The PSG-FAIMER Regional Institute fellowship is a two-year program. It consists of three residential sessions, which take place atÂ the PSG Institute of Medical Sciences and Research in Coimbatore, and two 11-month Mentor-Learner Web facilitated inter-sessions in home institute, one following the first residential session and one following the second residential session.
The first and second residential sessions consist, respectively, of seven days and five days of highly interactive educational activities. Curriculum topics include student assessment, good teaching practices, program evaluation, distance learning, change management, project planning, conflict management, educational research and scholarship, and qualitative and quantitative data collection and analysis.
The period between the onsite sessions focus on the mentoring of Fellows, network building, and the exchange of ideas through participation in an internet discussion group called the Mentor-Learner Web. During this inter-session period, Fellows also implement an education innovation project at their home institution. A summary of the project and results are presented during the second residential session.
At the end of the two year program, graduating Fellows return for the third and final residential session to report on further progress of their innovation projects, experience the poster presentations of their successors, and celebrate their completion of the fellowship with a graduation ceremony.
The Fellowship takes care of registration and tuition or course fees; however, costs incurred in carrying out the innovation project in the home institution, their travel to and from residential sessions as well as accommodation are not covered by the FAIMER Fellowship and so are the responsibility of the Fellow and/or Fellowâ€™s home institution. It is highly recommended that Fellows have access to a Wi-Fi capable laptop computer for use during residential sessions.
Education Innovation Project
A major goal of the fellowship program is the completion of an education innovation project, proposed by Fellows in their initial application to the Institute, and then implemented at their home institution. Projects with the potential to improve the health of the community, region, or country of the applicantâ€™s institution are given higher priority in the fellowship selection process.
To encourage the development of knowledge and skills in health professions education scholarship (research, evaluation, and publishing), Fellows prepare a poster and an abstract based on their project after one year of project implementation. Ongoing support from faculty and Fellows throughout the program also fosters scholarship based on project activities.
Project proposals typically involve, but are not limited to, one or more of the following areas: student assessment, educational application of information technology, health systems integration, community-based health professions education, problem-based learning, clinical skills development, professionalism and ethics, critical thinking, program evaluation, faculty development, curriculum revision and/or integration, student affairs, interactive teaching methods, development of medical education units, and distance learning.
To view examples of education innovation projects, please visit the FAIMER Institute Fellow Innovation Projects page on the FAIMER website.
Building regional communities of practice of health professions educators is another major goal of the PSG-FRI fellowship. Throughout the two-year program, each Fellow interacts closely with Fellows from their own class, the preceding class, and the subsequent class. Community building is fostered by a period of overlap in the residential sessions for first- and second-year participants, providing opportunities for interaction among Fellows who are beginning their education innovation projects and those who have worked on their projects for a year. On-line discussion during the Mentor-Learner Web facilitated inter-sessions in home institute provides an additional forum for group work on research and projects, and for the sharing of resources and experience among current Fellows and Institute graduates. Fellows are encouraged to continue their participation in the larger FAIMER community after completion of the fellowship.
PSG-FRI selected its first class of Fellows in 2007. To date, 160 individuals from more thanÂ 30 health professions education schools in four countries have participated in the fellowship.
Past Fellows have had an enriching learing experience during the Fellowship and are now holding positions of responsibilities in their home institutions. Their FAIMER stories about how FAIMER Fellowship has made a change in them and equipped them to be chnage agents is shared by them on the 10th Anniversary Celebrations booklet which can be accessed from this link (Clickhere)
The New Graduates: Year 2012 Fellows with Drs. Jack Boulet,Â Thomas V. Chacko, Â S. Ramalingam,Â Sucheta Dandekar and Dr. Medha A. Joshi
The global FAIMER community includes more than 500 Fellows from more than 200 schools in more than 40 countries. To see a sortable list of FAIMER Fellows, their institutions, countries, fellowship year, and project, please visit the FAIMER website Fellows page.
The PSG-FAIMER Regional Institute is supported by regional FAIMER faculty, who are past FAIMER Institute and PSG-FRI Fellows, as well as international experts in health professions education. To see the 2010 program faculty, please visit the Faculty page.
The PSG-FRI program is organized and administered by its directors, Thomas Chacko and Sudha Ramalingam with the support of a core team of PSG Institute of Medical Sciences and Research faculty.
Requirements for Certification of FAIMER Fellowship:
- Documentation of learning on the Batch Wikipage (Project Program Theory, Indicators, Poster PDF, Abstract for RGS , its publication etc, Scholarly report on the month’s discussion moderated by you, Reflections on the M-L web)
- Scholarly ReportsÂ of year 2 Fellows meeting Glassicks Six standards for scholarship
- Support / co-mentoring of Year 1 Fellows for their projects & responding constructively to “Help needed” stated by other Fellows in their Project/ PPD Progress reports.
- End of month Reflections – evidence of making reflection as a habit for professional development (Reflective Practitioner)Â Depth of learning and identification of learning and its application to improve practice as educator.
The PSG-FAIMER Regional Institute is sponsored by the Foundation for Advancement of International Medical Education and Research (FAIMER), which is a nonprofit foundation of the Educational Commission for Foreign Medical Graduates (ECFMG).
To apply to PSG-FRI, please click here.
To request more information on the program via e-mail, please click here.