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Turrillas P, Teixeira MJ, Maddocks M. A Systematic Review of Training in Symptom Management in Palliative Care Within Postgraduate Medical Curriculums. J Pain Symptom Manage 2019; 57:156-170.e4. [PMID: 30287198 DOI: 10.1016/j.jpainsymman.2018.09.020] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/14/2018] [Revised: 09/18/2018] [Accepted: 09/20/2018] [Indexed: 11/23/2022]
Abstract
CONTEXT Symptom management is a priority area within palliative care core competencies for generalist providers. Although several educational initiatives exist, a comprehensive evidence synthesis on the effectiveness of symptom management training on trainees' learning and patient-reported outcomes is lacking. OBJECTIVES The objective of this study was to determine the effectiveness of training in symptom management in palliative care providers in nonpalliative specialties. METHODS This is a systematic review following Best Evidence Medical Education methods from searches of MEDLINE, EMBASE, ERIC, CINAHL, PsycINFO, Cochrane database of systematic, Clinical Trials.gov, and ISRCTN databases to September 2017. Prospective controlled studies testing the impact of symptom management educational interventions on physicians in training in nonpalliative specialties were included. Data were summarized narratively, grouped by curriculum description, and effectiveness on trainees' learning or patient-reported outcomes. RESULTS Of 5062 records identified, six studies met the inclusion criteria: two randomized controlled trials and four quasi-experimental. Pain management and use of opioids and their side effects were most frequently covered. Clinical decision support tools, Web-based teaching, palliative care rotation, and mixed educational methods were used. Most studies used self-reported, original, or modified evaluation instruments, although psychometric properties were seldom reported. Despite methodological considerations, all educational methods improved trainees' learning outcomes. However, the effects on trainees' behavior and patient-related outcomes were not evaluated. CONCLUSION Current educational training programs in symptom management appear to improve trainees' comfort, preparedness, and knowledge in assessing and managing patients' symptoms at the end of life. More rigorous research to evaluate the impact of this training on residents and organizational performance is now required.
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Affiliation(s)
- Pamela Turrillas
- Department of Palliative Care, Policy, and Rehabilitation, King's College London, Cicely Saunders Institute, London, UK.
| | - Maria Joao Teixeira
- Department of Palliative Care, Policy, and Rehabilitation, King's College London, Cicely Saunders Institute, London, UK
| | - Matthew Maddocks
- Department of Palliative Care, Policy, and Rehabilitation, King's College London, Cicely Saunders Institute, London, UK
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Behrend R, Mette M, Partecke M, Reichel K, Wershofen B. Heterogeneous learning cultures in interprofessional education: a teacher training. GMS JOURNAL FOR MEDICAL EDUCATION 2019; 36:Doc24. [PMID: 31211219 PMCID: PMC6545607 DOI: 10.3205/zma001232] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/19/2018] [Revised: 03/06/2019] [Accepted: 03/22/2019] [Indexed: 05/16/2023]
Abstract
Aim: Due to the political demand for the integration of interprofessional (IP) learning into the undergraduate education of health professionals, teachers now have to create and perform IP courses. The IP and thus heterogeneous learning groups pose a special challenge. The presented project aimed at designing a workshop training to support teachers to reflect on heterogeneous learning cultures and to prepare for IP teaching. Methods: The workshop concept was developed in using the Plan-Do-Check-Act (PDCA) cycle and included planning, several rounds of testing and the evaluation of the concept. All planning steps in the development of the workshop concept followed the principles of cooperative learning. The concept evolved in an iterative process based on participants' feedback and facilitators' self-reflection. Results: The resulting workshop concept includes theoretical input as well as discussion, teamwork and participants' self-reflection. The workshop's core element is the work assignment to develop an IP teaching session considering different learning cultures. Work results and experiences are discussed with the entire group and required skills of IP teachers are identified. Conclusion: The subjective feedback of participants regarding their satisfaction and knowledge gained indicates that the workshop concept is well received. The joint planning of an IP teaching session highlights particularities resulting from heterogeneous learning cultures. These should be utilized in IP education to better prepare learners for IP cooperation in the workplace.
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Affiliation(s)
- Ronja Behrend
- Charité - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Prodekanat für Studium und Lehre, Berlin, Germany
- *To whom correspondence should be addressed: Ronja Behrend, Charité - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Prodekanat für Studium und Lehre, Charitéplatz 1, D-10117 Berlin, Germany, Phone: +49 (0)30/450-576418, E-mail:
| | - Mira Mette
- Medical Faculty Mannheim, Heidelberg University, Division for Study and Teaching Development, Mannheim, Germany
| | - Maud Partecke
- Universitätsmedizin Greifswald, Klinik für Anästhesiologie, Anästhesie-, Intensiv-, Notfall- und Schmerzmedizin, Greifswald, Germany
| | - Kathrin Reichel
- Federal Institute for Occupational Safety and Health, Division “Work and Health”, Berlin, Germany
| | - Birgit Wershofen
- University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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Uygur J, Stuart E, De Paor M, Wallace E, Duffy S, O'Shea M, Smith S, Pawlikowska T. A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51. MEDICAL TEACHER 2019; 41:3-16. [PMID: 30634872 DOI: 10.1080/0142159x.2018.1505037] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Reflection is thought to be an essential skill for physicians. Although much has been written about it, there is little concurrence about how to best teach reflection in medical education. The aim of this review was to determine: (i) which educational interventions are being used to develop reflection, (ii) how is reflection being assessed, and (iii) what are the most effective interventions. METHODS Inclusion criteria comprised: (i) undergraduate medical students, (ii) a teaching intervention to develop reflection, and (iii) assessment of the intervention. A review protocol was developed and nine databases were searched. Screening, data extraction, and analysis procedures were performed in duplicate. Due to the heterogeneity of studies, a narrative synthesis approach was performed for the study analysis. RESULTS Twenty-eight studies met the inclusion criteria. The interventions in these studies had at least of two of the following components related to reflection: (i) introduction, (ii) trigger, (iii) writing, (iv) guidelines, (v) small group discussion, (vi) tutor and (vii) feedback. Three validated rubrics were used to assess reflective writing in these studies. CONCLUSIONS The strongest evidence from studies in this review indicates that guidelines for, and feedback on, reflective writing improve student reflection.
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Affiliation(s)
- Jane Uygur
- a Department of General Practice , RCSI , Dublin , Ireland
| | - Ellen Stuart
- a Department of General Practice , RCSI , Dublin , Ireland
| | | | - Emma Wallace
- a Department of General Practice , RCSI , Dublin , Ireland
| | - Seamus Duffy
- a Department of General Practice , RCSI , Dublin , Ireland
| | - Marie O'Shea
- b Health Professions Education Centre, RCSI , Dublin , Ireland
| | - Susan Smith
- a Department of General Practice , RCSI , Dublin , Ireland
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Reedy G, Bearman M. Along the Axes of Difference: Setting Scholarship and Practice Agendas for Faculty Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2019; 39:269-273. [PMID: 31688156 DOI: 10.1097/ceh.0000000000000269] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The rise of academic clinical education programs underlines the growing influence of faculty development on how health care is taught and therefore practiced. Research to date has outlined the rapid rise of these postgraduate qualifications and their impact on their graduates' professional identities. Given the scale and nature of the change, it is worth considering these programs from a broader perspective. "Axes of difference" are invoked to chart the tensions and intersections between various social identities that form distinctive features of clinical education. Six axes are described: patients-clinicians, trainees-trainers, classrooms-clinics, uniprofessional-interprofessional, local-global, and teachers-clinicians. These reveal a range of complexities about faculty development, which can inform both practice and scholarship agendas.
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Affiliation(s)
- Gabriel Reedy
- Dr. Reedy: Reader in Clinical Education, Faculty of Life Sciences and Medicine, King's College London, London, United Kingdom. Professor Bearman: Professor, Center for Research in Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Australia
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Orr CJ, Sonnadara RR. Coaching by design: exploring a new approach to faculty development in a competency-based medical education curriculum. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:229-244. [PMID: 31118862 PMCID: PMC6503815 DOI: 10.2147/amep.s191470] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Accepted: 03/23/2019] [Indexed: 05/10/2023]
Abstract
As curricula move from a time-based system to a competency-based medical education system, faculty development will be required. Faculty will be asked to engage in the observation, assessment and feedback of tasks in the form of educational coaching. Faculty development in coaching is necessary, as the processes and tools for coaching learners toward competence are evolving with a novel assessment system. Here, we provide a scoping review of coaching in medical education. Techniques and content that could be included in the curricular design of faculty development programming for coaching (faculty as coach) are discussed based on current educational theory. A novel model of coaching for faculty (faculty as coachee) has been developed and is described by the authors. Its use is proposed for continuing professional development.
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Affiliation(s)
- Christine J Orr
- Discipline of Medicine, Memorial University of Newfoundland, St. John’s Newfoundland and Labrador, Canada
- Correspondence: Christine J OrrDivision of Endocrinology, Health Sciences Centre, Rm. 4325A, St. John’s, NLA1B 3V6, CanadaTel +1 709 864 6525Fax +1 709 777 6273Email
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Douglass K, Williams A. Faculty Development Program for Emergency Medicine Physicians in India: A Pilot Program. AEM EDUCATION AND TRAINING 2019; 3:33-38. [PMID: 30680345 PMCID: PMC6339535 DOI: 10.1002/aet2.10125] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Revised: 07/02/2018] [Accepted: 08/16/2018] [Indexed: 05/25/2023]
Abstract
BACKGROUND The specialty of emergency medicine (EM) is developing worldwide at a rapid pace. While more and more postgraduate training programs are developing, a major gap persists in numbers and availability of well-trained academic faculty members. This article describes a pilot faculty development program (FDP) aimed to develop advanced academic skills among a group of EM physicians in India. METHODS A FDP was developed with foundations in adult learning principles, using a combined approach of online and in-person didactic sessions. Specific expectations were established regarding academic contributions to participants' home institutions. Mentorship relationships were established between academic emergency physicians and program participants. RESULTS A 12-month pilot program was implemented across four EM training programs in India. Nine faculty members completed the full requirements of the pilot program, eight of whom have continued to work as academic faculty members in EM training programs. Academic productivity among these physicians since completion of the program includes 11 abstract publications, six peer-reviewed articles, and 71 mentorship relationships. Program challenges included participant attrition, connectivity issues, and low rates of completion of evaluation requirements by both participants and mentors. CONCLUSIONS This pilot program in faculty development provides a foundation from which further programs may be developed in the international sector. Effective faculty development is a cornerstone of good academic medicine, which is of particular relevance, importance, and challenge in the global context of a developing specialty.
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Affiliation(s)
- Katherine Douglass
- Department of Emergency MedicineThe George Washington UniversityWashingtonDC
| | - Amanda Williams
- Indiana Emergency CareIndiana University School of MedicineWest LafayetteIN
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208
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Enhancing Feedback Literacy in the Workplace: A Learner-Centred Approach. PROFESSIONAL AND PRACTICE-BASED LEARNING 2019. [DOI: 10.1007/978-3-030-05560-8_13] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Shah N, Tabassum A, Shah N. A needs assessment for faculty development at two medical colleges of Dow University of Health Sciences, Karachi. Pak J Med Sci 2018; 34:1386-1391. [PMID: 30559790 PMCID: PMC6290210 DOI: 10.12669/pjms.346.16302] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Objective: To identify the perceptions of the faculty about their current level of pedagogical skills and their desire to improve these skills in future. Methods: This cross-sectional study was conducted at two medical colleges of Dow University of Health Sciences, Karachi from March 1, 2015 to April 30, 2015. A re-validated questionnaire was used comprising three parts; 1) Demographic details, 2) Fifteen educational domains each having 2 statements, first indicating minimum knowledge of domain and second showing maximum. Each statement had two 9-point anchored scales, first indicating current knowledge and second, desired knowledge of the faculty. 3) Factors which are important considerations for attending educational workshops. The data was analyzed by statistical software SPSS 17. Results: The response rate was 54%. The mean age of faculty was 43.42 ± 8.41, largest proportion being assistant professors (85; 47%). For all educational domains, faculty perceived their knowledge to be moderately high (Mean = 5.9 +/- 1.8 to 6.8 +/- 1.7 and Median: 6 to 7). However, they desired to improve their pedagogical skills further in all domains (Mean = 8.2 +/- 1.1 to 8.4 +/- 1.1, Median: 9), p-values < 0.001. Nearly 95% teachers are willing to attend faculty development workshops. Conclusion: Our faculty perceives their current pedagogical skills to be moderately high. However, they would like to improve these skills to a higher level in all educational domains.
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Affiliation(s)
- Nusrat Shah
- Dr. Nusrat Shah, MBBS, MCPS, FCPS, MHPE, Dow University of Health Sciences, Karachi, Pakistan
| | - Afifa Tabassum
- Dr. Afifa Tabassum, MBBS, MHPE, Liaquat National Hospital Medical College, Karachi, Pakistan
| | - Nighat Shah
- Dr. Nighat Shah, MBBS, FCPS, MRCOG, MHPE, Jinnah Sindh Medical University, Karachi, Pakistan
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Fainstad T, McClintock AA, Van der Ridder MJ, Johnston SS, Patton KK. Feedback Can Be Less Stressful: Medical Trainee Perceptions of Using the Prepare to ADAPT (Ask-Discuss-Ask-Plan Together) Framework. Cureus 2018; 10:e3718. [PMID: 30906679 PMCID: PMC6428363 DOI: 10.7759/cureus.3718] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Introduction Meaningful feedback is essential for effective medical education, yet the feedback process has been consistently problematic for both learners and faculty. Emerging research on feedback highlights the importance of the learner, relationships, and culture for feedback to improve performance. We used the theory of self-regulated learning to develop the Prepare to Ask-Discuss-Ask-Plan Together (Prepare to ADAPT) framework to improve the feedback processes and investigated learner perceptions of this innovative feedback framework. Methods Qualitative thematic analysis of structured interviews of nine trainees participating in training on the Prepare to ADAPT feedback framework. Results The framework appeared primarily to potentially decrease learner anxiety and stress around the feedback process by providing a simple, structured discourse pattern. We identified five contributing themes: (1) increased efficiency of the feedback process; (2) formation of coaching/teamwork relationships; (3) facilitation of reflection and goal identification; (4) increased frequency of the feedback; (5) increased usefulness of the feedback. Discussion The Prepare to ADAPT framework may help decrease stress and anxiety of the feedback by clarifying the process, applying a structure, and developing coaching relationships. The framework was found to be easy to use and increased the number of effective feedback conversations in this exploratory study.
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Affiliation(s)
- Tyra Fainstad
- Internal Medicine, University of Washington, Seattle, USA
| | | | | | - Susan S Johnston
- Medical Education and Simulation, University of Washington, Seattle, USA
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Maizels M, Liu D, Yerkes E, Meade P, Biondi M, Sutherland R. Improving surgical training by identifying the most common feedback trainees receive for index cases. J Pediatr Urol 2018; 14:577-583. [PMID: 30270102 DOI: 10.1016/j.jpurol.2018.07.026] [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: 01/23/2018] [Accepted: 07/27/2018] [Indexed: 10/28/2022]
Abstract
BACKGROUND To make surgical training more effective, a proven method is needed to provide feedback to residents on their surgeries. Residency programs may make up for limited training time in the operating room by improving feedback that trainees receive about cases. OBJECTIVE The goals of this study were (1) to determine if an online tool to communicate feedback for attendings and trainees shows face validity and (2) to use an online tool to identify the most common feedback trainees receive after performing orchiopexy and hypospadias repair by survey. METHODS In 2016, determining whether an online tool to provide pediatric urology trainees feedback after surgery shows face validity begun. The tool was launched at the authors' institutions. Then, attendings, fellows, and postgraduate year 4-5 trainees of 65 resident training programs were surveyed for their observations on preparing for and performing orchiopexy and hypospadias repair using the study tool to identify common feedback. RESULTS The results of using the tool to provide feedback shows face validity are as follows: feedback was exchanged between attendings and trainees on orchiopexy (n = 28) and hypospadias (n = 22). Anecdotally, the tool was easy to use. The results of using the tool to identify the most common feedback trainees receive by survey are as follows: from a pool of 65 institutions, 37 attendings and 28 trainees were enrolled who made 219 observations. Most trainees prepare using undocumented online resources (17/28, 67%) instead of speaking with their attendings or cotrainees (11/28, 33%). For orchiopexy, most respondents reported that trainees need to improve skills for hernia ligation (observations: attending = 28/45, 62%; and trainee = 17/26, 65%) and strategies for hernia exposure (observations: attending = 17/27, 62%; and trainee = 7/12, 58%). For hypospadias, most respondents reported that trainees need to improve skills for neourethroplasty (observations: attending = 31/53, 58%; and trainee = 10/16, 62%) and strategies for repair choice (observations: attending = 15/22, 68%; and trainee = 12/18, 67%) (chi-squared, all P = NS). DISCUSSION It was shown that both trainees and attendings agree on the areas of surgical strategy and execution which require improvement. With this study, it is also shown that the online feedback tool developed shows face validity in allowing attendings and trainees to communicate before and after surgery. CONCLUSIONS The most common feedback pediatric urology trainees receive for routine pediatric urology surgery is identified. Online tools that emphasize remediations to address a trainee's specific feedback needs are to be built, so that they will be able to improve their skills at their next case.
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Affiliation(s)
- M Maizels
- Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA.
| | - D Liu
- Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA
| | - E Yerkes
- Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA
| | - P Meade
- Ann and Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA
| | - M Biondi
- UNC School of Medicine, Chapel Hill, NC, USA
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Implementing a competency-based midwifery programme in Lesotho: A gap analysis. Nurse Educ Pract 2018; 34:72-78. [PMID: 30466039 DOI: 10.1016/j.nepr.2018.11.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2018] [Revised: 10/05/2018] [Accepted: 11/06/2018] [Indexed: 11/21/2022]
Abstract
Global reforms in health professions education, including midwifery, support the transformation of education programmes to adopt competency-based models. Lesotho, a small sub-Saharan African country, with perennially high maternal and neonatal mortality, adopted a competency-based education model in the design and subsequent implementation of a one-year post-basic midwifery programme. Through a gap analysis involving administrators, educators and students in all the nursing education institutions in Lesotho, we explored their experiences related to the implementation of a competency-based midwifery programme after three years of continuous implementation. The findings revealed a vast gap between the described curriculum, and what was enacted in the nursing education institutions. The essential components of the midwifery programme had not been transformed to accommodate competency-based education. We argue that structural and operational elements of a programme should be adjusted before and during the implementation of such a curriculum innovation to enhance a positive teaching and learning experience, further sustaining the programme. Therefore, contextually relevant frameworks aimed at supporting the implementation and sustainability of the entire programme should be developed.
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213
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Sanfey H, Schenarts K, Rogers DA, Nagler A, Blair PG, Newman S, Sachdeva AK. Needs Assessment for an American College of Surgeons Certificate in Applied Surgical Education Leadership (CASEL). JOURNAL OF SURGICAL EDUCATION 2018; 75:e112-e119. [PMID: 29945771 DOI: 10.1016/j.jsurg.2018.05.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2018] [Revised: 05/16/2018] [Accepted: 05/16/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVE Surgeon educators in departments of surgery play key roles in leading and advancing surgical education. Their activities include ensuring sound curricula and evaluation systems, monitoring education resources, overseeing faculty development, and providing mentorship. For more than 25 years, the American College of Surgeons (ACS) has offered a comprehensive "Surgeons as Educators" (SAE) course to address fundamental topics in surgical education. This study aims to identify future career needs of SAE graduates to inform the development of an American College of Surgeons Certificate in Applied Surgical Education Leadership program. DESIGN An IRB exempt, anonymous electronic survey was developed to determine educational roles, career aspirations, and needs of SAE Graduates. SETTING AND PARTICIPANTS Participants included all 763 1993-2016 SAE graduates. RESULTS One hundred and thirty-five responses were received from 600 (22.5%) graduates with valid email addresses. Sixty (45%) respondents completed the SAE Course > 5 years prior to the study (M5YRS) and 75 (55%) within the last 5 years (L5YRS). L5YRS respondents were less likely to be full professors (8% vs. 44%) or to serve as program directors (32% vs. 57%), and more likely to be associate program directors (25% vs. 17%) or clerkship directors (40% vs. 18%). High percentages of both L5YRS and M5YRS reported not pursuing additional educational opportunities post-SAE due to time and fiscal constraints. One-fifth of respondents were unaware of additional opportunities and 19% of M5YRS versus 6% of L5YRS stated that existing programs did not meet their needs. Overall improving skills as educational leaders, developing faculty development programs, and conducting educational research were noted as priorities for future development. Differences were observed between the L5YRS and M5YRS groups. The dominant preferences for course format were full-time face-to-face (41%) or a combination of full-time face-to-face with online modules (24%). The most important considerations in deciding to pursue a certificate course were course content, and interest in advancing career and time constraints. CONCLUSIONS An SAE graduate survey has confirmed the need for additional formal training in surgical education leadership in order to permit surgeon educators meet the demands of the changing landscape of surgical education. The needs of early career faculty may differ from those of more senior surgeon educators.
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Affiliation(s)
- Hilary Sanfey
- Department of Surgery, Southern Illinois University, Springfield, Illinois.
| | - Kimberly Schenarts
- Department of Surgery, University of Nebraska Medical Center, Omaha, Nebraska
| | - David A Rogers
- Departments of Faculty Affairs and Professional Development, Surgery, Medical Education, Pediatrics, University of Alabama School of Medicine, Birmingham, Alabama
| | - Alisa Nagler
- Division of Education, American College of Surgeons, Chicago, Illinois
| | | | - Susan Newman
- Division of Education, American College of Surgeons, Chicago, Illinois
| | - Ajit K Sachdeva
- Division of Education, American College of Surgeons, Chicago, Illinois
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Deal SB, Alseidi AA, Chipman JG, Gauvin J, Meara M, Sidwell R, Stefanidis D, Schenarts PJ. Identifying Priorities for Faculty Development in General Surgery Using the Delphi Consensus Method. JOURNAL OF SURGICAL EDUCATION 2018; 75:1504-1512. [PMID: 30115566 DOI: 10.1016/j.jsurg.2018.05.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Revised: 04/21/2018] [Accepted: 05/15/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVE Faculty teaching skills are critical for effective surgical education, however, which skills are most important to be taught in a faculty development program have not been well defined. The objective of this study was to identify priorities for faculty development as perceived by surgical educators. DESIGN We used a modified Delphi methodology to assess faculty perceptions of the value of faculty development activities, best learning modalities, as well as barriers and priorities for faculty development. An expert panel developed the initial survey and distributed it to the membership of the Association of Program Directors in Surgery. Responses were reviewed by the expert panel and condensed to 3 key questions that were redistributed to the survey participants for final ranking. PARTICIPANTS Seven experts reviewed responses to 8 questions by 110 participants. 35 participants determined the final ranking responses to 3 key questions. RESULTS The top three priorities for faculty development were: 1) Resident assessment/evaluation and feedback 2) Coaching for faculty teaching, and 3) Improving intraoperative teaching skills. The top 3 learning modalities were: 1) Coaching 2) Interactive small group sessions, and 3) Video-based education. Barriers to implementing faculty development included time limitations, clinical workload, faculty interest, and financial support. CONCLUSIONS Faculty development programs should focus on resident assessment methods, intraoperative and general faculty teaching skills using a combination of coaching, small group didactic and video-based education. Concerted efforts to recognize and financially reward the value of teaching and faculty development is required to support these endeavors and improve the learning environment for both residents and faculty.
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Affiliation(s)
- Shanley B Deal
- Virginia Mason Medical Center, General, Thoracic and Vascular Surgery, Seattle, Washington.
| | - Adnan A Alseidi
- Virginia Mason Medical Center, General, Thoracic and Vascular Surgery, Seattle, Washington
| | - Jeffrey G Chipman
- University of Minnesota, Department of Surgery, Minneapolis, Minnesota
| | - Jeffrey Gauvin
- Santa Barbara Cottage Hospital, Department of General Surgery, Santa Barbara, California
| | - Michael Meara
- Ohio State University Wexner College, Columbus, Ohio
| | | | | | - Paul J Schenarts
- University of Nebraska Medical Center, Department of Surgery, Omaha, Nebraska
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Reumerman M, Tichelaar J, Piersma B, Richir MC, van Agtmael MA. Urgent need to modernize pharmacovigilance education in healthcare curricula: review of the literature. Eur J Clin Pharmacol 2018; 74:1235-1248. [PMID: 29926135 PMCID: PMC6132536 DOI: 10.1007/s00228-018-2500-y] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2018] [Accepted: 05/31/2018] [Indexed: 11/20/2022]
Abstract
OBJECTIVES Pharmacovigilance education is essential since adverse drug reactions (ADRs) are a serious health problem and contribute to unnecessary patient burden and hospital admissions. Healthcare professionals have little awareness of pharmacovigilance and ADR reporting, and only few educational interventions had durable effects on this awareness. Our future healthcare providers should therefore acquire an adequate set of pharmacovigilance competencies to rationally prescribe, distribute, and monitor drugs. We investigated the pharmacovigilance and ADR-reporting competencies of healthcare students to identify educational interventions that are effective in promoting pharmacovigilance. METHODS The PubMed, EMBASE, Cochrane, CINAHL, PsycINFO, and ERIC databases were searched using the terms "pharmacovigilance," "students," and "education.". RESULTS Twenty-five cross-sectional and 14 intervention studies describing mostly medical and pharmacy students were included. Intentions and attitudes on ADR reporting were overall positive, although most students felt inadequately prepared, missed the training on this topic, and lacked basic knowledge. Although nearly all students observed ADRs during clinical rounds, only a few had actually been involved in reporting an ADR. Educational interventions were predominately lectures, sometimes accompanied by small interactive working groups. Most interventions resulted in a direct increase in knowledge with an unknown long-term effect. Real-life learning initiatives have shown that healthcare students are capable of contributing to patient care while increasing their ADR-reporting skills and knowledge. CONCLUSIONS There is an urgent need to improve and innovate current pharmacovigilance education for undergraduate healthcare students. By offering real-life pharmacovigilance training, students will increase their knowledge and awareness but can also assist current healthcare professionals to meet their pharmacovigilance obligations.
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Affiliation(s)
- Michael Reumerman
- Pharmacotherapy Section, Department of Internal Medicine, Amsterdam UMC, Amsterdam, The Netherlands.
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands.
| | - J Tichelaar
- Pharmacotherapy Section, Department of Internal Medicine, Amsterdam UMC, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - B Piersma
- Pharmacotherapy Section, Department of Internal Medicine, Amsterdam UMC, Amsterdam, The Netherlands
| | - M C Richir
- Pharmacotherapy Section, Department of Internal Medicine, Amsterdam UMC, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
| | - M A van Agtmael
- Pharmacotherapy Section, Department of Internal Medicine, Amsterdam UMC, Amsterdam, The Netherlands
- Research and Expertise Centre in Pharmacotherapy Education (RECIPE), Amsterdam, The Netherlands
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Sarkany DS, Shenoy-Bhangle AS, Catanzano TM, Fineberg TA, Eisenberg RL, Slanetz PJ. Running a Radiology Residency Program: Strategies for Success. Radiographics 2018; 38:1729-1743. [DOI: 10.1148/rg.2018180016] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- David S. Sarkany
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
| | - Anuradha S. Shenoy-Bhangle
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
| | - Tara M. Catanzano
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
| | - Tabitha A. Fineberg
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
| | - Ronald L. Eisenberg
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
| | - Priscilla J. Slanetz
- From the Department of Radiology, Staten Island University Hospital and Northwell Health, Staten Island, NY (D.S.S.); Department of Radiology, Beth Israel Deaconess Medical Center, Harvard Medical School, 330 Brookline Ave, Shapiro-4, Boston, MA 02215 (A.S.S., T.A.F., R.L.E., P.J.S.); and Department of Radiology, Baystate Medical Center and University of Massachusetts Medical School–Baystate, Springfield, Mass (T.M.C.)
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217
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Maggio LA, Thomas A, Chen HC, Ioannidis JPA, Kanter SL, Norton C, Tannery NH, Artino AR. Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis. PERSPECTIVES ON MEDICAL EDUCATION 2018; 7:292-301. [PMID: 30229529 PMCID: PMC6191397 DOI: 10.1007/s40037-018-0450-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
BACKGROUND To support evidence-informed education, health professions education (HPE) stakeholders encourage the creation and use of knowledge syntheses or reviews. However, it is unclear if these knowledge syntheses are ready for translation into educational practice. Without understanding the readiness, defined by three criteria-quality, accessibility and relevance-we risk translating weak evidence into practice and/or providing information that is not useful to educators. METHODS A librarian searched Web of Science for knowledge syntheses, specifically Best Evidence in Medical Education (BEME) Guides. This meta-synthesis focuses on BEME Guides because of their explicit goal to inform educational practice and policy. Two authors extracted data from all Guides, guided by the 25-item STructured apprOach to the Reporting In healthcare education of Evidence Synthesis (STORIES). RESULTS Forty-two Guides published in Medical Teacher between 1999 and 2017 were analyzed. No Guide met all STORIES criteria, but all included structured summaries and most described their literature search (n = 39) and study inclusion/exclusion (n = 40) procedures. Eleven Guides reported the presence of theory and/or educational principles, and eight consulted with external subject matter experts. Accessibility to each Guide's full-text and supplemental materials was variable. DISCUSSION For a subset of HPE knowledge syntheses, BEME Guides, this meta-synthesis identifies factors that support readiness and indicates potential areas of improvement, such as consistent access to Guides and inclusion of external subject matter experts on the review team. This analysis is useful for understanding the current readiness of HPE knowledge syntheses and informing future reviews to evolve so they can catalyze translation of evidence into educational practice.
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Affiliation(s)
- Lauren A Maggio
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
| | | | - H Carrie Chen
- Georgetown University School of Medicine, Washington, DC, USA
| | - John P A Ioannidis
- School of Medicine and Meta-Research Innovation Center at Stanford (METRICS), Stanford University, Stanford, CA, USA
| | - Steven L Kanter
- School of Medicine, University of Missouri-Kansas City, Kansas City, MO, USA
| | | | | | - Anthony R Artino
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA
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218
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Sudan R, Olivere LA, Nussbaum MS, Dunnington GL. The business of educating the next generation of surgeons. Am J Surg 2018; 217:205-208. [PMID: 30249336 DOI: 10.1016/j.amjsurg.2018.07.062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2018] [Revised: 06/28/2018] [Accepted: 07/23/2018] [Indexed: 11/28/2022]
Abstract
Surgical education community needs to be informed about how education is funded and how it is threatened. In order to explore these issues the Association of Surgical Education convened a panel with significant experience in managing surgery departments to discuss the business of surgical education. They specifically addressed methods to recognize and reward faculty, educate residents on safety, quality and cost, and increase departmental revenue. This information is important in the current educational environment where there is an increased need for institutions to find alternate revenue streams to sustain graduate medical education. It is also important to find additional revenue streams to fund new residency slots to accommodate the greater number medical students who have been admitted to medical schools in response to meet the projected shortage of physicians.
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Affiliation(s)
- Ranjan Sudan
- Duke University Medical Center, Durham, NC, USA.
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219
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Silver IL, Leslie K. Faculty Development for Continuing Interprofessional Education and Collaborative Practice. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2018; 37:262-267. [PMID: 29227431 DOI: 10.1097/ceh.0000000000000178] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This article proposes a framework for faculty development in continuing interprofessional education (CIPE) and collaborative practice. The framework is built on best practices in faculty development and CIPE. It was informed by local experience in the development, delivery, and evaluation of a faculty development program to promote capacity for dissemination of concepts relating to interprofessional education (IPE) and interprofessional collaboration (IPC) in health care environments. Interprofessional education has been demonstrated in clinical contexts to enhance interprofessional collaboration, patient care, and health outcomes. With curriculum design, teaching methods, and educational strategies in faculty development, it is possible to enhance the impact of IPE in clinical contexts. Faculty development activities themselves can model effective interprofessional education methods and practice. An IPE curriculum and teaching and education strategies are outlined. Strategic planning, including the application of a systems approach, attention to the principles of effective learning, and an outcomes-based curriculum design are recommended for the development of continuing IPE faculty development programs that enhance interprofessional collaboration.
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Affiliation(s)
- Ivan L Silver
- Dr. Silver: Vice-Dean, Continuing Education and Professional Development, Director of the Centre for Faculty Development at St. Michael's Hospital, Department of Psychiatry, Faculty of Medicine, University of Toronto. Dr. Leslie: Associate Director, Centre for Faculty Development at St. Michael's Hospital, Department of Paediatrics, Faculty of Medicine, University of Toronto
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220
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Gasparini J, Yuzyuk T, Ortega A, De Biase I. Exploring the perceived self-efficacy of genetic counselors as teachers. J Community Genet 2018; 10:313-319. [PMID: 30187387 DOI: 10.1007/s12687-018-0380-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2018] [Accepted: 08/23/2018] [Indexed: 11/30/2022] Open
Affiliation(s)
- Justin Gasparini
- Graduate Program in Genetic Counseling, University of Utah, Salt Lake City, UT, USA.,Banner University Medical Center, Phoenix, AZ, USA
| | - Tatiana Yuzyuk
- Department of Pathology, University of Utah, 500 Chipeta Way, Salt Lake City, UT, 84108, USA.,ARUP Laboratories, Salt Lake City, UT, USA
| | | | - Irene De Biase
- Department of Pathology, University of Utah, 500 Chipeta Way, Salt Lake City, UT, 84108, USA. .,ARUP Laboratories, Salt Lake City, UT, USA.
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221
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Parson L, Childs B, Elzie P. Using Competency-Based Curriculum Design to Create a Health Professions Education Certificate Program the Meets the Needs of Students, Administrators, Faculty, and Patients. HEALTH PROFESSIONS EDUCATION 2018. [DOI: 10.1016/j.hpe.2018.03.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
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222
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Wald DA, Wang A, Carroll G, Trager J, Cripe J, Curtis M. An Office-Based Emergencies Course for Third-Year Dental Students. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.8.tb05572.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- David A. Wald
- Department of Emergency Medicine and Medical Director; William Maul Measey Institute for Clinical Simulation and Patient Safety Temple University School of Medicine
| | - Alvin Wang
- Department of Emergency Medicine; Temple University School of Medicine
| | - Gerry Carroll
- Department of Emergency Medicine; Cooper University School of Medicine
| | | | - Jane Cripe
- William Maul Measey Institute for Clinical Simulation and Patient Safety Temple University School of Medicine
| | - Michael Curtis
- William Maul Measey Institute for Clinical Simulation and Patient Safety Temple University School of Medicine
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Chuenjitwongsa S, Oliver RG, Bullock AD. Developing educators of European undergraduate dental students: Towards an agreed curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:179-191. [PMID: 29239085 DOI: 10.1111/eje.12306] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/29/2017] [Indexed: 05/08/2023]
Abstract
INTRODUCTION Recent developments in European dental education are student-focused, concerned with competency-based and problem-based learning. The development of dental educators has so far received little consideration. This study aimed to agree curriculum content for developing dental educators so that they are better able to support changing undergraduate dental education. METHODS Adopting consensus methodology, a 2-round Delphi was conducted in 2012. Fifty-three dental educators and 39 dental students across Europe volunteered to take part. The Delphi questionnaire was developed based on literature, piloted and sent to participants to gather opinions and seek consensus on educational content using rating scales and open-ended questions. Numeric data were analysed using descriptive statistics, and qualitative data were analysed thematically. RESULTS AND DISCUSSION This study revealed 7 domains of curriculum content for dental educators. Four of these domains were considered essential: educational principles; educational practice in dentistry; curriculum, quality and improvement; and educational professionalism. Three domains were viewed as optional and could be tailored to local needs: educational principles in relation to specific contexts, educational research, and educational and healthcare management. When developing training for dental educators, factors which need consideration were identified as the academic position and teaching experience of educators, and the nature of clinical dental education. CONCLUSION The results are beneficial for individual educators to inform professional development plans; institutions to devise faculty developments; ADEE to inform policies on developing European dental educators; and other disciplines to inform training for their educators.
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Affiliation(s)
- S Chuenjitwongsa
- Faculty of Dentistry, Department of Biochemistry, Chulalongkorn University, Bangkok, Thailand
| | - R G Oliver
- Postgraduate Medical and Dental Education, Wales Deanery, Cardiff University, Cardiff, UK
| | - A D Bullock
- Cardiff Unit for Research and Evaluation in Medical and Dental Education (CUREMeDE), Cardiff University School of Social Sciences, Cardiff, UK
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226
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Sethi A, Schofield S, McAleer S, Ajjawi R. The influence of postgraduate qualifications on educational identity formation of healthcare professionals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:567-585. [PMID: 29453732 DOI: 10.1007/s10459-018-9814-5] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2017] [Accepted: 02/08/2018] [Indexed: 06/08/2023]
Abstract
Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semi-structured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes.
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Affiliation(s)
- Ahsan Sethi
- Institute of Health Professions Education & Research, Khyber Medical University, Peshawar, Pakistan.
- Centre for Medical Education, University of Dundee, Dundee, UK.
| | - Susie Schofield
- Centre for Medical Education, University of Dundee, Dundee, UK
| | - Sean McAleer
- Centre for Medical Education, University of Dundee, Dundee, UK
| | - Rola Ajjawi
- Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia
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Rhodes D, Fogg QA, Lazarus MD. Dissecting the role of sessional anatomy teachers: A systematic literature review. ANATOMICAL SCIENCES EDUCATION 2018; 11:410-426. [PMID: 29205901 DOI: 10.1002/ase.1753] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2017] [Revised: 09/25/2017] [Accepted: 10/18/2017] [Indexed: 06/07/2023]
Abstract
Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410-426. © 2017 American Association of Anatomists.
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Affiliation(s)
- Danielle Rhodes
- Center for Human Anatomy Education, Department of Anatomy and Developmental Biology, Monash University, Melbourne, Victoria, Australia
| | - Quentin A Fogg
- Center for Human Anatomy Education, Department of Anatomy and Developmental Biology, Monash University, Melbourne, Victoria, Australia
| | - Michelle D Lazarus
- Center for Human Anatomy Education, Department of Anatomy and Developmental Biology, Monash University, Melbourne, Victoria, Australia
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228
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Coaching the Debriefer: Peer Coaching to Improve Debriefing Quality in Simulation Programs. Simul Healthc 2018; 12:319-325. [PMID: 28538446 DOI: 10.1097/sih.0000000000000232] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
STATEMENT Formal faculty development programs for simulation educators are costly and time-consuming. Peer coaching integrated into the teaching flow can enhance an educator's debriefing skills. We provide a practical guide for the who, what, when, where, why, and how of peer coaching for debriefing in simulation-based education. Peer coaching offers advantages such as psychological safety and team building, and it can benefit both the educator who is receiving feedback and the coach who is providing it. A feedback form for effective peer coaching includes the following: (1) psychological safety, (2) framework, (3) method/strategy, (4) content, (5) learner centeredness, (6) co-facilitation, (7) time management, (8) difficult situations, (9) debriefing adjuncts, and (10) individual style and experience. Institutional backing of peer coaching programs can facilitate implementation and sustainability. Program leaders should communicate the need and benefits, establish program goals, and provide assessment tools, training, structure, and evaluation to optimize chances of success.
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229
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Lin CC, Huang SC, Lin HH, Huang WJ, Chen WS, Yang SH. Naked-eye box trainer and training box games have similar training effect as conventional video-based box trainer for novices: A randomized controlled trial. Am J Surg 2018; 216:1022-1027. [PMID: 29859628 DOI: 10.1016/j.amjsurg.2018.05.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2017] [Revised: 04/26/2018] [Accepted: 05/06/2018] [Indexed: 11/17/2022]
Abstract
BACKGROUND Laparoscopic surgery has become a well-established technique for management of various surgical problems. A more efficient training methods are of upmost importance for current surgery residents. METHODS This is a prospective, randomized, 3-arm trial to compare the training efficient of the naked-eye box trainer, training box games and conventional video-based box trainer in training laparoscopic suturing skill. RESULTS The three training models were well acceptable and all could improve the acquisition of laparoscopic suturing and knotting skill in novices. The completion time was 604 ± 298 s in the box trainer games, 617 ± 335 s in the naked-eye training module, and 491 ± 334 s in the video-based box trainer (p = 0.322). Using the structured procedure-specific checklist, there was no significant difference in scores between these three groups (p = 0.977). CONCLUSIONS Naked-eye box trainer and training box games produce similar training effect as the conventional video-based box trainer. The naked-eye box trainer may serve as a convenient way for novice trainees to acquire laparoscopic suturing technique skills before video-based simulation.
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Affiliation(s)
- Chun-Chi Lin
- Division of Colon and Rectal Surgery, Department of Surgery, Taipei Veterans General Hospital, Taipei, Taiwan; School of Medicine, National Yang-Ming University, Taipei, Taiwan; Institute of Clinical Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Sheng-Chieh Huang
- Division of Colon and Rectal Surgery, Department of Surgery, Taipei Veterans General Hospital, Taipei, Taiwan; School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Hung-Hsin Lin
- Division of Colon and Rectal Surgery, Department of Surgery, Taipei Veterans General Hospital, Taipei, Taiwan; School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - William J Huang
- Department of Urology, Taipei Veterans General Hospital, Taipei, Taiwan; Department of Urology and Physiology, School of Medicine, Shu-Tien Urological Research Center, National Yang-Ming University, Taiwan
| | - Wei-Shone Chen
- Division of Colon and Rectal Surgery, Department of Surgery, Taipei Veterans General Hospital, Taipei, Taiwan; School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Shung-Haur Yang
- Division of Colon and Rectal Surgery, Department of Surgery, Taipei Veterans General Hospital, Taipei, Taiwan; School of Medicine, National Yang-Ming University, Taipei, Taiwan.
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Pien LC, Stiber M, Prelosky A, Colbert CY. Interprofessional educator development : Build it and they will come. PERSPECTIVES ON MEDICAL EDUCATION 2018; 7:214-218. [PMID: 29663276 PMCID: PMC6002286 DOI: 10.1007/s40037-018-0418-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND We describe an interprofessional educator development program, designed intentionally, that was implemented at an academic healthcare centre. In 2014, we purposefully adapted our pre-existing educator development program to be able to include all interprofessional educators at our institution. The program's goals were to enhance educator skills, a common need due to requirements of accreditation, and to create a local interprofessional community of teachers. The framework of the program was based upon adult learning principles, reflective practice, experiential learning and peer groups, all key characteristics of faculty development programs. It was also longitudinal and immersive. Kirkpatrick's program evaluation model was used for identifying results; participants' self-reported evaluation forms were collected and their narrative comments were analyzed. RESULTS After we opened our educator program to all interprofessional staff, our number of program participants increased. The interprofessional participants included, but was not limited to, physicians, physician trainees, nurses, physician assistants, audiologists, perfusionists, and basic science researchers. Our number of program sessions and program faculty were expanded. Our interprofessional participants reported that they were able to learn essential knowledge, skills and attitudes for their growth and development as educators, in the context of an interprofessional community, while also appreciating the diversity of their peers. DISCUSSION We share our insights with the redesign and implementation of an interprofessional educator program so that others can learn from our experiences. Key takeaways include using a conceptual framework for teaching effectiveness, involving interprofessional stakeholders and obtaining their perspectives, reviewing interprofessional literature and competencies, and highlighting best practices across the disciplines.
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Affiliation(s)
- Lily C Pien
- Cleveland Clinic, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA.
- Department of Allergy and Clinical Immunology, Cleveland Clinic, Cleveland, OH, USA.
| | - Michaela Stiber
- Cleveland Clinic, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA
| | - Allison Prelosky
- Cleveland Clinic, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA
| | - Colleen Y Colbert
- Cleveland Clinic, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USA
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231
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Teaching the Teacher: The Impact of a Workshop Developed for Radiation Therapists. J Med Imaging Radiat Sci 2018; 49:179-186. [DOI: 10.1016/j.jmir.2018.02.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Revised: 01/26/2018] [Accepted: 02/01/2018] [Indexed: 11/20/2022]
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232
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Mash R, Blitz J, Edwards J, Mowle S. Training of workplace-based clinical trainers in family medicine, South Africa: Before-and-after evaluation. Afr J Prim Health Care Fam Med 2018; 10:e1-e6. [PMID: 29943602 PMCID: PMC6018730 DOI: 10.4102/phcfm.v10i1.1589] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2017] [Revised: 12/27/2017] [Accepted: 02/07/2018] [Indexed: 11/08/2022] Open
Abstract
BACKGROUND The training of family physicians is a relatively new phenomenon in the district health services of South Africa. There are concerns about the quality of clinical training and the low pass rate in the national examination. AIM To assess the effect of a five-day course to train clinical trainers in family medicine on the participants' subsequent capability in the workplace. SETTING Family physician clinical trainers from training programmes mainly in South Africa, but also from Ghana, Uganda, Kenya, Malawi and Botswana. METHODS A before-and-after study using self-reported change at 6 weeks (N = 18) and a 360-degree evaluation of clinical trainers by trainees after 3 months (N = 33). Quantitative data were analysed using the Statistical Package for Social Sciences, and qualitative data wereanalysed thematically. RESULTS Significant change (p < 0.05) was found at 6 weeks in terms of ensuring safe and effective patient care through training, establishing and maintaining an environment for learning, teaching and facilitating learning, enhancing learning through assessment, and supporting and monitoring educational progress. Family physicians reported that they were better at giving feedback, more aware of different learning styles, more facilitative and less authoritarian in their educational approach, more reflective and critical of their educational capabilities and more aware of principles in assessment. Despite this, the trainees did notreport any noticeable change in the trainers' capability after 3 months. CONCLUSION The results support a short-term improvement in the capability of clinical trainers following the course. This change needs to be supported by ongoing formative assessment and supportive visits, which are reported on elsewhere.
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Affiliation(s)
- Robert Mash
- Division of Family Medicine and Primary Care, Stellenbosch University.
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Walsh DS, Lazorick S, Lawson L, Lake D, Garrison HG, Higginson J, Vos P, Baxley E. The Teachers of Quality Academy: Evaluation of the Effectiveness and Impact of a Health Systems Science Training Program. Am J Med Qual 2018; 34:36-44. [PMID: 29808700 DOI: 10.1177/1062860618778124] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This project aimed to evaluate the effectiveness of a faculty development program in health systems science (HSS)-the Teachers of Quality Academy (TQA). Participants in TQA and a comparison group were evaluated before, during, and 1 year after the program using self-perception questionnaires, tests of HSS knowledge, and tracking of academic productivity and career advancement. Among program completers (n = 27), the mean self-assessed ratings of knowledge and skills of HSS topics immediately after the program, as compared to baseline, increased significantly compared to controls (n = 30). Participants demonstrated progressive improvement of self-perceived skills and attitudes, and retention of HSS knowledge, from baseline to completion of the program. Participants also demonstrated substantially higher HSS scholarly productivity, leadership, and career advancement compared to the comparison group. The TQA effectively created a faculty cadre able to role model, teach, and create a curriculum in HSS competencies for medical students, resident physicians, and other health professionals.
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Affiliation(s)
| | | | | | - Donna Lake
- 1 East Carolina University, Greenville, NC
| | | | | | - Paul Vos
- 1 East Carolina University, Greenville, NC
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Matsika A, Nathoo K, Borok M, Mashaah T, Madya F, Connors S, Campbell T, Hakim JG. Role of Faculty Development Programs in Medical Education at the University of Zimbabwe College of Health Sciences, Zimbabwe. Ann Glob Health 2018; 84:183-189. [PMID: 30873802 PMCID: PMC6748263 DOI: 10.29024/aogh.5] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Background: Major challenges are being experienced in medical education in sub-Saharan African Universities. These include emigration of faculty, infrequent curriculum review, inadequate training in medical education, poor investments in infrastructure and lack of faculty development programs. The USA government committed funding to improve the quality of medical education and research capacity in sub-Saharan Africa through the Medical Education Partnership Initiative (MEPI). Objectives: This article describes the implementation of faculty development at the University of Zimbabwe College of Health Sciences (UZCHS), a recipient of a MEPI award. Methods: Data sources included annual surveys and reports of UZCHS MEPI activities, exit evaluation reports of faculty development workshops; results of a survey conducted in 2015 at the end of the MEPI grant. Questionnaires were developed based on the MEPI Zimbabwe evaluation plan and logic model. Surveys were administered to faculty members, postgraduate and undergraduate students. Qualitative data was collected through in-depth key informer interviews of stakeholder. Findings: Different faculty development activities were implemented such as workshops, exchange visits, visiting professors program, advanced leadership training and curriculum development. The implementation of the activities brought positive developments to the college as confirmed by faculty and students. The majority of faculty interviewed (96%) confirmed that faculty development programs were very helpful in enhancing their expertise and skills. A similar number, i.e. 96%, also reported satisfaction with the training. Conclusions: We have described how the implementation of faculty development programs at the UZCHS contributed to the improvement of medical education at the College. The short term and long-term benefits of faculty development have been analyzed. Various forms of faculty development programs were described. Limitations of this analysis were the inability to collect data on students’ performance and the demonstration of changes in teaching performance.
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Affiliation(s)
- Antony Matsika
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Kusum Nathoo
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Margaret Borok
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Thokozile Mashaah
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Felix Madya
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Susan Connors
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - Thomas Campbell
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
| | - James G Hakim
- University of Zimbabwe College of Health Sciences, Avondale, Harare, ZW
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Wilby KJ, El Hajj MS, El-Bashir M, Mraiche F. Overcoming pitfalls: Results from a mandatory peer review process for written examinations. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:423-426. [PMID: 29793702 DOI: 10.1016/j.cptl.2017.12.015] [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: 04/26/2017] [Revised: 09/11/2017] [Accepted: 12/24/2017] [Indexed: 06/08/2023]
Abstract
PROBLEM DESCRIPTION Written assessments are essential components of higher education practices. However, faculty members encounter common pitfalls when designing questions intended to evaluate student-learning outcomes. The objective of this project was to determine the impact of a mandatory examination peer review process on question accuracy, alignment with learning objectives, use of best practices in question design, and language/grammar. QUALITY IMPROVEMENT METHODS A mandatory peer review process was implemented for all midterm (before phase) and final (after phase) examinations. Peer review occurred by two reviewers and followed a pre-defined guidance document. Non-punitive feedback given to faculty members served as the intervention. Frequencies of flagged questions according to guidance categories were compared between phases. RESULTS OF CQI INQUIRY A total of 21 midterm and 21 final exam reviews were included in the analysis. A total of 637 questions were reviewed across all midterms and 1003 questions were reviewed across all finals. Few questions were flagged for accuracy and alignment with learning outcomes. The median total proportion of questions flagged for best practices was significantly lower for final exams versus midterm exams (15.8 vs. 6.45%, p = 0.014). The intervention did not influence language and grammar errors (9.68 vs. 10.0% of questions flagged before and after, respectively, p = 0.305). CONCLUSIONS A non-punitive peer review process for written examinations can overcome pitfalls in exam creation and improve best practices in question writing. The peer-review process had a substantial effect at flagging language/grammar errors but error rate did not differ between midterm and final exams.
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Affiliation(s)
- Kyle John Wilby
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
| | - Maguy S El Hajj
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
| | - Marwa El-Bashir
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
| | - Fatima Mraiche
- College of Pharmacy, Qatar University, PO Box 2713, Doha, Qatar.
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Pierce JR, Rendón P, Rao D. Peer Observation of Rounds Leads to Collegial Discussion of Teaching. TEACHING AND LEARNING IN MEDICINE 2018; 30:233-238. [PMID: 29324048 DOI: 10.1080/10401334.2017.1360185] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2016] [Revised: 05/28/2017] [Accepted: 07/11/2017] [Indexed: 06/07/2023]
Abstract
PROBLEM Faculty in the Division of Hospital Medicine provide most of the clinical teaching for learners at our institution. The majority of these faculty are Assistant Professors with limited formal instruction in clinical teaching. Previous Divisional strategies to improve clinical teaching ability included discussion of effective teaching behaviors, developing written expectations for teaching faculty, and instituting seminars on effective clinical teaching. Heretofore, the Division had not utilized a direct observation exercise. INTERVENTION We developed a direct observation exercise to encourage discussion of teaching techniques and contemplation of change. Using a social learning model, we developed a peer-to-peer observation followed by a nonevaluative discussion. We created a tool for describing teaching behaviors in 5 domains that were similar to or different from the usual behavior of the observing peer: learner presentations, team leadership, bedside teaching, professionalism, and other. After the observation, the observing and observed faculty met to discuss observed teaching behaviors. Both faculty members discussed and then recorded any teaching behaviors that they planned to adopt or change. CONTEXT We implemented this intervention in a 22-member Academic Division of Hospital Medicine at a tertiary care medical center in the United States. A high proportion were junior faculty and graduates of our residency program. OUTCOME We reviewed records of 28 of 31 observations that were completed during the initial 9-month period of implementation and later surveyed faculty. The exercise resulted in planned changes in teaching behaviors that included instituting new methods to improve teaching team leadership, triaging of patients seen on rounds, faculty behaviors during oral presentations, giving real-time feedback, use of technology and humor, demonstrating physical examination findings, and modeling professional behaviors. Faculty later reported adoption of new teaching behaviors that were important to them. LESSONS LEARNED This exercise was easily implemented, resulted in planned changes by both observed and observing peers, and resulted in widespread adoption of some specific teaching behaviors. The most commonly planned change dealt with team leadership or organizational issues. When given the freedom to choose, junior faculty were more likely to observe senior faculty.
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Affiliation(s)
- J Rush Pierce
- a Department of Internal Medicine , University New Mexico School of Medicine , Albuquerque , New Mexico , USA
| | - Patrick Rendón
- a Department of Internal Medicine , University New Mexico School of Medicine , Albuquerque , New Mexico , USA
| | - Deepti Rao
- a Department of Internal Medicine , University New Mexico School of Medicine , Albuquerque , New Mexico , USA
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Lörwald AC, Lahner FM, Greif R, Berendonk C, Norcini J, Huwendiek S. Factors influencing the educational impact of Mini-CEX and DOPS: A qualitative synthesis. MEDICAL TEACHER 2018; 40:414-420. [PMID: 29188739 DOI: 10.1080/0142159x.2017.1408901] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
INTRODUCTION The educational impact of Mini-CEX and DOPS varies greatly and can be influenced by several factors. However, there is no comprehensive analysis and synthesis of the described influencing factors. METHODS To fill this gap, we chose a two-step approach. First, we performed a systematic literature review and selected articles describing influencing factors on the educational impact of Mini-CEX and DOPS. Second, we performed a qualitative synthesis of these factors. RESULTS Twelve articles were included, which revealed a model consisting of four themes and nine subthemes as influencing factors. The theme context comprises "time for Mini-CEX/DOPS" and "usability of the tools", and influences the users. The theme users comprises "supervisors' knowledge about how to use Mini-CEX/DOPS", "supervisors' attitude to Mini-CEX/DOPS", "trainees' knowledge about Mini-CEX/DOPS", and "trainees' perception of Mini-CEX/DOPS". These influence the implementation of Mini-CEX and DOPS, including "observation" and "feedback". The theme implementation directly influences the theme outcome, which, in addition to the educational impact, encompasses "trainees' appraisal of feedback". CONCLUSIONS Our model of influencing factors might help to further improve the use of Mini-CEX and DOPS and serve as basis for future research.
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Affiliation(s)
- Andrea C Lörwald
- a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland
| | - Felicitas-Maria Lahner
- a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland
| | - Robert Greif
- b Department of Anaesthesiology and Pain Medicine , Bern University Hospital , Bern , Switzerland
| | - Christoph Berendonk
- a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland
| | - John Norcini
- c Foundation for Avancement of International Medical Education and Research (FAIMER) , Philadelphia , PA , USA
| | - Sören Huwendiek
- a Department of Assessment and Evaluation , Institute of Medical Education, University of Bern , Bern , Switzerland
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Clark T, Corral J, Nyberg E, Bang T, Trivedi P, Sachs P, Mcarthur T, Flug J, Rumack C. Launchpad for Onboarding New Faculty Into Academic Life. Curr Probl Diagn Radiol 2018; 47:72-74. [DOI: 10.1067/j.cpradiol.2017.04.010] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2017] [Revised: 04/16/2017] [Accepted: 04/22/2017] [Indexed: 11/22/2022]
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Lee SS, Dong C, Yeo SP, Gwee MCE, Samarasekera DD. Impact of faculty development programs for positive behavioural changes among teachers: a case study. KOREAN JOURNAL OF MEDICAL EDUCATION 2018; 30:11-22. [PMID: 29510604 PMCID: PMC5840560 DOI: 10.3946/kjme.2018.77] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2017] [Revised: 01/09/2018] [Accepted: 01/09/2018] [Indexed: 05/21/2023]
Abstract
PURPOSE Faculty development (FD) is essential to prepare faculty members to become effective teachers to meet the challenges in medical education. Despite the growth of FD programmes, most evaluations were often conducted using short questionnaires to assess participants' satisfaction immediately after they attended a programme. Consequently, there were calls for more rigorous evaluations based on observed changes in participants' behaviours. Hence, this study aims to explore how the FD workshops run by the Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore have impacted behavioural changes in the educators. METHODS We followed up with the educators at least half a year after they have attended the workshops. With limited literature as reference, we initiated a small-scale case-study research design involving semi-structured interviews with six educators which was triangulated with three focus group discussions with their students. This allowed us to explore behavioural changes among the educators as well as evaluate the feasibility of this research methodology. RESULTS We identified three emerging categories among the educators: ignorance to awareness, from intuition to confirmation and expansion, and from individualism to community of practice. CONCLUSION Although FD have placed much emphasis on teaching and learning approaches, we found that the teacher-student interaction or human character components (passionate, willing to sacrifice, are open to feedback) in becoming a good educator are lacking in our FD workshops.
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Affiliation(s)
- Shuh Shing Lee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Chaoyan Dong
- Education Office, Sengkang Hospital, SingHealth, Singapore
| | - Su Ping Yeo
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Matthew CE Gwee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Corresponding Author: Dujeepa D. Samarasekera (https://orcid.org/0000-0002-6916-6741) Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Block MD11, #05-10, 10 Medical Drive, Singapore 117597, Singapore Tel: +65.65163760 Fax: +65.68721454
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Ellaway RH, Malhi R, Bajaj S, Walker I, Myhre D. A critical scoping review of the connections between social mission and medical school admissions: BEME Guide No. 47. MEDICAL TEACHER 2018; 40:219-226. [PMID: 29172813 DOI: 10.1080/0142159x.2017.1406662] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Despite a growing focus on the social accountability of medical schools, there has been no substantive review of admissions related to the social mission of medical schools. This paper reports on a critical scoping review of the connections between social mission and medical school admissions. METHODS Searches of seven bibliographic databases identified 1258 unique articles. After filtering for relevance, 71 articles were considered for final review. The results of the data extraction were synthesized using a combination of qualitative and quantitative techniques. RESULTS Five reviewers conducted 149 data extractions from 71 papers. Social missions tended to focus either on access and equity issues for applicants from underrepresented populations or on the career choices of medical graduates and how they meet particular social needs. The connection between social missions and admissions was often implied but rarely considered or evaluated directly. There was a notable absence of empirical evidence, with calls for reform or program descriptions far outweighing the number of papers based on empirical findings. CONCLUSIONS Despite the move to social missions in medical education, there remains little direct connection between missions and admissions and little evidence reflecting the efficacy or impacts of making this connection.
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Affiliation(s)
- Rachel H Ellaway
- a Department of Community Health Sciences, Cumming School of Medicine , University of Calgary , Calgary , Alberta , Canada
| | - Rebecca Malhi
- b Department of Distributed Learning and Rural Initiatives, Cumming School of Medicine , University of Calgary , Calgary , Alberta , Canada
| | - Sameer Bajaj
- b Department of Distributed Learning and Rural Initiatives, Cumming School of Medicine , University of Calgary , Calgary , Alberta , Canada
| | - Ian Walker
- c Department of Emergency Medicine, Cumming School of Medicine , University of Calgary , Calgary , Alberta , Canada
| | - Douglas Myhre
- d Department of Family Medicine, Cumming School of Medicine , University of Calgary , Calgary , Alberta , Canada
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Bearman M, Tai J, Kent F, Edouard V, Nestel D, Molloy E. What should we teach the teachers? Identifying the learning priorities of clinical supervisors. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2018; 23:29-41. [PMID: 28315114 DOI: 10.1007/s10459-017-9772-3] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2016] [Accepted: 03/09/2017] [Indexed: 06/06/2023]
Abstract
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category 'establishing relationships' was the most reported strength with 224 responses. The qualitative category 'feedback' was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices; stimulating reflective and agentic learning; and managing the logistics of a clinical education environment. Clinical supervisors' self-identified needs provide a foundation for designing engaging and relevant faculty development programs.
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Affiliation(s)
- Margaret Bearman
- Centre for Research into Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Australia.
| | - Joanna Tai
- Centre for Research into Assessment and Digital Learning (CRADLE), Deakin University, Geelong, Australia
| | - Fiona Kent
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
- WISER Unit, Monash Health, Melbourne, Australia
| | - Vicki Edouard
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Debra Nestel
- Department of Surgery, Melbourne Medical School, University of Melbourne, Melbourne, Australia
- Monash Institute of Health and Clinical Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Elizabeth Molloy
- Department of Medical Education, University of Melbourne, Melbourne, Australia
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van Lierop M, de Jonge L, Metsemakers J, Dolmans D. Peer group reflection on student ratings stimulates clinical teachers to generate plans to improve their teaching. MEDICAL TEACHER 2018; 40:302-309. [PMID: 29183183 DOI: 10.1080/0142159x.2017.1406903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Previous studies have demonstrated that student ratings of a teachers' performance do not incentivize clinical teachers to reflect critically and generate plans to improve their teaching. Peer group reflection might offer a solution in mediating this change. AIM To investigate: (a) to which extent clinical teachers perceive self-evaluation, student ratings and peer group reflection effective; and (b) whether additional peer group reflection fosters critical reflection and the translation of feedback into concrete plans of action. METHOD We conducted a quasi-experiment, inviting two groups of 10 clinical teachers each (1) to complete a self-evaluation and (2) subsequently examine their student ratings. One group participated in (3) an additional peer group reflection meeting. All participants were finally requested to define plans for improvement and evaluate each activity's effectiveness. RESULTS Participants perceived all three activities to be effective. Levels of reflection did not differ across the two groups. However, participation in peer group reflection did result in generating more concrete plans to change clinical teaching. CONCLUSIONS Peer group reflection on student ratings shows promise as tool to assist clinical teachers in generating plans for improvement. Future research should focus on whether teaching indeed improves with the introduction of peer group reflection.
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Affiliation(s)
- Marion van Lierop
- a Department of Family Medicine , Maastricht University , Maastricht , The Netherlands
| | - Laury de Jonge
- a Department of Family Medicine , Maastricht University , Maastricht , The Netherlands
| | - Job Metsemakers
- a Department of Family Medicine , Maastricht University , Maastricht , The Netherlands
| | - Diana Dolmans
- b School of Health Professions Education , Maastricht University , Maastricht , The Netherlands
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Botelho M, Oancea R, Thomas HF, Paganelli C, Ferrillo PJ. Global networking: Meeting the challenges, facilitating collaboration. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22 Suppl 1:3-9. [PMID: 29601680 DOI: 10.1111/eje.12340] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/12/2018] [Indexed: 06/08/2023]
Abstract
The constant change of information and technology advancement as well as the impact of social media has radically changed the world and education and, in particular, the needs of students, organisations and disadvantaged communities who share the aim of training and providing quality healthcare services. Dental organisations and education centres around the world have recognised the importance of networking in delivering effective education to students, healthcare professionals and communities. Networking is one way to meet the challenges of delivering healthcare education and services. This can be achieved by sharing of resources, expertise, knowledge and experience to benefit all the stakeholders in healthcare delivery. The joint ADEE/ADEA Meeting in London on 8-9 May 2017 has facilitated discussions amongst dental educators from all over the world during a workshop on "Global Networking: the how and why for dental educators." The aim of this workshop was to determine how can dental educators worldwide network to share ideas, experience, expertise and resources to improve both the curricula and the teaching and learning environment. A pre-conference survey was designed and implemented to identify the domains of interest and needs of participants. A structured questionnaire was administered, and this information was used to guide discussions on three main themes: curricula, faculty development and mobility of faculty and students. Four questions were then defined to help group leaders to frame discussions in the four working groups. The four groups engaged in parallel discussions, with the ideas recorded and collated by group leaders, which later served for the thematic analysis across the groups to draw the key points discussed. Overall, a great desire and potential to create a global networking to share and gain support and expertise at individual and organisational level was apparent and the working group has proposed an action plan, acknowledging that it requires great planning, effort and commitment.
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Affiliation(s)
- M Botelho
- University of Hong Kong, Hong Kong, SAR, China
| | - R Oancea
- Faculty of Dentistry, University of Medicine and Pharmacy, Timisoara, Romania
| | - H F Thomas
- Tufts University School of Dental Medicine, Boston, MA, USA
| | - C Paganelli
- University of Brescia Dental School, Brescia, Italy
| | - P J Ferrillo
- Arthur A. Dugoni School of Dentistry (Pacific Dugoni), University of the Pacific, San Francisco, CA, USA
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Rockich-Winston N, Train BC, Rudolph MJ, Gillette C. Faculty motivations to use active learning among pharmacy educators. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:277-284. [PMID: 29764630 DOI: 10.1016/j.cptl.2017.11.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Revised: 08/21/2017] [Accepted: 11/27/2017] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. METHODS An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. RESULTS In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p < 0.001). Intrinsic motivation demonstrated the highest correlation (r = 0.447) followed by current extrinsic motivations (r = 0.245) and ideal extrinsic motivations (r = 0.291). Variables associated with higher intrinsic motivation included the number of resources used (r = 0.233, p < 0.001) and the number of active learning methods used in the last year (r = 0.259, p < 0.001). Years of teaching experience was negatively associated with intrinsic motivation (r = -0.177, p < 0.001). Regression analyses confirmed the importance of intrinsic and extrinsic motivations in predicting active learning use. DISCUSSION AND CONCLUSIONS Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom.
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Affiliation(s)
- Nicole Rockich-Winston
- Department of Pharmacology and Toxicology, Medical College of Georgia at Augusta University, 1120 15th Street, Augusta, GA 30912, United States.
| | - Brian C Train
- Department of Pharmaceutical Science and Research, Marshall University School of Pharmacy, Huntington, WV, United States
| | - Michael J Rudolph
- Department of Pharmacy Practice, Administration, and Research, Marshall University School of Pharmacy, Huntington, WV, United States
| | - Chris Gillette
- Wingate University School of Pharmacy, Wingate, NC, United States
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Potter M, Mercer A, Lake F. Interprofessional clinical supervisor training. CLINICAL TEACHER 2018; 15:62-66. [DOI: 10.1111/tct.12628] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Margaret Potter
- Faculty of Medicine; Dentistry and Health Sciences; University of Western Australia; Perth Australia
| | - Annette Mercer
- Faculty of Medicine; Dentistry and Health Sciences; University of Western Australia; Perth Australia
| | - Fiona Lake
- Faculty of Medicine; Dentistry and Health Sciences; University of Western Australia; Perth Australia
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Baker L, Leslie K, Panisko D, Walsh A, Wong A, Stubbs B, Mylopoulos M. Exploring Faculty Developers' Experiences to Inform Our Understanding of Competence in Faculty Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:265-273. [PMID: 28678104 PMCID: PMC5794230 DOI: 10.1097/acm.0000000000001821] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
PURPOSE Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers' roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role. METHOD A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process. RESULTS Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence. CONCLUSIONS These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer's ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.
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Affiliation(s)
- Lindsay Baker
- 1L. Baker is assistant professor, Department of Psychiatry, scientist, Li Ka Shing Knowledge Institute, and lead educator–researcher, Centre for Faculty Development, St. Michael’s Hospital, University of Toronto, Toronto, Ontario, Canada
| | - Karen Leslie
- 2K. Leslie is director, Centre for Faculty Development, and professor, Department of Pediatrics, St. Michael’s Hospital, University of Toronto, Toronto, Ontario, Canada
| | - Danny Panisko
- 3D. Panisko is undergraduate medical education director, Department of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Allyn Walsh
- 4A. Walsh is professor, Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Anne Wong
- 5A. Wong is professor, Department of Anesthesia, McMaster University, Hamilton, Ontario, Canada
| | - Barbara Stubbs
- 6B. Stubbs is program director, Professional Development Program, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Maria Mylopoulos
- 7M. Mylopoulos is associate professor and scientist, Wilson Centre and Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
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Brinkman DJ, Tichelaar J, Graaf S, Otten RHJ, Richir MC, van Agtmael MA. Do final-year medical students have sufficient prescribing competencies? A systematic literature review. Br J Clin Pharmacol 2018; 84:615-635. [PMID: 29315721 PMCID: PMC5867102 DOI: 10.1111/bcp.13491] [Citation(s) in RCA: 59] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 11/19/2017] [Accepted: 11/26/2017] [Indexed: 01/12/2023] Open
Abstract
Aims Prescribing errors are an important cause of patient safety incidents and are frequently caused by junior doctors. This might be because the prescribing competence of final‐year medical students is poor as a result of inadequate clinical pharmacology and therapeutic (CPT) education. We reviewed the literature to investigate which prescribing competencies medical students should have acquired in order to prescribe safely and effectively, and whether these have been attained by the time they graduate. Methods PubMed, EMBASE and ERIC databases were searched from the earliest dates up to and including January 2017, using the terms ‘prescribing’, ‘competence’ and ‘medical students’ in combination. Articles describing or evaluating essential prescribing competencies of final‐year medical students were included. Results Twenty‐five articles describing, and 47 articles evaluating, the prescribing competencies of final‐year students were included. Although there seems to be some agreement, we found no clear consensus among CPT teachers on which prescribing competencies medical students should have when they graduate. Studies showed that students had a general lack of preparedness, self‐confidence, knowledge and skills, specifically regarding general and antimicrobial prescribing and pharmacovigilance. However, the results should be interpreted with caution, given the heterogeneity and methodological weaknesses of the included studies. Conclusions There is considerable evidence that final‐year students have insufficient competencies to prescribe safely and effectively, although there is a need for a greater consensus among CPT teachers on the required competencies. Changes in undergraduate CPT education are urgently required in order to improve the prescribing of future doctors.
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Affiliation(s)
- David J Brinkman
- Department of Internal Medicine, section Pharmacotherapy, VU University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.,Research and Expertise Center in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Jelle Tichelaar
- Department of Internal Medicine, section Pharmacotherapy, VU University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.,Research and Expertise Center in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Sanne Graaf
- Department of Internal Medicine, section Pharmacotherapy, VU University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - René H J Otten
- Medical Library, Vrije Universiteit, Amsterdam, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
| | - Milan C Richir
- Department of Internal Medicine, section Pharmacotherapy, VU University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.,Research and Expertise Center in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
| | - Michiel A van Agtmael
- Department of Internal Medicine, section Pharmacotherapy, VU University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands.,Research and Expertise Center in Pharmacotherapy Education (RECIPE), De Boelelaan 1117, 1081 HV, Amsterdam, The Netherlands
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248
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Irby DM, O'Sullivan PS. Developing and rewarding teachers as educators and scholars: remarkable progress and daunting challenges. MEDICAL EDUCATION 2018; 52:58-67. [PMID: 28771776 DOI: 10.1111/medu.13379] [Citation(s) in RCA: 57] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2017] [Revised: 04/10/2017] [Accepted: 05/18/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT This article describes the scholarly work that has addressed the fifth recommendation of the 1988 World Conference on Medical Education: 'Train teachers as educators, not content experts alone, and reward excellence in this field as fully as excellence in biomedical research or clinical practice'. PROGRESS Over the past 30 years, scholars have defined the preparation needed for teaching and other educator roles, and created faculty development delivery systems to train teachers as educators. To reward the excellence of educators, scholars have expanded definitions of scholarship, defined educator roles and criteria for judging excellence, and developed educator portfolios to make achievements visible for peer review. Despite these efforts, the scholarship of discovery continues to be more highly prized and rewarded than the scholarship of teaching. These values are deeply embedded in university culture and policies. CHALLENGES To remedy the structural inequalities between researchers and educators, a holistic approach to rewarding the broad range of educational roles and educational scholarship is needed. This requires strong advocacy to create changes in academic rewards and support policies, provide a clear career trajectory for educators using learning analytics, expand programmes for faculty development, support health professions education scholarship units and academies of medical educators, and create mechanisms to ensure high standards for all educators.
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Affiliation(s)
- David M Irby
- Department of Medicine, UCSF, San Francisco, California, USA
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249
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Newman M, Reeves S, Fletcher S. Critical Analysis of Evidence About the Impacts of Faculty Development in Systematic Reviews: A Systematic Rapid Evidence Assessment. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2018; 38:137-144. [PMID: 29851718 DOI: 10.1097/ceh.0000000000000200] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Faculty Development (FD) encompasses a range of learning activities undertaken to prepare clinical teachers for their various roles as educators, leaders, and scholars. This article presents the findings of a systematic rapid evidence assessment that aimed to investigate the impact of FD on clinical teachers. METHODS We searched the published and gray literature for systematic reviews of FD to identify evidence to help inform judgments about which kinds of FD activities are effective for which groups of clinical teachers. RESULTS After screening the literature, we found seven systematic reviews met our inclusion criteria. Following a critical analysis of these reviews, we found that they contained a number of limitations in relation to their use of review methods and reporting of results. DISCUSSION On the basis of the analysis presented in this systematic rapid evidence assessment, we conclude that the included reviews do not provide high-quality evidence to effectively support decisions about choices of FD activities, even where the review authors made positive claims about impact. Suggestions are provided to improve the quality of systematic reviews in this area.
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Affiliation(s)
- Mark Newman
- Dr. Newman: Associate Director, Social Science Research Unit, UCL Institute of Education, London, United Kingdom. Dr. Reeves: Professor of Interprofessional Research, Centre for Health and Social Care Research, Kingston University and St Georges, University London, London, United Kingdom. Dr. Fletcher: Research Associate, Centre for Health and Social Care Research, Kingston University and St Georges, University London, London, United Kingdom
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250
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Topor DR, Budson AE. A framework for faculty development programming at VA and non-VA Academic Medical Centers. JOURNAL OF REGIONAL MEDICAL CAMPUSES 2018; 1. [PMID: 31552394 DOI: 10.24926/jrmc.v1i3.1049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
VA and non-VA Academic Medical Centers (AMCs) serve as training environments for learners from many different professions and academic affiliates, including regional medical campuses. Faculty members at these AMCs need programming to help create and enhance the educational environment for learners. In this paper, we provide a framework for AMCs to develop and implement faculty development programming and provide a case example of how this programming was implemented at one VA AMC. It is the hope that this framework and programming can be adopted by other AMCs to provide faculty members with the programming needed to sustain high quality training environments.
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Affiliation(s)
| | - Andrew E Budson
- VA Boston Healthcare System; Boston University School of Medicine
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