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Leatemia LD, van Merrienboer JJG, Susilo AP. Development of a questionnaire to measure teachers' student-centred perspectives based on the Onion Model. BMC MEDICAL EDUCATION 2022; 22:504. [PMID: 35761250 PMCID: PMC9238174 DOI: 10.1186/s12909-022-03547-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Teachers with a teacher-centred perspective have difficulties applying student-centred approaches in Problem Based Learning (PBL) because they are inclined to show teacher-centred behaviours. The six aspects explained in Korthagen's Onion Model (environment, behaviour, competencies, beliefs, identity, and mission) are assumed to contribute to teachers' perspectives, showing that both the environment and personal characteristics influence behaviours. For teachers to function properly in PBL, those six aspects should reflect a student-centred perspective. Previous instruments to measure teaching perspectives focused on only a few of these relevant aspects. Therefore, we developed the Student-Centred Perspective of Teachers (SCPT) questionnaire with subscales for each aspect in the Onion Model. This study aimed to provide evidence for its internal and external validity. METHODS The SCPT was distributed in a survey to 795 teachers from 20 medical schools. For the internal validation, Confirmatory Factor Analysis was performed to analyse theoretical fit model validation, convergent validation, and discriminant validation. For the external validation, teachers' perspective scores were compared among three groups of amount of PBL training using Analysis of Variance (ANOVA) and post-hoc Least Significant Difference (LSD) tests. The p-value for all tests was set at .05. RESULTS A total of 543 out of 795 teachers (68.3%) participated. Confirmatory Factor Analysis showed the evidence of the SCPT's internal validation with acceptable fit for the six subscales measured by 19 items and the following Composite Reliability scores: environment (.72), behaviour (.74), competencies (.63), beliefs (.55), identity (.76), and mission (.60). All items' factors loadings reached a good standard (.5 or greater). Only the environment subscale had the Average Variance Extracted (AVE) score higher than .5 and the Maximum Shared Variance score lower than the AVE score. ANOVA and Post-hoc LSD tests showed that teachers who participated in more PBL training showed significantly higher student-centred perspectives, providing evidence for external validity. CONCLUSION The SCPT is a reliable and valid instrument to measure teaching perspectives. Identifying aspects that do not represent the adoption of a student-centred perspective may provide valuable input for faculty development in the context of PBL.
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Affiliation(s)
- Lukas Daniel Leatemia
- Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia.
| | - Jeroen J G van Merrienboer
- Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, East Java, Indonesia
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Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study. Healthcare (Basel) 2022; 10:healthcare10071167. [PMID: 35885694 PMCID: PMC9320098 DOI: 10.3390/healthcare10071167] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 06/16/2022] [Accepted: 06/20/2022] [Indexed: 11/16/2022] Open
Abstract
The constant development of medical and pharmaceutical sciences and the changing roles of pharmacists highlight the importance of lifelong learning in their profession. Given the identified knowledge gaps in the literature in terms of pharmacists’ preferences for lifelong learning, the study aimed to evaluate the opinions and attitudes of community pharmacists towards lifelong learning, including their previous experiences and educational needs, in order to propose evidence-based tips for designing such solutions and interventions intended for them both in face-to-face and online forms. For this purpose, ten semi-structured in-depth interviews were conducted with Polish community pharmacists on the topic using a thematic guide. Subsequently, they were subjected to literal transcription and interpretative phenomenological analysis by two independent researchers using phenomenology as the qualitative approach. The identified themes covered the topic’s relevance for pharmacists’ work, practice-oriented form and content, previous learners’ experiences as a foundation for further learning, commercial initiatives’ risks, motivation sources, and barriers for participation in lifelong learning solutions so far. Based on the insights provided by the respondents, as well as scientifically proven learning theories and educational principles, ten tips were formulated for designing recipient-friendly learning solutions and interventions within the framework of postgraduate lifelong learning of pharmacists.
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Bustamante-Helfrich B, Santa Maria E, Bradley J, Warden D, Sengupta A, Phillips-Madson R, Ungaretti T. Collaborative faculty development transforms evaluation at a school of osteopathic medicine: an exploratory grounded theory study. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.18986.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Faculty development (FD) initiatives for medical educators must keep pace with educators’ expanding roles and responsibilities in the 21st century to effectively support and guide professional growth. Successful initiatives will be comprehensive and systematic, rather than episodic. Our research explores the impact of a collaborative, individualized, and focused FD program. The purpose of this pilot study is: (1) to describe the innovative design and implementation of the incipient FD program at University of the Incarnate Word School of Osteopathic Medicine (UIWSOM), San Antonio, Texas; and (2) to present insights from a preliminary process evaluation of the program’s initial launch to inform and facilitate broadscale implementation. Methods: We used a longitudinal, holistic approach to redesign the UIWSOM FD program to provide evidence-informed and experiential learning for faculty. We performed a process evaluation of the initial iteration of the FD program using an inductive qualitative research approach. We applied principles of constructivist grounded theory to analyze faculty’s responses collected during semi-structured interviews. Results: Three themes emerged from our analysis: communication, advocacy, and reciprocal learning. We found that effective communication, advocacy for faculty success, and reciprocal value between faculty and program developers undergirded the core concept of authentic engagement. Faculty’s perceptions of the quality of engagement of those implementing the program overshadowed the quality of the logistics. Conclusions: Our pilot study identified authentic engagement as critical to faculty’s positive experience of this new FD initiative. Practical implications for other health professions schools with similar FD initiatives include consideration of the relational aspects. Future studies should expand the process evaluation to determine key factors driving perceived program success for other skill domains and amongst clinical faculty, and include a long-range outcome evaluation of the fully implemented program.
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Meeuwissen SNE, Gijselaers WH, de Rijk AE, Huveneers WJM, Wolfhagen IHAP, Oude Egbrink MGA. When theory joins practice: A design-based research approach for leader identity development. MEDICAL TEACHER 2022; 44:636-642. [PMID: 34928758 DOI: 10.1080/0142159x.2021.2015532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Inclusive educational leaders promote teacher team functioning. To support leader inclusiveness, we designed and implemented a faculty development programme focusing on leader identity formation. We investigated (1) how participants' leader identity developed throughout the programme and (2) how the design principles contributed to this process, according to participants. METHODS A design-based research approach was followed. Participants were 7 course coordinators, leading an interdisciplinary teacher team. To study leader identity development, participants repeatedly filled out a validated questionnaire. To investigate how design principles contributed, observational field notes, facilitator debriefings, a programme evaluation questionnaire and a semi-structured focus group were used. Thematic analysis was applied for qualitative data. RESULTS Participants gained broader views on leadership, moving from individual dominance towards engaging team members. Most participants initially experienced a deconstruction of their former leader identity and became motivated to improve leadership qualities. Competence-building, reflecting and receiving feedback on workplace experiences, and practicing in a safe environment were perceived to be key for identity development. CONCLUSIONS We developed and evaluated a leader identity programme which can convert teachers' classic leadership views towards views incorporating social interactions and relationships. We demonstrated how social interactions provide opportunities to learn from pe.ers in the work environment.
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Affiliation(s)
- Stephanie N E Meeuwissen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
| | - Wim H Gijselaers
- Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands
| | - Angelique E de Rijk
- Department of Social Medicine, Care and Public Health Research Institute (CAPHRI), FHML, Maastricht, The Netherlands
| | - Wilma J M Huveneers
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
| | - Ineke H A P Wolfhagen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
- Institute for Education, FHML, Maastricht University, Maastricht, The Netherlands
| | - Mirjam G A Oude Egbrink
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Institute for Education, FHML, Maastricht University, Maastricht, The Netherlands
- Department of Physiology, FHML, Maastricht University, Maastricht, The Netherlands
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Roos M, Schneider A, Gensichen J, Simmenroth A, Kühlein T, Schneider D. The "Seminartage Weiterbildung Allgemeinmedizin" (SemiWAM ®) - development, implementation and evaluation of a five-year, competence-based postgraduate programme in Bavaria. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc19. [PMID: 35692362 PMCID: PMC9174077 DOI: 10.3205/zma001540] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Revised: 12/18/2021] [Accepted: 01/24/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Starting in 2013, a five-year, competence-based postgraduate programme, the "Seminartage Weiterbildung Allgemeinmedizin" (SemiWAM®) for continuing education in general practice, was developed and offered in Bavaria. This evaluation reports on the experiences of SemiWAM® after a first cycle. MATERIAL AND METHODS Process reflection based on the cycle of Kern: In addition to qualitative findings, results of the evaluation forms (mean values with standard deviation) are presented. The evaluation form contained questions on organisational issues, content of presentation, didactic preparation of the supervisor, transfer to real life practice as well as demographic variables. All questions were voted on a six-point Likert scale from "1=very satisfied" to "6=very dissatisfied". RESULTS The reflection showed three crucial entry points: Choosing "reason for encounter" as a content precondition to ensure target audience needs, the close didactic supervision of supervisor, and the continuous growth of supervisor team with newly qualified GP. The evaluation results for the overall assessment (MW 1.11-1.60), the didactic concept (MW 1.30-1.87), as well as the transfer into daily life practice (MW 1.48-2.35) reflect the high quality of the SemiWAM®. DISCUSSION The SemiWAM® curriculum presented can be easily transferred to comparable structures in Germany that accompany specialty training, such as the competence centres for residency training in general practice. The process evaluation based on the core cycle also provides important support for the agile implementation of these or similar programmes.
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Affiliation(s)
- Marco Roos
- Universität Augsburg, Medizinische Fakultät, Allgemeinmedizin, Augsburg, Germany
| | - Antonius Schneider
- Technische Universität München, Institut für Allgemeinmedizin und Versorgungsforschung, München, Germany
| | - Jochen Gensichen
- Ludwig-Maximilians-Universität München, Institut für Allgemeinmedizin, München, Germany
| | - Anne Simmenroth
- Universitätsklinikum Würzburg, Institut für Allgemeinmedizin, Würzburg, Germany
| | - Thomas Kühlein
- Friedrich-Alexander-Universität Erlangen-Nürnberg, Allgemeinmedizinisches Institut, Erlangen, Germany
| | - Dagmar Schneider
- Bavarian Competence Centre for Residency Training (BBCCRT), Munich, Germany
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Yilmaz Y, Papanagnou D, Fornari A, Chan TM. Just-in-Time Continuing Education: Perceived and Unperceived, Pull and Push Taxonomy. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:125-129. [PMID: 34966109 DOI: 10.1097/ceh.0000000000000415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
ABSTRACT We live in a world where "just-in-time" (JiT) methodologies are increasingly used. Continuing professional development (CPD), including faculty development, has the opportunity to leverage online technologies in a JiT format to further support learner engagement and program sustainability. In this article, the authors propose a model that can serve as a taxonomy for defining and implementing JiT continuing education (JiTCE). The anatomy of JiTCE describes four mechanisms to address CPD needs and delivery procedures: perceived and unperceived, as well as pull and push (PUPP) taxonomy. JiTCE PUPP taxonomy defines four components for designing and developing a program with JiT: on-demand learning, subscription-based learning, performance feedback-driven learning, and data-driven learning. These methods, as backbones, use various online technologies, which offer fundamental support for JiTCE. Delivery systems and technologies are provided as specific examples for JiTCE throughout the article. JiTCE introduces a novel taxonomy to meet continuing education needs and provides an organized approach to design and deploy programming in a sustainable way. Online technologies are evolving everyday and are an indispensable part of both clinical practice and medical education. Pull-push and perceived-unperceived axes can help guide new opportunities for instructional designers and curriculum developers to leverage best practices to align with CPD offerings, which include cutting-edge technologies.
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Affiliation(s)
- Yusuf Yilmaz
- Dr. Yilmaz: Postdoctoral Fellow, McMaster University Education Research, Innovation and Theory (MERIT) Program, Hamilton, Ontario, Canada, Postdoctoral Fellow, McMaster University Office of Continuing Professional Development, Hamilton, Ontario, Canada, and Researcher and Instructor, Department of Medical Education, Faculty of Medicine, Ege University, Izmir, Turkey. Dr. Papanagnou: Professor and Vice Chair of Education, Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, Associate Provost for Faculty Development, Thomas Jefferson University, Philadelphia, PA. Dr. Fornari: Professor Science Education, Family Medicine, Occupational Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY. Dr. Chan: Associate Professor, Division of Emergency Medicine, Department of Medicine, McMaster University, Hamilton, Ontario, Canada, Associate Dean, Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, and Clinician Scientist, McMaster Education Research, Innovation, and Theory (MERIT) Program, Hamilton, Ontario, Canada
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Seyit M, Yilmaz A, Ozen M. Assessment of the Satisfaction Levels of Intern Students. EURASIAN JOURNAL OF EMERGENCY MEDICINE 2022. [DOI: 10.4274/eajem.galenos.2020.05925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
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Oikawa S, Iida J, Ito Y, Nishigori H. Cultivating cultural awareness among medical educators by integrating cultural anthropology in faculty development: an action research study. BMC MEDICAL EDUCATION 2022; 22:196. [PMID: 35317790 PMCID: PMC8939140 DOI: 10.1186/s12909-022-03260-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 03/16/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND In faculty development, understanding each participant's cultural context is important. However, there is scarce evidence on how to improve cultural understanding in faculty development. Cultural anthropology is a discipline that focuses on developing cultural self-awareness by understanding different cultures. Professionals from this field can be crucial to the goal of cultivating cultural awareness among medical educators. The aims of this study are to 1) develop and modify cultural anthropology sessions in faculty development and 2) evaluate the effectiveness of these sessions, including their long-term impacts. METHODS The cultural anthropology sessions were organized as part of a longitudinal faculty development program-Foundation Course for Medical Education-at Kyoto University in Japan. The study included 47 medical educators participating in faculty development and three lecturers: two cultural anthropologists and a medical educator. We developed the cultural anthropology sessions and implemented them in the longitudinal faculty development program. In these sessions, cultural anthropologists used inquiry-guided reflection. An action research methodology was employed and repeated in four cycles from 2015 to 2018. Qualitative and quantitative data were collected during the action research cycles. The qualitative data were thematically analyzed. RESULTS The cultural anthropologists' inquiries fostered learning during the sessions, and three themes-cultural relativism, attention to context, and reframing-were synthesized. As a long-term impact of the sessions, the learners reported becoming more aware of the cultural contexts in their daily educational and clinical activities. CONCLUSIONS The cultural anthropology sessions in the faculty development program were shown to have enhanced the participants' awareness of cultural contexts. The concept and format of these sessions may be used more widely in faculty development programs.
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Affiliation(s)
- Sayaka Oikawa
- Center for Medical Education and Career Development, Fukushima Medical University, 1 Hikarigaoka, Fukushima, 960-1295, Japan
| | - Junko Iida
- Anthropology, Faculty of Health and Welfare, Kawasaki University of Medical Welfare, 288 Matsushima, Kurashiki, Okayama, 701-0193, Japan
| | - Yasunobu Ito
- Anthropology, School of Knowledge Science, Japan Advanced Institute of Science and Technology (JAIST), 1-1 Asahidai, Nomi, Ishikawa, 923-1292, Japan
| | - Hiroshi Nishigori
- Center for Medical Education, Graduate School of Medicine, Nagoya University, 65 Tsurumai-cho, Showa-ku, Nagoya, 466-8560, Japan.
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Janjigian M, Dembitzer A, Srisarajivakul-Klein C, Mednick A, Hardower K, Cooke D, Zabar S, Sauthoff H. Design and comparison of a hybrid to a traditional in-person point-of-care ultrasound course. Ultrasound J 2022; 14:12. [PMID: 35278145 PMCID: PMC8917361 DOI: 10.1186/s13089-022-00261-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Accepted: 02/25/2022] [Indexed: 11/25/2022] Open
Abstract
Background Traditional introductory point-of-care ultrasound (POCUS) courses are resource intensive, typically requiring 2–3 days at a remote site, consisting of lectures and hands-on components. Social distancing requirements resulting from the COVID-19 pandemic led us to create a novel hybrid course curriculum consisting of virtual and in-person components. Methods Faculty, chief residents, fellows and advanced practice providers (APPs) in the Department of Medicine were invited to participate in the hybrid curriculum. The course structure included 4 modules of recorded lectures, quizzes, online image interpretation sessions, online case discussions, and hands-on sessions at the bedside of course participant’s patients. The components of the course were delivered over approximately 8 months. Those participants who completed a minimum of 3 modules over the year were invited for final assessments. Results from the hybrid curriculum cohort were compared to the year-end data from a prior traditional in-person cohort. Results Participant knowledge scores were not different between traditional (n = 19) and hybrid (n = 24) groups (81% and 84%, respectively, P = 0.9). There was no change in POCUS skills as measured by the hands-on test from both groups at end-of-course (76% and 76%, respectively, P = 0.93). Confidence ratings were similar across groups from 2.73 traditional to 3.0 hybrid (out of possible 4, P = 0.46). Participants rated the course highly, with an average overall rating of 4.6 out 5. Conclusions A hybrid virtual and in-person POCUS course was highly rated and as successful as a traditional course in improving learner knowledge, hands-on skill and confidence at 8 months after course initiation. These results support expanding virtual elements of POCUS educational curricula. Supplementary Information The online version contains supplementary material available at 10.1186/s13089-022-00261-x.
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Affiliation(s)
- Michael Janjigian
- Department of Medicine, New York University Grossman School of Medicine, NYC Health & Hospitals/Bellevue, Bellevue Hospital Center, New York, USA.
| | - Anne Dembitzer
- Department of Medicine, New York University Grossman School of Medicine, NY Harbor Healthcare System, New York, USA
| | - Caroline Srisarajivakul-Klein
- Department of Medicine, New York University Grossman School of Medicine, NYC Health & Hospitals/Bellevue, Bellevue Hospital Center, New York, USA
| | - Aron Mednick
- Department of Medicine, New York University Grossman School of Medicine, NYU Langone Health, New York, USA
| | - Khemraj Hardower
- Department of Medicine, New York University Grossman School of Medicine, NYU Langone Health, New York, USA
| | - Deborah Cooke
- Department of Medicine, New York University Grossman School of Medicine, NYU Langone Health, New York, USA
| | - Sondra Zabar
- Department of Medicine, New York University Grossman School of Medicine, NYU Langone Health, New York, USA
| | - Harald Sauthoff
- Department of Medicine, New York University Grossman School of Medicine, NY Harbor Healthcare System, New York, USA
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Yilmaz Y, Durak HI, Yildirim S. Enablers and Barriers of Blended Learning in Faculty Development. Cureus 2022; 14:e22853. [PMID: 35382209 PMCID: PMC8977113 DOI: 10.7759/cureus.22853] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2022] [Indexed: 11/29/2022] Open
Abstract
Introduction Online learning provides a ubiquitous and self-paced learning experience, while face-to-face learning encourages commitment in a prescheduled formal instruction. Blended learning (BL) combines these two mediums and provides flexible learning opportunities. While faculty development programs have utilized these two mediums separately, BL has not been fully implemented locally until recently. Identifying elements that enable or hinder faculty within a newly implemented BL program can enhance the learning experience and support professional development. The current study aims to identify how junior and senior faculty members of medical departments at a Turkish university perceive enablers and barriers in a new BL faculty development program. Methods This research is a multiple case study with qualitative inquiry using in-depth interviews and thematic analysis. Using a BL approach, the research team designed faculty development activities based on the Four-Component Instructional Design model. Participants accessed the activities on a Moodle learning management system. Faculty experiences in blended faculty development were examined. The study group consisted of 26 participants, with 14 junior faculty in case 1 and 12 senior faculty in case 2 from different medical departments at a Turkish university. Data were collected and analyzed using qualitative methods. Results This study identified enablers and barriers within a BL faculty development program. While participants identified three barriers, they identified eight enabling elements in a BL program. A lack of time was the most critical barrier to participation in the program. Setting goals for personal development and obtaining skills in teaching were essential enablers within the BL program. Conclusion The use of an online platform to support face-to-face faculty development programs is beneficial in several ways for faculty. Faculty developers can utilize BL to foster engagement and motivate faculty for increased participation, especially if they seek to mitigate known barriers to a successful BL program. Online communication and activities are suggested to develop communities of practice in the workplace. Strategies to eliminate workload and provide guidance on time management are required for both junior and senior faculty.
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111
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Ong CCP, Foo YY, Chiu FY, Nestel D. 'It's going to change the way we train': Qualitative evaluation of a transformative faculty development workshop. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:86-92. [PMID: 34694570 PMCID: PMC8543424 DOI: 10.1007/s40037-021-00687-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 08/23/2021] [Accepted: 08/25/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Relatively little is known about faculty development (FD) activities that help participants achieve sustainable behavioral change. This qualitative study evaluated the medium- to long-term impact of a FD workshop informed by transformative learning (TL) theory. It aimed to discover which aspects of FD prompted healthcare professionals (HPs) to adopt effective teaching and learning practices. METHODS Seventeen participants were interviewed between January and July 2020, 7 to 30 months after the workshop. Purposeful sampling strategies were used to collect data and analysis was performed using reflexive thematic analysis. RESULTS Four themes were identified: perspectival shift in educational practice, re-affirmation of current practices, becoming an educator, and valuing FD that accommodates HPs' multiple communities of practice (CoPs). Workshop activities foregrounding critical discourse and reflection helped participants gain new knowledge and deeper understanding of education. TL was likely when participants already identified as an educator in addition to their HP identity. Additionally, a workplace CoP determined the type and level of support affecting HPs' development as educators. DISCUSSION Aspects of FD that prompted HPs to adopt effective teaching and learning practices included initiatives that catalyzed critical discourse and reflection. Readiness for TL is promoted when HPs have a strong educator identity because of workplace educator CoPs. Future research could explore effecting sustainable post-workshop behavioral change in HPs through the strengthening of workplace educator CoPs. To do this, institutions could send co-located HPs from different disciplines to the same FD program.
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Affiliation(s)
- Caroline Choo Phaik Ong
- KK Women's and Children's Hospital, Singapore Health Services (SingHealth), Singapore, Singapore.
- SingHealth Duke-NUS Academic Medical Centre, Singapore, Singapore.
| | - Yang Yann Foo
- Academic Medicine Education Institute, Office of Education, Duke-NUS Medical School, Singapore, Singapore
| | - Fong Yee Chiu
- SingHealth Duke-NUS Academic Medical Centre, Singapore, Singapore
| | - Debra Nestel
- Faculty of Medicine, Nursing & Health Science, Monash University, Melbourne, Australia
- Department of Surgery (Austin), University of Melbourne, Melbourne, Australia
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Nasre-Nasser RG, Oliveira GAD, Marques Ribeiro MF, Arbo BD. Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses. ADVANCES IN PHYSIOLOGY EDUCATION 2022; 46:98-108. [PMID: 34855540 DOI: 10.1152/advan.00134.2021] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2020] [Accepted: 11/30/2021] [Indexed: 06/13/2023]
Abstract
The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers' didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers' slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process.
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Affiliation(s)
- Raif Gregorio Nasre-Nasser
- Post-graduation Program in Physiological Sciences, Instituto de Ciências Biológicas, Universidade Federal do Rio Grande (FURG), Rio Grande do Sul, Brazil
| | - Gislaine Alves de Oliveira
- Post-graduation Program in Biological Sciences: Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
| | - Maria Flavia Marques Ribeiro
- Department of Physiology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
| | - Bruno Dutra Arbo
- Department of Pharmacology, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul, Rio Grande do Sul, Brazil
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Ryznar E, Levine RB. Twelve tips for mindful teaching and learning in medical education. MEDICAL TEACHER 2022; 44:249-256. [PMID: 33794736 DOI: 10.1080/0142159x.2021.1901869] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Mindfulness practice has been shown to have many positive benefits for patients, clinicians, and trainees. Mindfulness fosters compassion, connection, and enhanced clinical reasoning and can reduce burnout among clinicians. A primary focus of mindfulness is present-moment awareness and may be achieved through openness, curiosity, perspective-taking, and letting go of judgment. We propose that the core principles of mindfulness can be harnessed by educators to enhance their teaching skills specifically around creating a supportive and safe learning environment, using questions effectively, providing feedback, and serving as role models. Mindful teaching promotes mindful learning, which focuses on context, openness to new possibilities, reflection, and critical thinking, as opposed to rote repetition and memorization. This article describes core mindfulness principles and strategies that can be used to become a more mindful teacher.
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Affiliation(s)
- Elizabeth Ryznar
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins School of Medicine, Baltimore, MD, USA
| | - Rachel B Levine
- Department of Medicine, Division of General Internal Medicine, Johns Hopkins School of Medicine, Baltimore, MD, USA
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114
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Wijnen-Meijer M. Learning to teach in medical education. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc14. [PMID: 35368834 PMCID: PMC8953194 DOI: 10.3205/zma001535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 12/09/2021] [Accepted: 12/09/2021] [Indexed: 06/14/2023]
Affiliation(s)
- Marjo Wijnen-Meijer
- Technical University of Munich, School of Medicine, TUM Medical Education Center, Munich, Germany
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115
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Roh YS, Issenberg SB. Effects of a tiered competence-based simulation educator development program. Nurse Educ Pract 2022; 59:103300. [DOI: 10.1016/j.nepr.2022.103300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2019] [Revised: 11/30/2021] [Accepted: 01/12/2022] [Indexed: 11/25/2022]
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116
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Wiese A, Bennett D. Orientation of medical trainees to a new clinical environment (the ready-steady-go model): a constructivist grounded theory study. BMC MEDICAL EDUCATION 2022; 22:37. [PMID: 35031045 PMCID: PMC8760640 DOI: 10.1186/s12909-022-03105-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 12/31/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND High-quality orientation of trainees entering a new clinical workplace is essential to support education and patient safety. However, few consultants receive extensive formal training to support new trainees and must create their own ways of integrating newcomers into their clinical team and work environment. We aim to conceptualise the strategies consultants use in the early stages of working with new trainees that will be useful for future faculty development in this area. METHODS We used constructivist grounded theory (CGT) methodology by interviewing fifteen consultants in three medical specialties, to explore how trainees are integrated into a new clinical environment. We used CGT principles and procedures (iteration, constant comparison, and theoretical sampling) to analyse and construct a conceptual interpretation of the empirical data. RESULTS Consultants' central concern when introduced to a new cohort of trainees was that they had the required knowledge and skills (ready), were adapted and integrated into the new workplace and clinical team (steady), and safely participating in practice (go). Consultants used two broad strategies: formal orientation and informal orientation. Both these approaches had the common goal of intensifying interaction between consultants and trainees to get trainees to a position where they were ready, adapted, integrated, and participating safely and efficiently in practice. Several disruptors were identified by participants that delayed and sometimes completely inhibited the orientation process. CONCLUSIONS The model of orientation constructed through this research could be a valuable tool to support faculty development initiatives, the reflective learning practice of clinical supervisors, and curriculum design. The disruptors were identified as valid priorities for improving trainee orientation in postgraduate medical education. Future research should involve a longitudinal approach to explore trainee engagement with orientation upon entering a new clinical workplace.
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Affiliation(s)
- Anél Wiese
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland.
| | - Deirdre Bennett
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
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Mahan JD, Wright M, Scott-Vernaglia SE, Turner TL. Creation of the Association of Pediatric Program Directors Faculty Development for Educators "Nuts and Bolts" Teaching Aids. Acad Pediatr 2022; 22:6-11. [PMID: 34333178 DOI: 10.1016/j.acap.2021.06.017] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 06/10/2021] [Accepted: 06/25/2021] [Indexed: 11/18/2022]
Abstract
Faculty development (FD) continues to be a great need and challenge for faculty engaged in graduate medical education (GME) and such educator development should ultimately benefit learners in GME programs. As a Task Force within the Association of Pediatric Program Directors (APPD) FD Learning Community, our Educator subcommittee utilized multiple needs assessments to develop a novel educator development program called the APPD FD for Educators Nuts and Bolts (Nuts & Bolts) consisting of 1 to 2 page FD teaching aids. This paper outlines the development of these teaching aids and can be used as a reference for developing future Nuts & Bolts teaching aids. The development was based on 1) a defining framework (Glassick's criteria), 2) a clear model for evaluation of the program (Logic model), and 3) development of an assessment tool to demonstrate effectiveness of the teaching aids in FD at the local level. These 3 components help establish the scholarly nature of the FD Nuts & Bolts program. Multiple lessons learned from development of this program are presented to inform others engaged in educator program development. Detailed proposals for use of FD Nuts & Bolts for faculty improvement and plans for generating additional teaching aids are presented.
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Affiliation(s)
- John D Mahan
- Department of Pediatrics, Nationwide Children's Hospital, The Ohio State University College of Medicine (JD Mahan), Columbus, Ohio.
| | - Martha Wright
- Department of Pediatrics, Case Western Reserve University School of Medicine (M Wright), Cleveland, Ohio
| | | | - Teri L Turner
- Department of Pediatrics, Baylor College of Medicine and the Center for Research, Innovation and Scholarship in Medical Education at Texas Children's Hospital (TL Turner), Houston, Tex
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118
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Allen LM, Hay M, Palermo C. Evaluation in health professions education-Is measuring outcomes enough? MEDICAL EDUCATION 2022; 56:127-136. [PMID: 34463357 DOI: 10.1111/medu.14654] [Citation(s) in RCA: 38] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 08/18/2021] [Accepted: 08/23/2021] [Indexed: 05/28/2023]
Abstract
INTRODUCTION In an effort to increase the rigour of evaluation in health professions education (HPE), a range of evaluation approaches are used. These largely focus on outcome evaluation as opposed to programme evaluation. We aim to review and critique the use of outcome evaluation models, using the Kirkpatrick Model as an example given its wide acceptance and use, and advocate for the use of programme evaluation models that help us understand how and why outcomes are occurring. METHODS We systematically searched OVID medline, Scopus, CINAHL and Pubmed, and hand searched six leading HPE journals to provide an overview of the use of the Kirkpatrick Model as well as a range of programme evaluation models in HPE. In addition to this, we synthesised the existing critiques of the Kirkpatrick Model as an example of outcome evaluation, to highlight the limitations of such models. RESULTS The use of the Kirkpatrick Model in HPE is widespread and increasing; however, studies focus on categorising outcomes, rather than explaining how and why they occur. The main criticisms of the model are as follows: it is outcomes focused and fails to consider factors that can impact training outcomes; it assumes positive casual linkages between the levels; there is an assumption that the higher-level outcomes are more important; and unintended impacts are not considered. The use of the Kirkpatrick Model by the MERSQI, BEME and WHO contribute to the myth that the Kirkpatrick Model is the gold standard for programme evaluation. DISCUSSION Moving forward, evaluations of HPE interventions must shift from focusing largely on measuring outcomes of interventions with little consideration for how and why these outcomes are occurring to programme evaluation that investigates what contributes to these outcomes. Other models that facilitate the evaluation of the complex processes that occur in HPE should be used instead of Kirkpatrick's.
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Affiliation(s)
- Louise M Allen
- Monash Centre for Professional Development and Monash Online Education, Monash University, Clayton, Victoria, Australia
| | - Margaret Hay
- Monash Centre for Professional Development and Monash Online Education, Monash University, Clayton, Victoria, Australia
| | - Claire Palermo
- Monash Centre for Scholarship in Health Education, Monash University, Clayton, Victoria, Australia
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Arora A, Hoogenes J, Dath D. Trigger videos: a novel application of a tool for surgical faculty development. BMC Surg 2021; 21:424. [PMID: 34920722 PMCID: PMC8680058 DOI: 10.1186/s12893-021-01415-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 10/29/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants' attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting. METHODS Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed. RESULTS A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice. CONCLUSIONS Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.
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Affiliation(s)
- Anuj Arora
- Division of General Surgery, Department of Surgery, University of Toronto, Toronto, ON, Canada
| | - Jen Hoogenes
- Department of Surgery, McMaster University, Hamilton, ON, Canada
| | - Deepak Dath
- Division of General Surgery, Department of Surgery, McMaster University, Hamilton, ON, Canada. .,Division of General Surgery, Department of Surgery, Juravinski Hospital and Cancer Centre, 711 Concession Street, Hamilton, ON, L8V 1C3, Canada.
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Trainor A, Richards JB. Training medical educators to teach: bridging the gap between perception and reality. Isr J Health Policy Res 2021; 10:75. [PMID: 34915929 PMCID: PMC8675462 DOI: 10.1186/s13584-021-00509-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 12/06/2021] [Indexed: 11/24/2022] Open
Abstract
Teaching is a core expectation of physicians in academic hospitals and academic medical centers, but best practices for training physicians to teach have not been established. There is significant variability in how physicians are trained to teach medical students and residents across the world, and between Israeli hospitals. In an article published earlier this year in the Israel Journal of Health Policy Research, Nothman and colleagues describe a survey of 245 Israeli physicians in departments of internal medicine, pediatrics, and obstetrics and gynecology, at four different faculties of medicine across Israel. The majority of Israeli physicians responding to this survey reported receiving minimal training to teach, with only 35% receiving any training focused on medical education skills, most (55%) receiving training of only 1–2 days duration. In addition, the physicians surveyed perceived their training as inadequate and not aligned with their self-perceived educational needs. Furthermore, the respondents felt strongly that “compensation and appreciation” for medical education was less than for those involved in research. Despite the general lack of training in teaching skills and the perception that teaching physicians are less valued than researchers, survey respondents rated themselves as highly confident in most domains of medical education. In this context, this commentary reviews the disconnect between the general perception that all physicians can and should engage in teaching in the clinical setting with the well-described observation that competence in medical education requires dedicated and longitudinal training. Leveraging best practices in curriculum design by aligning educational interventions for teaching physicians with their self-perceived needs is discussed, and models for dedicated faculty development strategies for teaching medical education skills to physicians are reviewed. Finally, the importance of and potential strategies for assessing teaching physicians’ effectiveness in Israel and elsewhere are considered as a means to address these physicians’ perception that they are not as valued as researchers. Understanding teaching physicians’ perspectives on and motivations for training medical students and residents is critical for supporting the frontline teaching faculty who educate future healthcare providers at the bedside in medical schools, hospitals, and academic medical centers in Israel and beyond.
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Affiliation(s)
- Alison Trainor
- Division of Pulmonary, Critical Care, and Sleep Medicine, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, KS-B23, Boston, MA, 02215, USA
| | - Jeremy B Richards
- Division of Pulmonary, Critical Care, and Sleep Medicine, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, KS-B23, Boston, MA, 02215, USA. .,Harvard Medical School, Boston, MA, USA.
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Li L, Wu H, Xie A, Ye X, Liu C, Wang W. Students' initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale. BMC MEDICAL EDUCATION 2021; 21:584. [PMID: 34789210 PMCID: PMC8596339 DOI: 10.1186/s12909-021-03005-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Accepted: 10/28/2021] [Indexed: 05/03/2023]
Abstract
BACKGROUND During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students' perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. METHODS From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students' perspectives on the online learning experience. RESULTS Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p < 0.001). CONCLUSIONS Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students' different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.
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Affiliation(s)
- Li Li
- Department of Research and Education, Guangzhou First People's Hospital, South China University of Technology, Guangzhou, Guangdong, China
| | - Hongbin Wu
- Institute of Medical Education, Peking University, Beijing, China.
- National Center for Health Professions Education Development, Peking University, Beijing, China.
- Institute of Medical Education, Peking University Health Science Center, No.38 XueYuan Road Haidian District, Beijing, China.
| | - A'na Xie
- Institute of Medical Education, Peking University, Beijing, China
- National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Xiaoyang Ye
- Princeton School of Public and International Affairs, Princeton University, Princeton, New Jersey, USA
| | - Cheng Liu
- Institute of Medical Education, Peking University, Beijing, China
- National Center for Health Professions Education Development, Peking University, Beijing, China
| | - Weimin Wang
- Peking University Health Science Center, Beijing, China
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122
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Blakeney EAR, Owen JA, Ottis E, Brashers V, Summerside N, Haizlip J, Dyer C, Hall L, Zierler BK. Measuring the Impact of the National Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) on the Implementation of Interprofessional Education and Interprofessional Collaborative Practice. ACTA ACUST UNITED AC 2021; 24. [PMID: 34734129 DOI: 10.1016/j.xjep.2021.100442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Background In order to prepare current and future educators and clinicians to lead interprofessional education (IPE) and interprofessional collaborative practice (IPCP), faculty and staff need training in collaborative approaches to developing, implementing, assessing, and sustaining high quality IPE across the interprofessional learning continuum. The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a 3.5-day program designed to develop expert IPE teams through interactive workshops, coaching, and the development and implementation of an IPE or IPCP (IPECP) project for their home institutions. Purpose The purpose of this research was to assess the impact of the T3-ITDP on the development and implementation of IPECP projects by participating teams. Methods The T3-ITDP impact survey was created and administered to collect data on the scope and impact of participant teams' projects, including learner and project outcomes, training methods, dissemination plans, assessment strategies, and teams' intentions to continue working together beyond the initial project. With human subject's approval, we invited 55 T3-ITDP participant teams to complete the impact survey. These teams were at least one year post-completion of the in-person portion of the program and thus had time to initiate their IPECP projects. Results Forty-one (74.5%) teams responded to the survey. Of those teams, 31 (76%) used T3-ITDP content and/or approaches to develop their IPECP projects that targeted learners across the interprofessional learning continuum. Sustainability of IPECP projects was supported through several mechanisms, including institutional support or incorporating IPECP activities into existing courses. Almost half of the teams worked together on new projects, and 74% of teams planned to repeat a newly developed activity. Discussion & Conclusions Results of the T3-ITDP impact survey demonstrated that team-based, project-focused professional development catalyzed the development, implementation, and sustainment of new IPECP projects at academic and community institutions throughout the U.S.
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Affiliation(s)
| | - John A Owen
- School of Nursing, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Valentina Brashers
- School of Nursing and School of Medicine, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | | | - Julie Haizlip
- School of Nursing and Department of Pediatrics, Center for Academic Strategic Partnerships for Interprofessional Research and Education (ASPIRE), University of Virginia, Charlottesville, VA
| | - Carla Dyer
- Department of Medicine, University of Missouri School of Medicine, Columbia, MO
| | - Les Hall
- University of South Carolina School of Medicine, Columbia, SC
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Williams CR, Wolcott MD, Minshew LM, Bentley A, Bell L. A Qualitative Preceptor Development Needs Assessment to Inform Program Design and Effectiveness. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8450. [PMID: 34301535 PMCID: PMC8715979 DOI: 10.5688/ajpe8450] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Accepted: 05/26/2021] [Indexed: 05/22/2023]
Abstract
Objective. To assess preceptor teaching challenges and development programming design preferences through a qualitative needs assessment of Doctor of Pharmacy student and resident preceptors.Methods. In 2018, 148 experiential education stakeholders across North Carolina (eg, preceptors, residency program directors, experiential faculty administrators, and practice site administrators) were invited to participate in a 60-minute semi-structured interview as part of a broad preceptor development needs assessment. Interview questions focused on: precepting challenges, positive and negative features of development programs, and preferences for program design. Interview transcripts were coded using thematic analysis.Results. Forty-two participants completed interviews, including preceptors from various rotation types, residency program directors, experiential faculty administrators, and institution administrators. Participants identified numerous teaching challenges related to learners, preceptors, and institutional level factors. Participants often noted there was inadequate time, resources, and support to effectively teach. Desirable preceptor development program features included practical strategies, collaboration with preceptors, delivery by education and practice experts, and topics specific to precepting experience. Participants identified live, on-demand, and webinar formats as acceptable if collaboration and engagement were included. Participants also desired unique training opportunities such as online platforms, coaching programs, and simulated learning environments.Conclusion. Preceptors for pharmacy students and residents face numerous challenges and require sufficient time, support, and resources to develop their skills. Participants requested training that included on-demand, frequent sessions delivered through various modalities, collaboration opportunities, a choice in topics and delivery formats, and sessions from educational and practice experts.
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Affiliation(s)
- Charlene R Williams
- The University of North Carolina, Eshelman School of Pharmacy, Asheville, North Carolina
| | - Michael D Wolcott
- The University of North Carolina, Eshelman School of Pharmacy, Asheville, North Carolina
- The University of North Carolina, Adams School of Dentistry, Chapel Hill, North Carolina
| | - Lana M Minshew
- The University of North Carolina, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Austin Bentley
- The University of North Carolina, Eshelman School of Pharmacy, Asheville, North Carolina
| | - Lorin Bell
- The University of North Carolina, Eshelman School of Pharmacy, Asheville, North Carolina
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Loura DDS, Bernardes RA, Baixinho CL, Henriques HR, Félix IB, Guerreiro MP. Nursing students' learning from involvement in research projects: an integrative literature review. Rev Bras Enferm 2021; 75:e20210053. [PMID: 34614084 DOI: 10.1590/0034-7167-2021-0053] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 04/13/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To identify the learning outcomes and skills obtained of undergraduate nursing students involved in research projects. METHODS This was an integrative literature review, based on a research protocol in the CINAHL Complete databases; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; Cochrane Methodology Register; MedicLatina; MEDLINE, Scopus and JBI, including primary and secondary studies, published between 2015 and 2020. RESULTS A total of five heterogeneous articles were included, which were categorized using Kirkpatrick's (adapted) model. Seventeen learning outcomes acquired through participation in research projects were identified, from the learning of new knowledge and skills to the development of new attitudes and behaviors. FINAL CONSIDERATIONS The involvement of nursing students in research projects is important to their professional development. Future investment in research on this topic can help cement the potential of this type of student involvement.
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Affiliation(s)
- David de Sousa Loura
- Centro Hospitalar Universitário de Lisboa Central, Hospital Dona Estefânia. Lisboa, Lisboa, Portugal.,Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal
| | | | | | | | - Isa Brito Félix
- Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal
| | - Mara Pereira Guerreiro
- Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal.,Centro de Investigação Interdisciplinar Egas Moniz. Monte de Caparica, Setúbal, Portugal
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125
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Filipe HP, Golnik KC, Geary A, Buque A, Mack HG. Online Faculty Development: An African Lusophone Ophthalmic Society Experience During the COVID-19 Pandemic. Middle East Afr J Ophthalmol 2021; 28:230-238. [PMID: 35719282 PMCID: PMC9198531 DOI: 10.4103/meajo.meajo_160_21] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 10/06/2021] [Accepted: 02/13/2022] [Indexed: 11/16/2022] Open
Abstract
PURPOSE Faculty development for procedural specialists aims at developing both their medical education and surgical competence. This has been challenging during the COVID-19 pandemic, especially in under-resourced settings and African Lusophone ophthalmology community has been no exception. The Mozambican College of Ophthalmology (MOC) and the Continuing Professional Development Committee of the International Council of Ophthalmology (ICO) established a collaboration to enhance simulation-based clinical teaching competence in cataract surgery. METHODS Ten Mozambican ophthalmologists experienced in teaching cataract surgery participated in a group mentoring assisted 6 month/11 flipped-learning online experience on curriculum design, which included practice-based and social learning strategies, continuous bidirectional feedback, individual and group reflection opportunities, and the demonstration of declarative and procedural competencies. Program evaluation consisted of pre and post-test knowledge assessment; individual homework, informed by curated reading and a recorded lesson; feedback surveys for each module and one month after the program's conclusion, and a longitudinal project on creating a simulation-based education session on one step of cataract surgery. RESULTS Participants a) highlighted the opportunity to advance their scholarly teaching skills as facilitators; b) showed an increase in knowledge post-test, expressed commitment to improve their learning experiences´ design, include interactive educational methods, and provide constructive feedback; and c) formed a sustained community of practice of ophthalmologists educators (CoP). CONCLUSION This online faculty development program, assisted by group mentoring, held during the COVID-19 pandemic, facilitated the development of a CoP and was effective in enhancing teaching competence in curriculum design to apply in simulation-based learning environments.
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Affiliation(s)
- Helena P. Filipe
- Department of Medical Education, Faculty of Medicine, University of Lisbon, Portugal
- Department of Cornea and Ocular Surface Disease, Hospital of Egas Moniz, West Lisbon Hospitals Center, Portugal
| | - Karl C. Golnik
- Department of Ophthalmology, University of Cincinnati, Ohio, USA
| | - Amelia Geary
- Orbis International, 520 8 Avenue, Floor 12, New York, NY, 10018, USA
| | - Amelia Buque
- Medical Directory Board, Dr. Agarwal's Eye Hospital Mozambique Somerschield II Maputo, Mozambique
| | - Heather G. Mack
- Department of Surgery (Ophthalmology), University of Melbourne, Melbourne, Australia
- Centre for Eye Research, University of Melbourne, Melbourne, Australia
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The Missing Link: Cognitive Apprenticeship as a Mentorship Framework for Simulation Facilitator Development. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.06.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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127
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Walker ER, Comeau DL, McBride CM, Lang DL. Toward an Office of Evidence-Based Learning in Public Health: Formal Support, Pedagogical Scholarship, and Effective Teaching. Am J Public Health 2021; 111:1741-1745. [PMID: 34499536 PMCID: PMC8561178 DOI: 10.2105/ajph.2021.306423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/21/2021] [Indexed: 11/04/2022]
Affiliation(s)
- Elizabeth Reisinger Walker
- The authors are with the Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA. Elizabeth Reisinger Walker and Delia L. Lang are also with the Office of Evidence-Based Learning, Rollins School of Public Health
| | - Dawn L Comeau
- The authors are with the Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA. Elizabeth Reisinger Walker and Delia L. Lang are also with the Office of Evidence-Based Learning, Rollins School of Public Health
| | - Colleen M McBride
- The authors are with the Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA. Elizabeth Reisinger Walker and Delia L. Lang are also with the Office of Evidence-Based Learning, Rollins School of Public Health
| | - Delia L Lang
- The authors are with the Department of Behavioral, Social, and Health Education Sciences, Rollins School of Public Health, Emory University, Atlanta, GA. Elizabeth Reisinger Walker and Delia L. Lang are also with the Office of Evidence-Based Learning, Rollins School of Public Health
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Iqbal MZ, Könings KD, Al-Eraky MM, van Merriënboer JJG. Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique. TEACHING AND LEARNING IN MEDICINE 2021; 33:536-545. [PMID: 33588650 DOI: 10.1080/10401334.2021.1877714] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
: Entrustable professional activities (EPAs) provide a novel approach to support teachers' structured professionalization and to assess improvement in teaching competence thereafter. Despite their novelty, it is important to assess EPAs as a construct to ensure that they accurately reflect the work of the targeted profession. BACKGROUND: The co-creation of an EPA framework for training and entrustment of small-group facilitators has been discussed in the literature. Although a rigorous design process was used to develop the framework, its content validity has not been established yet.Approach: A modified Delphi technique was used. Three survey rounds were conducted from December 2019 to April 2020. Expert health professions educationalists were recruited using purposive sampling and snowball techniques. In Round 1, a rubric consisting of seven items was used to assess the quality of nine pre-designed EPAs. In Round 2, competencies required to perform the agreed-upon EPAs were selected from 12 competencies provided. In Round 3, consensus was sought on sub-activities recommended for agreed-upon EPAs. Quantitative data were analyzed using multiple statistical analyses, including item-wise and rubric-wise content validity indices, asymmetric confidence interval, mean, standard deviation, and response frequencies. Qualitative data were thematically analyzed using content analysis. FINDINGS: Three of the nine proposed EPAs achieved statistical consensus for retention. These EPAs were: (1) preparing an activity, (2) facilitating a small-group session, and (3) reflecting upon self and the session. Nine of the 12 pre-determined competencies achieved consensus and were then mapped against each agreed-upon EPA based on their relevance. Finally, results indicated consensus on five, six, and four sub-activities for EPA 1, EPA 2, and EPA 3, respectively. CONCLUSIONS: The final framework delineates three EPAs for small-group facilitation and their associated sub-activities. The full description of each EPA provided in this article includes the title, context, task specification, required competencies, and entrustment resources. Program developers, administrative bodies, and teaching staff may find this EPA framework useful to structure faculty development, to entrust teachers, and to support personal development.
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Affiliation(s)
- Muhammad Zafar Iqbal
- Medical Education Department, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Karen D Könings
- School of Health Professions Education, Maastricht University, Maastricht, The Netherlands
| | - Mohamed M Al-Eraky
- Vice-President office of Academic Initiatives, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Tung J, Nahid M, Rajan M, Logio L. The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention. BMC MEDICAL EDUCATION 2021; 21:468. [PMID: 34474670 PMCID: PMC8414755 DOI: 10.1186/s12909-021-02899-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants' (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. METHOD Participants from the 2013-2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar's tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. RESULTS There were significant improvements in almost all self-ratings on program surveys (p < 0.05). Greatest improvements were seen in "understand the promotions process" (36% vs. 94%), "comfortable negotiating" (35% vs. 74%), and "time management" (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p = 0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16-2.23, p-value = 0.004). There was significant difference found in time-to-departure (p < 0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16-0.34, p < 0.0001). CONCLUSIONS LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.
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Affiliation(s)
- Judy Tung
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 505 East 70th Street HT408, New York, NY 10021 USA
| | - Musarrat Nahid
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 420 East 70th Street LH332, New York, NY 10021 USA
| | - Mangala Rajan
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 420 East 70th Street LH348, New York, NY 10021 USA
| | - Lia Logio
- Department of Medicine, Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH 44106 USA
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Sinclair S, Kondejewski J, Jaggi P, Roze des Ordons AL, Kassam A, Hayden KA, Harris D, Hack TF. What works for whom in compassion training programs offered to practicing healthcare providers: a realist review. BMC MEDICAL EDUCATION 2021; 21:455. [PMID: 34454489 PMCID: PMC8403363 DOI: 10.1186/s12909-021-02863-w] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Accepted: 08/03/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Patients and families want their healthcare to be delivered by healthcare providers that are both competent and compassionate. While compassion training has begun to emerge in healthcare education, there may be factors that facilitate or inhibit the uptake and implementation of training into practice. This review identified the attributes that explain the successes and/or failures of compassion training programs offered to practicing healthcare providers. METHODS Realist review methodology for knowledge synthesis was used to consider the contexts, mechanisms (resources and reasoning), and outcomes of compassion training for practicing healthcare providers to determine what works, for whom, and in what contexts. RESULTS Two thousand nine hundred ninety-one articles underwent title and abstract screening, 53 articles underwent full text review, and data that contributed to the development of a program theory were extracted from 45 articles. Contexts included the clinical setting, healthcare provider characteristics, current state of the healthcare system, and personal factors relevant to individual healthcare providers. Mechanisms included workplace-based programs and participatory interventions that impacted teaching, learning, and the healthcare organization. Contexts were associated with certain mechanisms to effect change in learners' attitudes, knowledge, skills and behaviors and the clinical process. CONCLUSIONS In conclusion this realist review determined that compassion training may engender compassionate healthcare practice if it becomes a key component of the infrastructure and vision of healthcare organizations, engages institutional participation, improves leadership at all levels, adopts a multimodal approach, and uses valid measures to assess outcomes.
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Affiliation(s)
- Shane Sinclair
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada.
- Division of Palliative Medicine Department of Oncology, Cumming School of Medicine, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada.
- Compassion Research Lab, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada.
| | - Jane Kondejewski
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
- Compassion Research Lab, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
| | - Priya Jaggi
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
- Compassion Research Lab, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
| | - Amanda L Roze des Ordons
- Department of Critical Care Medicine and Division of Palliative Medicine Department of Oncology, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Aliya Kassam
- Department of Community Health Sciences, University of Calgary Cumming School of Medicine, Calgary, Alberta, Canada
- Office of Postgraduate Medical Education, University of Calgary, Cumming School of Medicine, Calgary, Alberta, Canada
| | - K Alix Hayden
- Libraries and Cultural Resources, University of Calgary, Calgary, Alberta, Canada
| | - Daranne Harris
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
- Compassion Research Lab, University of Calgary, 2500 University Drive NW, Calgary, Alberta, T2N 1N4, Canada
| | - Thomas F Hack
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 99 Curry Place, Winnipeg, Manitoba, R3T 2M6, Canada
- Psychosocial Oncology & Cancer Nursing Research, St. Boniface Hospital Research Centre, Room CR3018, 369 Taché Ave, Winnipeg, Manitoba, R2H 2A6, Canada
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Burgess A, Bansal A, Clarke A, Ayton T, van Diggele C, Clark T, Matar E. Clinical Teacher Training for health professionals: From blended to online and (maybe) back again? CLINICAL TEACHER 2021; 18:630-640. [PMID: 34423533 DOI: 10.1111/tct.13411] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND The Clinical Teacher Training (CTT) programme was originally developed as an interprofessional, blended learning programme, to support health professionals working across health services within Australia, although it has also been delivered internationally. With the disruption of COVID-19, we rapidly moved to 'online only' delivery. We sought to modify the programme, ensuring that the constructivist paradigms important for our learner experience through the original blended format were maintained in the online platform. APPROACH Consisting of 10 modules on a range of topics, the new CTT online only programme was facilitated online across 6 weeks with asynchronous and synchronous assessable activities, and provision of peer and facilitator feedback. The learning outcomes for each module were similar to the 'blended learning' format. The new programme was delivered three times throughout 2020 and completed by a total of 208 health professionals from across 10 metropolitan and rural health districts. EVALUATION The focus of our evaluation was on the programme's final 2020 iteration, for which we had ethics approval. Participants (n = 59) were from diverse health professions, across five metropolitan and rural health districts. We prioritised the learner experience in constructing our evaluation strategy. Quantitative and qualitative data were collected by post-course questionnaire and analysed using descriptive statistics and thematic analysis. Twenty participants (34%) responded to the post-course questionnaire. Participants valued the structure, topics, clear outcomes, timeframe, online resources, small group activities, feedback and the flexibility and accessibility afforded by online only delivery. However, participants identified a need for additional 'real-time' engagement in activities. Faculty were surprised by the time required to adequately facilitate online learning, and similarly, valued the real-time interactions. IMPLICATIONS The online only CTT programme provided an excellent, scalable framework to ensure continued provision of a relevant and accessible training resource for clinicians working in metropolitan and regional/rural health services. Learner-reported achievement of programme learning outcomes was not negatively impacted by online only delivery. Balancing these resource advantages with learner preferences and our desire to build active teaching networks, we will continue to host the majority of the programme online, while offering short face-to-face sessions within local contexts.
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Affiliation(s)
- Annette Burgess
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Akhil Bansal
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Antonia Clarke
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Tom Ayton
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Christie van Diggele
- Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Tyler Clark
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
| | - Elie Matar
- Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Sydney, New South Wales, Australia
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Orsini C, Rodrigues V, Tricio J. Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:21. [PMID: 34399569 PMCID: PMC8441097 DOI: 10.3352/jeehp.2021.18.21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2021] [Accepted: 07/26/2021] [Indexed: 06/13/2023]
Abstract
This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
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Affiliation(s)
- Cesar Orsini
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, UK
- Faculty Development Office, Faculty of Dentistry, Universidad de Los Andes, Santiago, Chile
| | - Veena Rodrigues
- Norwich Medical School, Faculty of Medicine and Health Sciences, University of East Anglia, Norwich, UK
| | - Jorge Tricio
- Faculty Development Office, Faculty of Dentistry, Universidad de Los Andes, Santiago, Chile
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Abstract
Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors.
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Kolomitro K, Hamilton J, Leslie K, Hazelton L, Veerapen K, Kelly-Turner K, Keegan D. Viewing faculty development through an organizational lens: Sharing lessons learned. MEDICAL TEACHER 2021; 43:894-899. [PMID: 34057867 DOI: 10.1080/0142159x.2021.1931078] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Faculty Development (FD) plays a key role in supporting education, especially during times of change. The effectiveness of FD often depends upon organizational factors, indicating a need for a deeper appreciation of the role of institutional context. How do organizational factors constrain or enhance the capacity of faculty developers to fulfil their mandates? METHODS Using survey research methodology, data from a survey of FD leaders at Canadian medical schools were analyzed using Bolman and Deal's four frames: Symbolic, Political, Structural, and Human Resource (HR). RESULTS In the Symbolic frame, FD leaders reported lack of identity as a FD unit, which was seen as a constraining factor. Within the Political frame, developing visibility was seen as an enhancing factor, though it did not always ensure being valued. In the Structural frame, expanding scope of practice was seen as an enhancing factor, though it could also be a constraining factor if not accompanied by increased resources. In the HR frame, a sense of instability due to changing leadership and uncertainty about human resources was seen as a constraining factor. CONCLUSION While broadening the mandate of FD can generally be considered as positive, it is imperative that it is appropriately resourced and accompanied by recognition of FD as a valued contributor to the educational mission.
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Affiliation(s)
- Klodiana Kolomitro
- Office of Professional Development and Educational Scholarship, Faculty of Health Sciences, Queens University, Kingston, Canada
| | - Joanne Hamilton
- Office of Educational and Faculty Development, University of Manitoba, Winnipeg, Canada
| | - Karen Leslie
- Department of Paediatrics, University of Toronto, Toronto, Canada
| | - Lara Hazelton
- Department of Psychiatry, Dalhousie University, Halifax, Canada
| | - Kiran Veerapen
- Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | | | - David Keegan
- School of Medicine, University of Calgary, Calgary, Canada
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Kvernenes M, Valestrand EA, Schei E, Boudreau JD, Ofstad EH, Hokstad LM. Threshold concepts in group-based mentoring and implications for faculty development: A qualitative analysis. MEDICAL TEACHER 2021; 43:879-883. [PMID: 34097839 DOI: 10.1080/0142159x.2021.1931077] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The literature on faculty development programs for mentors is scarce. This study examines mentors' experiences and challenges, with the aim of identifying threshold concepts in mentoring. It also discusses the implications for the faculty development of mentors. METHODS Semi-structured interviews solicited personal narratives and reflections on mentors' lived experiences. Data analysis was guided by the threshold concepts framework allowing for the identification of significant and transformative shifts in perspectives. RESULTS We interviewed 22 mentors from two Norwegian and one Canadian medical school with group-based mentoring programs. The mentoring experience involved four significant threshold concepts: focusing on students' needs; the importance of creating a trusting learning space; seeing oneself through the eyes of students; and aligning mentor and physician identities. CONCLUSION Taking on a mentor role can provoke personal and professional dilemmas while also sparking growth. The trajectories of developing as a mentor and as a professional physician may be seen to mutually validate, mirror and reinforce each other. Faculty development programs designed specifically for mentors should aim to stimulate reflection on previous learning experiences and strive for a successful alignment of the distinct pedagogical and clinical content knowledge required to fulfill various professional roles.
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Affiliation(s)
- Monika Kvernenes
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway
| | | | - Edvin Schei
- Center for Medical Education, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - J Donald Boudreau
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
- School of Medicine, University of Notre Dame, Fremantle, Australia
| | - Eirik Hugaas Ofstad
- Department of Community Medicine, The Arctic University of Norway, Tromso, Norway
- The Medical Clinic, Nordland Hospital, Bodø, Norway
| | - Leif Martin Hokstad
- Educational Development Unit, Department of Education and Lifelong Learning, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology, Trondheim, Norway
- Medical Simulation Centre, St. Olav University Hospital, Trondheim, Norway
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King SM, Richards J, Murray AM, Ryan VJ, Seymour-Walsh A, Campbell N, Kumar K. Informal faculty development in health professions education: Identifying opportunities in everyday practice. MEDICAL TEACHER 2021; 43:874-878. [PMID: 34062088 DOI: 10.1080/0142159x.2021.1931080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Faculty development (FD) supports health professions educators to develop knowledge, skills, and expertise. Whilst formal FD is a focus in the health professions education (HPE) literature, little is known about how FD occurs informally. We sought to identify opportunities and constraints for informal FD amongst health professions educators in the academic (university) setting and understand how they engage with these opportunities. METHODS This exploratory study was conducted in one Australian university. Interviews and focus groups were conducted with undergraduate and postgraduate teachers and assessors (teachers) (n = 10); teaching team and program leaders (mid-level leaders) (n = 8); and senior (university-level) leaders (n = 2). We analysed data thematically and applied situated cognition theory. RESULTS We identified three everyday educational practices that provide opportunities for informal FD in the academic setting: (1) applying evidence to; (2) evaluating; and (3) sharing, educational practice. Engaging with these opportunities was shaped by individuals' motivation and proactivity to engage in professional learning (effectivities) and organisational culture and structures (constraints). CONCLUSION Applying evidence to, evaluating, and sharing educational practice provide valuable contexts for ongoing learning in the academic setting. Assisting educators and organisations to recognise and leverage these 'in situ' FD opportunities is vital in fostering a continuous learning culture.
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Affiliation(s)
- Svetlana M King
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
| | - Janet Richards
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
| | - Anne-Marie Murray
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Discipline of Public Health, CMPH, Flinders University, Bedford Park, Australia
| | - Vanessa J Ryan
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Flinders Rural Health South Australia, CMPH, Flinders University, Bedford Park, Australia
| | - Amy Seymour-Walsh
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- SA Ambulance Service, Government of South Australia, Adelaide, Australia
| | - Narelle Campbell
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
- Flinders Northern Territory, CMPH, Flinders University, Bedford Park, Australia
| | - Koshila Kumar
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health (CMPH), Flinders University, Adelaide, Australia
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Bray MJ, Bradley EB, Martindale JR, Gusic ME. Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned. TEACHING AND LEARNING IN MEDICINE 2021; 33:434-444. [PMID: 33331171 DOI: 10.1080/10401334.2020.1857256] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Problem: Development of a novel, competency-based program of assessment requires creation of a plan to measure the processes that enable successful implementation. The principles of implementation science outline the importance of considering key drivers that support and sustain transformative change within an educational program. The introduction of Entrustable Professional Activities (EPAs) as a framework for assessment has underscored the need to create a structured plan to prepare assessors to engage in a new paradigm of assessment. Although approaches to rater training for workplace-based assessments have been described, specific strategies to prepare assessors to apply standards related to the level of supervision a student needs have not been documented. Intervention: We describe our systematic approach to prepare assessors, faculty and postgraduate trainees, to complete EPA assessments for medical students during the clerkship phase of our curriculum. This institution-wide program is designed to build assessors' skills in direct observation of learners during authentic patient encounters. Assessors apply new knowledge and practice skills in using established performance expectations to determine the level of supervision a learner needs to perform clinical tasks. Assessors also learn to provide feedback and narrative comments to coach students and promote their ongoing clinical development. Data visualizations for assessors facilitate reinforcement of the tenets learned during training. Collaborative learning and peer feedback during faculty development sessions promote the formation of a community of practice among assessors. Context: Faculty development for assessors was implemented in advance of implementation of the EPA program. Assessors in the program include residents/fellows who work closely with students, faculty with discipline-specific expertise and a group of experienced clinicians who were selected to serve as experts in competency-based EPA assessments, the Master Assessors. Training focused on creating a shared understanding about the application of criteria used to evaluate student performance. EPA assessments based on the AAMC's Core Entrustable Professional Activities for Entering Residency, were completed in nine core clerkships. EPA assessments included a supervision rating based on a modified scale for use in undergraduate medical education. Impact: Data from EPA assessments completed during the first year of the program were analyzed to evaluate the effectiveness of the faculty development activities implemented to prepare assessors to consistently apply standards for assessment. A systematic approach to training and attention to critical drivers that enabled institution-wide implementation, led to consistency in the supervision rating for students' first EPA assessment completed by any type of assessor, ratings by assessors done within a specific clinical context, and ratings assigned by a group of specific assessors across clinical settings. Lessons learned: A systematic approach to faculty development with a willingness to be flexible and reach potential participants using existing infrastructure, can facilitate assessors' engagement in a new culture of assessment. Interaction among participants during training sessions not only promotes learning but also contributes to community building. A leadership group responsible to oversee faculty development can ensure that the needs of stakeholders are addressed and that a change in assessment culture is sustained.
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Affiliation(s)
- Megan J Bray
- Department of Obstetrics and Gynecology, Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Elizabeth B Bradley
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - James R Martindale
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA
| | - Maryellen E Gusic
- Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, Department of Pediatrics, University of Virginia School of Medicine, Charlottesville, Virginia, USA
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Chaney KP, Hodgson JL. Using the Five Core Components of Competency-Based Medical Education to Support Implementation of CBVE. Front Vet Sci 2021; 8:689356. [PMID: 34355035 PMCID: PMC8329094 DOI: 10.3389/fvets.2021.689356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 06/23/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, veterinary education has begun the transition to competency-based models, recognizing that, like medical education, our goals include improved patient and client outcomes and the importance of learner-centered methods in education. Given that implementation of competency-based veterinary education (CBVE) is still in its relative infancy across many veterinary programs, we stand to gain from a unified approach to its implementation. As a guideline, the five core components of competency-based medical education (CBME) should serve to ensure and maintain fidelity of the original design of outcomes-based education during implementation of CBVE. Identified the essential and indispensable elements of CBME which include 1) clearly articulated outcome competencies required for practice, 2) sequenced progression of competencies and their developmental markers, 3) tailored learning experiences that facilitate the acquisition of competencies, 4) competency-focused instruction that promotes the acquisition of competencies, and 5) programmatic assessment. This review advocates the adoption of the principles contained in the five core components of CBME, outlines the approach to implementation of CBVE based upon the five core components, and addresses the key differences between veterinary and medical education which may serve as challenges to ensuring fidelity of CBVE during implementation.
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Affiliation(s)
- Kristin P. Chaney
- Department of Veterinary Integrative Biosciences, Texas A&M University College of Veterinary Medicine and Biomedical Sciences, College Station, TX, United States
| | - Jennifer L. Hodgson
- Department of Population Health Sciences, Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, United States
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Childs E, Remein CD, Bhasin RM, Harris AC, Day A, Sullivan LM, Coleman DL, Benjamin EJ. How to Launch and Continually Enhance an Effective Medical Campus Faculty Development Program: Steps for Implementation and Lessons Learned. J Healthc Leadersh 2021; 13:147-156. [PMID: 34262383 PMCID: PMC8275133 DOI: 10.2147/jhl.s308608] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 05/18/2021] [Indexed: 11/23/2022] Open
Abstract
Purpose Drawing on the decade of experience of Boston University Medical Campus' Faculty Development Office, this paper reports strategies used to launch and continually improve faculty development programming within an academic health sciences campus. Patients and Methods The authors explain the steps that Boston University Medical Campus took to institute their set of faculty development programs, including an overview of resources on how to periodically conduct needs assessments, engage key institutional stakeholders, design and evaluate an array of programming to meet the needs of a diverse faculty, and institute real-time program modifications. Results In a step-by-step guide, and by highlighting vital lessons learned, the authors describe a process by which biomedical educators can create and sustain a robust faculty development office within their own institutions. Conclusion This paper identifies steps to launch and improve faculty development program. Faculty development programs should be expanded to support faculty in academic medical centers.
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Affiliation(s)
- Ellen Childs
- Division of Health and Environment, Abt Associates, Rockville, MD, USA
| | - Christy D Remein
- Institute of Spirituality and Health, George Washington University, School of Medicine and Health Sciences, Washington, DC, USA
| | | | - Angelique C Harris
- Department of Medicine, Boston University School of Medicine, Boston, MA, USA
| | - Alyssa Day
- Department of Medicine, Boston University School of Medicine, Boston, MA, USA
| | - Lisa M Sullivan
- Department of Biostatistics, Boston University School of Public Health, Boston, MA, USA
| | - David L Coleman
- Department of Medicine, Boston University School of Medicine, Boston, MA, USA
| | - Emelia J Benjamin
- Department of Medicine, Boston University School of Medicine, Boston, MA, USA.,Department of Epidemiology, Boston University School of Public Health, Boston, MA, USA
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140
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Chia CF, Nadarajah VD, Lim V, Kutzsche S. Transfer of knowledge, skills and confidence from a faculty development programme for health professions educators into practice. MEDICAL TEACHER 2021; 43:S46-S52. [PMID: 32552199 DOI: 10.1080/0142159x.2020.1776239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Faculty development programmes should incorporate the transfer of knowledge, skills, and confidence from the training to educational practice. However, there is a risk that transfer may fail due to inadequate integration of knowledge, skills, and confidence. The study evaluated transfer levels, guided by learned principles from a faculty development programme. METHOD The submitted self-reports on a pedagogical intervention of 92 out of 190 health professions educators who participated in a mandatory teaching and learning training programme, were analysed by a mixed-method approach guided by a structured conceptual framework. RESULTS Overall 93.4% reported the successful transfer of learning. Participants incorporated sustainable changed practice (level A, 57.6%), showed reflection on the impact of changed practice (level B, 21.7%), and performed effect analysis (level C, 14.1%). The rest planned application of learning (level D, 4.4%) and identified gaps in current practice or developed an idea for educational intervention but did not implement (level E, 2.2%). CONCLUSION The majority of participants transferred their learning. Faculty development programmes must ensure successful transfer of knowledge, skills, and confidence from the training to educational practice to ensure sustainable development of teaching and learning practices.
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Affiliation(s)
- C F Chia
- Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - V D Nadarajah
- Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - V Lim
- Centre for Education, International Medical University, Kuala Lumpur, Malaysia
| | - S Kutzsche
- Centre for Education, International Medical University, Kuala Lumpur, Malaysia
- Department of Education, Oslo University Hospital, Oslo, Norway
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141
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Silva JAMD, Viana da Costa M, Mininel VA, Rossit RAS, Xyrichis A. The effectiveness of faculty development activities for interprofessional education : A systematic review protocol. J Interprof Care 2021; 36:630-633. [PMID: 34139946 DOI: 10.1080/13561820.2021.1929105] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Despite increasing international demand for interprofessional education (IPE) in health care, there remains limited understanding of the kind of faculty development (FD) activities needed. This paper reports on a protocol for a systematic review to answer the question: What are the available FD activities for IPE facilitators, and which are more effective? The review aims to identify principles and methods to develop competent facilitators in IPE and to identify the implications and effects of FD for IPE concerning individuals, organizations, education, and health practice. Literature was identified through systematic searches in the electronic databases: MEDLINE (Ovid), Embase (Ovid), Eric (EBSCO), CINAHL (EBSCO), Scopus, and Web of Science. There will be no restrictions on language or publication period. Screening of potential studies will be completed independently by at least two reviewers. The research quality of studies will be assessed for methodological rigor using established instruments based on the Critical Appraisal Skills Programme. Search results will be summarized using the PRISMA flow diagram. The proposed review seeks to provide clarity on the evidence base of FD for IPE facilitators, to strengthen future design and delivery of FD activities, and to enable ongoing success of this educational model.
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Affiliation(s)
- Jaqueline Alcantara Marcelino Dda Silva
- Department of Nursing, Federal University of São Carlos, São Carlos, Brazil.,Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
| | - Marcelo Viana da Costa
- Multicamp School of Medical Sciences, Federal University of Rio Grande Do Norte, Rio Grande Do Norte, Brazil
| | | | | | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK
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142
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Greif R, Lockey A, Breckwoldt J, Carmona F, Conaghan P, Kuzovlev A, Pflanzl-Knizacek L, Sari F, Shammet S, Scapigliati A, Turner N, Yeung J, Monsieurs KG. [Education for resuscitation]. Notf Rett Med 2021; 24:750-772. [PMID: 34093075 PMCID: PMC8170459 DOI: 10.1007/s10049-021-00890-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/19/2021] [Indexed: 12/22/2022]
Abstract
Diese Leitlinien des European Resuscitation Council basieren auf dem internationalen wissenschaftlichen Konsens 2020 zur kardiopulmonalen Reanimation mit Behandlungsempfehlungen (International Liaison Committee on Resuscitation 2020 International Consensus on Cardiopulmonary Resuscitation Science with Treatment Recommendations [ILCOR] 2020 CoSTR). Dieser Abschnitt bietet Bürgern und Angehörigen der Gesundheitsberufe Anleitungen zum Lehren und Lernen der Kenntnisse, der Fertigkeiten und der Einstellungen zur Reanimation mit dem Ziel, das Überleben von Patienten nach Kreislaufstillstand zu verbessern.
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Affiliation(s)
- Robert Greif
- Department of Anaesthesiology and Pain Medicine, Bern University Hospital, University of Bern, Bern, Schweiz.,School of Medicine, Sigmund Freud University Vienna, Wien, Österreich
| | - Andrew Lockey
- Emergency Department, Calderdale Royal Hospital, Halifax, Großbritannien
| | - Jan Breckwoldt
- Institute of Anesthesiology, University Hospital Zurich, Zürich, Schweiz
| | | | - Patricia Conaghan
- Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, Großbritannien
| | - Artem Kuzovlev
- Negovsky Research Institute of General Reanimatology of the Federal research and clinical center of intensive care medicine and Rehabilitology, Moskau, Russland
| | - Lucas Pflanzl-Knizacek
- Klinische Abteilung für Endokrinologie und Diabetologie, Universitätsklinik für Innere Medizin, Medizinische Universität Graz, Graz, Österreich
| | - Ferenc Sari
- Emergency Department, Skellefteå Hospital, Skellefteå, Schweden
| | | | - Andrea Scapigliati
- Institute of Anaesthesia and Intensive Care, Catholic University of the Sacred Heart, Fondazione Policlinico Universitario A. Gemelli, IRCCS, Rom, Italien
| | - Nigel Turner
- Department of Pediatric Anesthesia, Division of Vital Functions, Wilhelmina Children's Hospital at the University Medical Center, Utrecht, Niederlande
| | - Joyce Yeung
- Warwick Clinical Trials Unit, Warwick Medical School, University of Warwick, Coventry, Großbritannien
| | - Koenraad G Monsieurs
- Emergency Department, Antwerp University Hospital and University of Antwerp, Edegem, Belgien
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143
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Farrell LM, Buydens S, Bourgeois-Law G, Regehr G. Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development. CANADIAN MEDICAL EDUCATION JOURNAL 2021; 12:82-91. [PMID: 34249193 PMCID: PMC8263038 DOI: 10.36834/cmej.70224] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Longitudinal faculty development (LFD) may allow for increased uptake of teaching skills, especially in a forum where teachers can reflect individually and collectively on the new skills. However, the exact processes by which such interventions are effective need further exploration. METHODS This qualitative study examined an LFD initiative teaching a novel feedback approach attended by five family practice physicians. The initiative began with two 1.5-hour workshops: Goal-Oriented Feedback (as the teaching skill to be developed) and Narrative Reflection (as the tool to support personal reflection on the skill being learned). Over the subsequent six-months, the five participants iteratively applied the feedback approach in their teaching and engaged in narrative reflection at four 1-hour group sessions. Transcripts from the group discussions and exit interviews were analyzed using thematic analysis. RESULTS Iteratively trialing, individually reflecting on, and collectively exploring efforts to implement the new feedback approach resulted in the development of a learning community among the group. This sense of community created a safe space for reflection, while motivating ongoing efforts to learn the skill. Individual pre-reflection prepared individuals for group co-reflection; however, written narratives were not essential. CONCLUSION LFD initiatives should include an emphasis on ensuring opportunities for iterative attempts of teaching skills, guided self-reflection, and collaborative group reflection and learning to ensure sustainable change to teaching practices.
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Affiliation(s)
- Laura M Farrell
- Department of Medicine, University of British Columbia, British Columbia, Canada
| | - Sarah Buydens
- Department of Family Medicine, University of British Columbia, British Columbia, Canada
| | - Gisele Bourgeois-Law
- Department of Obstetrics and Gynecology, University of British Columbia, British Columbia, Canada
| | - Glenn Regehr
- Department of Surgery, Faculty of Medicine, University of British Columbia, British Columbia
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144
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Elkhadragy N, Aviado J, Huang H, Corelli RL, Hudmon KS. Shared Tobacco Cessation Curriculum Website for Health Professionals: Longitudinal Analysis of User and Utilization Data Over a Period of 15 Years. JMIR MEDICAL EDUCATION 2021; 7:e20704. [PMID: 34032582 PMCID: PMC8188318 DOI: 10.2196/20704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 12/31/2020] [Accepted: 04/13/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Because tobacco use is a major cause of morbidity and mortality worldwide, it is essential to prepare health care providers to assist patients with quitting smoking. Created in 1999, the "Rx for Change" tobacco cessation curriculum was designed to fill an educational gap in cessation training of health professional students. In 2004, a website was launched to host teaching materials and tools to support the efforts of educators and clinicians. OBJECTIVE The objective of this study was to characterize users and utilization of a website hosting shared teaching materials over a period of 15 years. METHODS Data from the Rx for Change website have been collected prospectively since its inception. In this study, end-user data were analyzed to determine user characteristics, how they heard about the website, intended use of the materials, and numbers of logins and file downloads over time. RESULTS Total number of website registrants was 15,576, representing all 50 states in the United States and 94 countries. The most represented discipline was pharmacy (6393/15,505, 41.2%), and nearly half of users were students or residents. The most common source of referral to the website was a faculty member or colleague (33.4%, 2591/7758), and the purpose of enhancing personal knowledge and skills was the most commonly cited intended use of the curricular materials. A total of 259,835 file downloads occurred during the 15-year period, and the most commonly downloaded file type was ancillary handouts. CONCLUSIONS The Rx for Change website demonstrated sustained use, providing immediate access to tobacco cessation teaching and practice tools for educators and clinicians over the first 15 years of its existence. The website has a broad interprofessional reach, and the consistent utilization over time and large number of downloads provide evidence for the feasibility and utility of a public-access website hosting teaching materials. The shared curriculum approach averts the need for educators to create their own materials for teaching tobacco cessation to students in the health professions.
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Affiliation(s)
| | - Jeremie Aviado
- Department of Clinical Pharmacy, School of Pharmacy, University of California San Francisco, San Francisco, CA, United States
| | - Henry Huang
- Department of Clinical Pharmacy, School of Pharmacy, University of California San Francisco, San Francisco, CA, United States
| | - Robin L Corelli
- Department of Clinical Pharmacy, School of Pharmacy, University of California San Francisco, San Francisco, CA, United States
| | - Karen Suchanek Hudmon
- Department of Clinical Pharmacy, School of Pharmacy, University of California San Francisco, San Francisco, CA, United States
- Department of Pharmacy Practice, College of Pharmacy, Purdue University, West Lafayette, IN, United States
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145
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Abstract
Simulation educators play an essential role in debriefing to induce learning outcomes following a simulation activity. Training programs are needed to ensure and maintain the simulation educator's debriefing competency. This study aimed to identify the effects of a 4-hour debriefing workshop on knowledge, debriefing competency, and satisfaction. A one-group pretest-posttest design was used. The debriefing workshop consisted of a lecture, a practicum for debriefing competency rating (peer evaluation, learner evaluation), a presentation, and a group discussion. A convenience sample of 22 simulation educators completed a self-administered questionnaire. The pretest-posttest difference in knowledge and debriefing competency was analyzed using a paired t test. The results indicated that simulation educators had a higher posttest than pretest knowledge score. Training also significantly improved the overall elements of the perceived simulation educator debriefing competency. The simulation educators were generally satisfied with the debriefing workshop. The debriefing workshop positively affected the simulation educators' knowledge, debriefing competency, and satisfaction. Further study is needed to identify the translational effects of a faculty development program regarding debriefing on learner outcomes.
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Affiliation(s)
- Young Sook Roh
- Author Affiliation: Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea
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146
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Abstract
BACKGROUND There is a lack of a comprehensive evaluation for pediatric clinical practice guidelines (CPGs) published in recent years. Here, we assessed the quality of pediatric CPGs, considering factors that might affect their quality. The aim of the study is to promote a more coherent development and application of CPGs. METHODS Pediatric CPGs published in PubMed, MedLive, Guidelines International Network, National Institute for Health and Care Excellence, and World Health Organization between 2017 and 2019 were searched and collected. Paired researchers conducted screening, data extraction, and quality assessment using the Appraisal of Guidelines for Research and Evaluation II (AGREE II). Linear regression analysis determined the factors affecting CPGs' quality. RESULTS The study included a total of 216 CPGs, which achieved a mean score of 4.26 out of 7 points (60.86%) in the AGREE II assessment. Only 6.48% of the CPGs reached the "recommend" level. The remaining 69.91% should have been modified before recommendation, while the other 23.61% did not reach the recommended level at all. The overall quality of recent pediatric CPGs was higher than previously, and the proportion of CPGs with low-quality decreased over time. However, there were still too few CPGs that reached a high-quality level. The "applicability" and "rigor of development" domains had generally low scores. CPGs formulated by developing countries or regions, those that are not under an organizations or groups responsibility, and those that used non-evidence-based methods were found to be associated with poorer quality in different domains as independent or combinational factors. CONCLUSIONS The quality of pediatric CPGs still needs to be improved. Specifically, a quality control before applying new CPGs should be essential to ensure their quality and applicability.
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Cohen A, Kind T, DeWolfe C. A Qualitative Exploration of the Intern Experience in Assessing Medical Student Performance. Acad Pediatr 2021; 21:728-734. [PMID: 33127592 DOI: 10.1016/j.acap.2020.10.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Revised: 10/23/2020] [Accepted: 10/25/2020] [Indexed: 11/17/2022]
Abstract
BACKGROUND Interns play a key role in medical student education, often observing behaviors that others do not. Their role in assessment, however, is less clear. Despite accreditation standards pertaining to residents' assessment skills, they receive little guidance or formal training in it. In order to better prepare residents for their role in medical student assessment, we need to understand their current experience. OBJECTIVE We aimed to describe the first-year resident experience assessing students' performance and providing input to faculty for student clinical performance assessments and grades in the inpatient setting. METHODS Pediatric interns at Children's National Hospital (CN) from February 2018 to February 2019 were invited to participate in semistructured interviews about their experience assessing students. Constant comparative methodology was used to develop themes. Ten interviews were conducted, at which point thematic saturation was reached. RESULTS We identified 4 major themes: 1) Interns feel as though they assess students in meaningful, unique ways. 2) Interns encounter multiple barriers and facilitators to assessing students. 3) Interns voice varying levels of comfort and motivation assessing different areas of student work. 4) Interns see their role in assessment limited to formative rather than summative assessment. CONCLUSIONS These findings depict the intern experience with assessment of medical students at a large pediatric residency program and can help inform ways to develop and utilize the assessment skills of interns.
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Affiliation(s)
- Adam Cohen
- Baylor College of Medicine, Texas Children's Hospital (A Cohen), Houston, Tex.
| | - Terry Kind
- George Washington University, Children's National Hospital (T Kind and C DeWolfe), Washington, DC
| | - Craig DeWolfe
- George Washington University, Children's National Hospital (T Kind and C DeWolfe), Washington, DC
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148
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Emery N, Maher JM, Ebert-May D. Environmental influences and individual characteristics that affect learner-centered teaching practices. PLoS One 2021; 16:e0250760. [PMID: 33930064 PMCID: PMC8087079 DOI: 10.1371/journal.pone.0250760] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 04/13/2021] [Indexed: 11/18/2022] Open
Abstract
Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.
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Affiliation(s)
- Nathan Emery
- Department of Plant Biology, Michigan State University, East Lansing, MI, United States of America
| | - Jessica Middlemis Maher
- Delta Program in Research, Teaching, Learning, University of Wisconsin-Madison, Madison, WI, United States of America
| | - Diane Ebert-May
- Department of Plant Biology, Michigan State University, East Lansing, MI, United States of America
- * E-mail:
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149
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Eskander MF, Woelfel I, Harzman A, Cochran AL, Ellison EC, Phoenix Chen X. Education Morbidity and Mortality: Reviving Intraoperative Teaching and Learning. J Surg Res 2021; 264:462-468. [PMID: 33848846 DOI: 10.1016/j.jss.2021.02.044] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 02/08/2021] [Accepted: 02/27/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Using the platform of morbidity and mortality conference, we developed and executed a combined faculty-resident intervention called "Education M&M" to discuss challenges faced by both parties in the operating room (OR), identify realistic solutions, and implement action plans. This study aimed to investigate the impact of this intervention on resident OR training. MATERIALS AND METHODS Two resident case presentations were followed by audience discussion and recommendations regarding actionable solutions aimed at improving resident OR training from an expert faculty panel. Postintervention surveys were completed by participants immediately and 2 mo later to assess perceived short and long-term impact on OR teaching and/or learning and the execution of two recommended solutions. Descriptive statistical analysis was applied. RESULTS Immediate post-intervention surveys (n = 44) indicated that 81.8% of participants enjoyed the M&M "a lot"; 90.1% said they would use some or a lot of the ideas presented. Awareness of OR teaching/learning challenges before and after the M&M improved from 3.0 to 3.7 (P = 0.00001) for faculty and 3.0 to 3.9 for trainees (P = 0.00004). Understanding of OR teaching and/or learning approaches improved from 3.1 to 3.7 for faculty (P = 0.00004) and 2.7 to 3.9 for trainees (P = 0.00001). In 2-mo post-intervention surveys, most residents had experienced two recommended solutions (71% and 88%) in the OR, but self-reported changes to faculty behavior did not reach statistical significance. CONCLUSIONS A department-wide education M&M could be an effective approach to enhance mutual communication between faculty members and residents around OR teaching/learning by identifying program-specific challenges and potential actionable solutions.
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Affiliation(s)
| | - Ingrid Woelfel
- Ohio State University Wexner Medical Center, Columbus, Ohio.
| | - Alan Harzman
- Ohio State University Wexner Medical Center, Columbus, Ohio
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Alexandraki I, Rosasco RE, Mooradian AD. An Evaluation of Faculty Development Programs for Clinician-Educators: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:599-606. [PMID: 33116061 DOI: 10.1097/acm.0000000000003813] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE Faculty development (FD) has become increasingly important for clinician-educators. An array of FD programs has been developed, but the impact of these programs on clinician-educators and their learners and workplace is less known. The authors conducted a scoping review to explore the status of program evaluation in FD for clinician-educators to inform future planning and research. METHOD Five databases were searched for articles published from January 1998 to August 2018 using Arksey and O'Malley's framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Studies that described evaluation methods and outcomes of FD programs for clinician-educators were included. Data were collected and organized according to program domain (teaching, research/scholarship, leadership, or a combination of skills). A modified version of the Kirkpatrick model was used to compare results among studies. RESULTS From a total of 2,091 articles, 1,095 were eligible for full review, and 31 met the inclusion criteria. Seven programs targeted only teaching skills, 3 research/scholarship skills, 7 leadership skills, and 14 a combination of skills. Eighteen programs required the completion of a project; fewer offered fellowships, master's degrees, or certificates. Participant surveys were the most common evaluation method across all domains. Often used metrics included participant satisfaction and self-reported knowledge, skills, behavior changes, scholarly output, and leadership positions. Less common evaluation methods included learner and peer evaluations, interviews, and focus groups. Change at the institutional level was evaluated in 11 programs. CONCLUSIONS Program evaluation remains an underdeveloped area in FD for clinician-educators. Developers expend significant effort on program design and implementation but approach evaluation less purposefully. Rigorous metrics that align with program goals and are used longitudinally are needed to accurately assess the impact of FD programs on participants and their learners, workplace, and institutions at large.
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Affiliation(s)
- Irene Alexandraki
- I. Alexandraki is professor of medicine and course director, Florida State University College of Medicine, Tallahassee, Florida
| | - Robyn E Rosasco
- R.E. Rosasco is head of research services, Charlotte Edwards Maguire Medical Library, Florida State University College of Medicine, Tallahassee, Florida
| | - Arshag D Mooradian
- A.D. Mooradian is professor and chair, Department of Medicine, University of Florida College of Medicine, Jacksonville, Florida
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