared to assume the role of professional academician. Instituting a professional development program can assist faculty in enhancing their effectiveness in that role. As the first step, a faculty group in the School of Health Related Professions, State University of New York at Buffalo, designed a questionnaire to obtain information on faculty members' judgments about their own skills in various activities--teaching, research, writing, service, and administration--and the importance of these activities. The goal of this survey was to identify those activities for which there was the greatest need for faculty development. Research and writing were identified as areas having the greatest overall potential for professional development. The survey also provided groundwork for implementing an on-going professional development program that could be systematically evaluated.
ISSN:	0090-7421