Table 2 STACEO Rules for online courses for faculty development in the health professions
Heuristics for online faculty development courses for health professions education | |
|---|---|
Systems | Systemic mechanisms exist to support online faculty development's successful planning, implementation, and sustainability |
Technology | The technology used facilitates active discussion in a user-friendly and accessible environment |
Activities | Online faculty development incorporates activities that facilitate the formation of a community of educators in which evidence of engagement and development of knowledge, skills and attitudes are prioritised |
Characteristics | Well-trained facilitators apply their skills to facilitate constructive dialogue, create a feedback loop, and contribute to the online faculty development course design |
Evaluation | Online faculty development courses follow a qualitative-dominant scholarly approach in design and evaluation to determine short- and long-term outcomes in participants |
Outcomes | Online faculty development courses have measurable professional and personal development outcomes for facilitators and participants |