201
|
Lee FY, Yang YY, Huang CC, Huang LJ, Chang CC, Liang JF, Huang SS, Lee WS, Lu DY, Chuang CL, Yang LY, Huang HC, Shulruf B, Chen CH, Kao SY. Sustained effects of faculty leadership development modules for clinical instructors of core competences education in Taiwan: a four-year explanatory case study. BMC MEDICAL EDUCATION 2020; 20:155. [PMID: 32414406 PMCID: PMC7226719 DOI: 10.1186/s12909-020-02065-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Accepted: 05/04/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The Accreditation Council for Graduate Medical Education (ACGME) core competencies (CC) in general medicine-based primary care are essential for junior medical trainees. In this country, a regular faculty development (FD) program aimed at training faculty in instructing (teaching and assessing) these CC had operated. However, leadership was not emphasized. In a new intervention module, the roles and associated responsibilities of clinical instructors to conduct, design, and lead CC-based education were emphasis. AIMS This follow-up explanatory case study compares the effectiveness of intervention module with that of the previous regular module. METHODS The regular group (n = 28) comprised clinical instructors who participated in the FD module during the 2013-2014 year while the intervention group (n = 28) was composed of 2015-2016 participants. Prior to the formal (hands-on) training, participants in the intervention group were asked to study the online materials of the regular module. These participants then received a 30-h hands-on training in conducting, designing, and leading skills. Finally, they prepared a 10-h reflective end-of-module presentation of their real-world practices. RESULTS Following the training, a higher degree improvement in participants self-reported familiarity with CC education, self-confidence in their ability to deliver CC education and sustained involve CC education were noted among the intervention FD group, compared with the regular FD group. In the intervention group, senior academicians (associate and full professor) are more substantially involved in designing and leading CC-based courses than junior academicians (lecturers and assistant professors). Among non-teaching award winners of in the intervention FD group, the follow-up degree of sustained involvement in delivering, designing and leading CC-based courses was significantly higher than that of the regular group. CONCLUSIONS Our study demonstrated that leadership training in the intervention FD modules substantially motivated clinical instructors to become leaders in CC education.
Collapse
Affiliation(s)
- Fa-Yauh Lee
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
- National Yang-Ming University, Taipei, Taiwan
| | - Ying-Ying Yang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan.
- Division of Clinical Skills Training Center, Taipei Veteran General Hospital , Taipei, Taiwan.
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan.
- Department of Medicine, Taipei Veteran General Hospital , Taipei, Taiwan.
| | - Chia-Chang Huang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Division of Clinical Skills Training Center, Taipei Veteran General Hospital , Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Ling-Ju Huang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Ching-Chih Chang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Jen-Feng Liang
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
- Department of Medical Education, Taipei Veteran General Hospital , Taipei, Taiwan
| | - Shiau-Shian Huang
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
- Bali Psychiatric Center, Ministry of Health and Welfare, Bali, Taiwan
| | - Wei-Shin Lee
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Dai-Yin Lu
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Chiao-Lin Chuang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Ling-Yu Yang
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
- Department of Medical Education, Taipei Veteran General Hospital , Taipei, Taiwan
| | - Hui-Chun Huang
- Division of General Medicine, Taipei Veteran General Hospital, Taipei, Taiwan
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
| | - Boaz Shulruf
- New South Wales Sydney University, Sydney, Australia
| | - Chen-Huan Chen
- Faculty of medicine, School of Medicine, National Yang-Ming University, Taipei, Taiwan
- Department of Medical Education, Taipei Veteran General Hospital , Taipei, Taiwan
| | - Shou-Yen Kao
- Department of Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
- National Yang-Ming University, Taipei, Taiwan
- Department of Medical Education, Taipei Veteran General Hospital , Taipei, Taiwan
| |
Collapse
|
202
|
O'Brien BC, Battista A. Situated learning theory in health professions education research: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:483-509. [PMID: 31230163 DOI: 10.1007/s10459-019-09900-w] [Citation(s) in RCA: 54] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2018] [Accepted: 06/20/2019] [Indexed: 05/18/2023]
Abstract
At a time when cognitive and behavioral theories dominated the landscape of learning theories, Lave and Wenger's situated learning theory (SLT) opened new territory by illuminating social and cultural learning processes. Many researchers and educators in the health professions embraced this theory, but few have considered how SLT has been used and what has been learned or improved through its use in health professions education (HPE). In this scoping review, the authors examine these questions and consider opportunities for future work with SLT in HPE. The authors followed Levac's modified scoping review framework. They conducted a search of CINAHL, ERIC, PubMed, Scopus, and Web of Science for articles referencing SLT or related concepts in HPE between 2006 and 2016. Two reviewers screened all titles and abstracts, then screened full text for inclusion based on substantive treatment of SLT. Two authors extracted, analyzed and synthesized data from the final set of 193 articles. The authors identified two patterns of theory use. One sought an understanding of social learning processes in a specific context. The other aimed to design and/or evaluate interventions associated with communities of practice. These patterns are similar to other literatures (e.g., general education, healthcare, and organizational development) and, according to Lave and Wenger, may reflect confusion about the purpose, stance, and terminology of SLT. The authors discuss their findings in relation to primary source literature and consider opportunities for HPE researchers to employ and contribute to SLT going forward.
Collapse
Affiliation(s)
- Bridget C O'Brien
- Department of Medicine, Center for Faculty Educators, University of California, San Francisco, 533 Parnassus Avenue, Suite U-80, Box 0710, San Francisco, CA, 94143, USA.
| | - Alexis Battista
- Graduate Programs in Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD, 20814-4712, USA
| |
Collapse
|
203
|
Kaneko K. The importance of clinical teacher development in cultivating excellent pediatric residency programs. Pediatr Int 2020; 62:520. [PMID: 32463577 DOI: 10.1111/ped.14198] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/06/2020] [Accepted: 02/12/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Kazunari Kaneko
- Department of Pediatrics, Kansai Medical University, Osaka, Japan
| |
Collapse
|
204
|
Expanding Faculty Development of Teaching Skills: A National Needs Assessment of Pediatric Critical Care Medicine Faculty. Pediatr Crit Care Med 2020; 21:486-493. [PMID: 32150125 DOI: 10.1097/pcc.0000000000002265] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES High-quality clinical teaching is an essential element in preparing trainees to become independently competent clinicians. In order to better understand the context-specific faculty development needs of teaching faculty in a specific community, we sought to determine the self-reported teaching skill deficits of pediatric critical care medicine faculty and their preferences and motivations regarding faculty development to enhance their teaching. DESIGN Modified Delphi technique was used to create an online survey in which respondents rated their need for education on a variety of teaching skills, their preferred learning modalities, and factors that motivate their participation in faculty development. SETTING Pediatric Critical Care Medicine divisions at the 64 sites in the United States with fellowship programs. SUBJECTS Five-hundred forty-five Pediatric Critical Care Medicine faculty who teach fellows and other trainees. INTERVENTIONS None. MEASUREMENTS AND MAIN RESULTS Response rate was 40%. Respondents reported a median of 8.5 years (interquartile range, 4-16 yr) as teaching faculty. The median age of faculty was 44.6 years (interquartile range, 38-50 yr). Only 20% of respondents indicated that improving their teaching was a low priority. Thirty-six percent of respondents had not participated in any formal teaching skill development as faculty. The most frequently cited factors motivating engagement in faculty development were education being included as part of regularly attended conferences, resources readily available when needed, and participation promoted by a supervisor. Preferred learning modalities included a brief discussion with a colleague, a 10-minute video, and a regular conference series. CONCLUSIONS Pediatric Critical Care Medicine faculty reported they experience challenges in teaching and would benefit from faculty development training aimed at improving their knowledge and skills about being an educator. Preferred learning methods and motivating factors highlight the importance of efficiency in content delivery and endorsement by faculty supervisors. Consideration of these needs and preferences may be useful in creating context-focused, community of practice-based faculty development programs.
Collapse
|
205
|
Konishi E, Saiki T, Kamiyama H, Nishiya K, Tsunekawa K, Imafuku R, Fujisaki K, Suzuki Y. Improved cognitive apprenticeship clinical teaching after a faculty development program. Pediatr Int 2020; 62:542-548. [PMID: 31834972 DOI: 10.1111/ped.14095] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Revised: 11/15/2019] [Accepted: 12/10/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND While it is well known that the cognitive apprenticeship is an effective workplace-based teaching approach for clinical teachers, the effects of faculty development (FD) have not been analyzed from that perspective. The purpose of this study was to investigate self-assessment by clinical teachers of their educational perceptions and behaviors after a FD program using the cognitive apprenticeship model. METHODS Board-certified pediatricians who participated in a 3-day FD program on practical clinical teaching were asked to complete questionnaires. Fifty participants completed two questionnaires prior to and 3 and 6 months after the FD program: the first was on the participants' general perceptions and behaviors in relation to their own clinical education and the second was a self-assessment using the Maastricht Clinical Teaching Questionnaire (MCTQ) that was developed based on the cognitive apprenticeship model. RESULTS The general survey demonstrated that 78% of the participants experienced positive changes in their educational perceptions 6 months after FD. Self-assessment using the MCTQ showed that the scores in the categories of "articulation," "exploration," and "safe learning environment" remained significantly improved 6 months after the FD program. CONCLUSIONS The participants' self-perceived improvement in behaviors was sustainable for 6 months after participation the FD program. The results of the MCTQ show that through their experiences in the FD program, the participants seemingly transformed their clinical teaching to become interactive facilitators, encouraging self-directed learning. Our results also suggest that the MCTQ can be used for self-assessment of clinical teachers and to enhance the effectiveness of the FD program.
Collapse
Affiliation(s)
- Eri Konishi
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan.,Department of Pediatrics, Matsue Red Cross Hospital, Matsue, Japan.,Committee of Education, Japan Pediatric Society, Tokyo, Japan
| | - Takuya Saiki
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan
| | - Hiroshi Kamiyama
- Committee of Education, Japan Pediatric Society, Tokyo, Japan.,Department of Pediatrics and Child Health, Nihon University School of Medicine, Tokyo, Japan
| | - Katsumi Nishiya
- Committee of Education, Japan Pediatric Society, Tokyo, Japan.,Center for Medical Education, Kansai Medical University, Osaka, Japan
| | - Koji Tsunekawa
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan
| | - Rintaro Imafuku
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan
| | - Kazuhiko Fujisaki
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan
| | - Yasuyuki Suzuki
- Medical Education Development Center, Gifu University Graduate School of Medicine, Gifu, Japan.,Committee of Education, Japan Pediatric Society, Tokyo, Japan
| |
Collapse
|
206
|
Carlson K. Peer Coaching as a Faculty Development Tool: A Mixed Methods Evaluation. J Grad Med Educ 2020; 12:168-175. [PMID: 32322350 PMCID: PMC7161339 DOI: 10.4300/jgme-d-19-00250.1] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/10/2019] [Revised: 09/10/2019] [Accepted: 12/30/2019] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND In the era of competency-based assessment, medical education faculty are frequently challenged to develop unique teaching approaches. One method to address faculty development needs in a real-time clinical learning environment is peer coaching. OBJECTIVE We implemented and evaluated a faculty development program involving peer observation and feedback for attending physicians. METHODS Hospital internal medicine faculty assigned to a teaching service were recruited for the study. Participants voluntarily agreed to observe and be observed by a peer attending physician during a 2-week block of teaching rounds. When serving in the coaching role, faculty were asked to observe 4 separate occasions using an observation tool based on the Stanford Faculty Development Program framework to guide feedback. An outside consultant facilitated a focus group and completed a qualitative content analysis to categorize all participants' experiences during the faculty development activity. RESULTS Of the 22 eligible faculty, 14 (64%) agreed to participate by committing to 6 to 8 hours observing another faculty member during rounds, 2 feedback sessions, and 90 minutes to provide program feedback during a focus group. The analysis of the focus group revealed favorable reactions to the faculty development program, including (1) observed attending awareness of unrecognized habits; (2) personalized teaching tips for the observed attending to improve teaching quality based on individual style/preferences; and (3) exposure to new teaching techniques. CONCLUSIONS An inpatient-based peer-coaching faculty development program was acceptable and feasible for a majority of faculty and may improve individual teaching effectiveness among conventionally trained physicians.
Collapse
|
207
|
Mohammadi E, Mirzazadeh A, Sohrabpour AA, Shahsavari H, Yaseri M, Mortaz Hejri S. Enhancement of role modelling in clinical educators: A randomized controlled trial. MEDICAL TEACHER 2020; 42:436-443. [PMID: 31769342 DOI: 10.1080/0142159x.2019.1691720] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Introduction: Role models have an important impact on the professional behavior of medical students. Previous investigations help us understand how to improve role modelling. However, studies aiming at enhancing role modelling among clinical educators are very limited and generally lack comprehensive evaluations of the designed programs. We intended to gather robust evidence on the effectiveness of a longitudinal program for enhancing role modelling.Methods: Clinical educators were divided into intervention and control groups. The longitudinal program, developed based on the exposure phase of the 'Positive Doctor Role Modelling' framework, was delivered during three months of onsite and online sessions. The effectiveness of the program was assessed in three levels of reaction, learning, and behavior.Results: In the intervention group (N = 18), the mean score of satisfaction was 4.7 (SD = 0.5), and the learning (awareness about role modelling) improved significantly after the program (3.33-4.34), comparing to the control group (3.53-3.63). There was no significant difference in terms of behavior improvement between the two groups, before and after the program.Conclusions: Our findings indicate that our longitudinal faculty development program on role modelling was highly appreciated by clinical educators, and improved their awareness and deliberate role modelling.
Collapse
Affiliation(s)
- Elaheh Mohammadi
- Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
- Department of Internal Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Ali Sohrabpour
- Liver and Pancreatobiliary Diseases Research Center, Digestive Disease Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Hooman Shahsavari
- Medical-Surgical Department, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Mehdi Yaseri
- Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Sara Mortaz Hejri
- Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran
- Institute of Health Science Education, McGill University, Montreal, Canada
| |
Collapse
|
208
|
Abstract
Introduction: Faculty development has played a significant role in health professions education over the last 40 years. The goal of this perspective is to present a portrait of faculty development in Medical Teacher since its inception and to highlight emerging trends moving forward.Method: All issues of Medical Teacher were reviewed, using the search terms faculty development, staff development, professional development, or in-service training for faculty. The search yielded 286 results of which 145 focused specifically on faculty development initiatives, reviews, or frameworks.Findings: This review demonstrated a significant growth in publications related to faculty development in Medical Teacher over the last 40 years, with a primary focus on teaching improvement and traditional approaches to faculty development, including workshops, short courses and other structured, group activities. The international nature of faculty development was also highlighted.Recommendations: Moving forward, it is suggested that we: broaden the scope of faculty development from teaching to academic development; expand our approaches to faculty development, to include peer coaching, workplace learning and communities of practice; utilize a competency-based framework to guide the development of faculty development curricula; support teachers' professional identities through faculty development; focus on organizational development and change; and rigorously promote research and scholarship in faculty development.
Collapse
Affiliation(s)
- Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada
| |
Collapse
|
209
|
Abstract
STATEMENT Formal training for educators who use simulation-based education (SBE) is required by standards of best practice, simulation guidelines, regulatory, and accrediting bodies. Training efforts to establish educator competency for SBE are being offered. However, a systematic review of this body of literature has yet to be conducted. The purpose of this integrative review was to appraise formal training efforts of educators who use SBE. The aims were to summarize the training topics, describe the structure of training programs, and explore evaluation methods of educators. The New World Kirkpatrick Model guided the review. A PRISMA search approach yielded 2007 citations of which 38 met inclusion criteria. Analysis supports a formalized training process that uses a combination of didactic material, time for repetitive practice, and ongoing feedback with longitudinal and scaffolded delivery approaches. An identified gap in the literature is threshold levels for determining competency of educators. Recommendations for planning simulation training programs are provided.
Collapse
|
210
|
Husmann PR, O'Loughlin VD, Brokaw JJ. Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis. ANATOMICAL SCIENCES EDUCATION 2020; 13:192-205. [PMID: 30716213 DOI: 10.1002/ase.1867] [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: 10/18/2018] [Revised: 01/29/2019] [Accepted: 01/30/2019] [Indexed: 06/09/2023]
Abstract
The inaugural Anatomy Education Research Institute (AERI 2017) was held in Bloomington, Indiana in July of 2017. This workshop style conference paired experienced educational researchers (invited speakers) with individuals interested in learning more about the field (accepted applicants). In 2017, AERI was held over a five-day period and entailed plenary style presentations, break-out sessions, and specific times for small group mentorship. All participants (applicants and invited speakers) completed a pre-conference survey at the beginning of the institute and a post-conference survey at the end of the institute. Both surveys included categorical and Likert scale questions as well as open-ended questions for participant feedback. Quantitative and qualitative analyses indicate that both applicants and speakers increased their knowledge of anatomy education research, but that additional obstacles remain. Funding, time, and a lack of respect for the field remain problematic for faculty that wish to complete educational research. Mentorship and a community of practice also emerged as major themes necessary for educational research to be successful.
Collapse
Affiliation(s)
- Polly R Husmann
- Medical Sciences Program, Indiana University, Bloomington, Indiana
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - Valerie D O'Loughlin
- Medical Sciences Program, Indiana University, Bloomington, Indiana
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - James J Brokaw
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| |
Collapse
|
211
|
Belovich AN, Bahner I, Bonaminio G, Brenneman A, Brooks WS, Chin C, El-Sawi N, Gilliland K, Gonzalez R, Haudek SB, Haight M, Inscoe D, Jones L, McAuley RJ, Mortensen L, Rowe R, Slivkoff MD, Vari RC, Yoon M. Re-imagining Faculty Development in Health Professions Education. MEDICAL SCIENCE EDUCATOR 2020; 30:591-593. [PMID: 34457707 PMCID: PMC8368612 DOI: 10.1007/s40670-019-00899-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
| | - Ingrid Bahner
- Morsani College of Medicine, University of South Florida, Tampa, FL USA
| | | | | | - William S. Brooks
- University of Alabama at Birmingham School of Medicine, Birmingham, AL USA
| | - Cassie Chin
- International Association of Medical Science Educators, Huntington, WV USA
| | - Nehad El-Sawi
- California Northstate University College of Medicine, Elk Grove, CA USA
| | | | | | | | | | - Danielle Inscoe
- International Association of Medical Science Educators, Huntington, WV USA
| | | | - Robert J. McAuley
- Oakland University Beaumont School of Medicine, Auburn Hills, MI USA
| | | | - Rebecca Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
| | | | | | | |
Collapse
|
212
|
Nuebel E, Nowinski SM, Hemmis CW, Lindsley JE. A Curriculum Design and Teaching Experience Created by and for Bioscience Postdoctoral Fellows in a Medical School. MEDICAL SCIENCE EDUCATOR 2020; 30:97-101. [PMID: 34457645 PMCID: PMC8368140 DOI: 10.1007/s40670-019-00889-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Many medical school postdoctoral fellows (postdocs) lack training in curriculum design and student-centered instruction. A team of bioscience postdocs and a medical school curriculum assistant dean co-created an experience to fill this gap. Kern's and Kirkpatrick's frameworks were used for the design and evaluation, respectively, of both the postdoc experience and the undergraduate course they developed. Postdocs taught the course using student-centered methods, especially team-based learning and Just-in-Time Teaching. Following a successful pilot phase, this low resource postdoc experience and undergraduate course are regularly offered. Participating postdocs develop the knowledge, skills, and attitudes to effectively participate in medical school education.
Collapse
Affiliation(s)
- Esther Nuebel
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
- Howard Hughes Medical Institute, 4000 Jones Bridge Rd, Chevy Chase, MD 20815 USA
| | - Sara M Nowinski
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
| | - Casey W Hemmis
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
| | - Janet E Lindsley
- Department of Biochemistry, University of Utah School of Medicine, Salt Lake City, UT 84112 USA
| |
Collapse
|
213
|
El-Sawi NI, Mutcheson RB, Bonaminio GA. Utilization and Perceived Effectiveness of a Web-Based Faculty Development Seminar for International Medical Science Educators. MEDICAL SCIENCE EDUCATOR 2020; 30:147-153. [PMID: 34457653 PMCID: PMC8368905 DOI: 10.1007/s40670-019-00824-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The goal of this study was to examine the utilization and perceived effectiveness of the International Association of Medical Science Educators (IAMSE) Webcast Audio Seminar Series (WAS) by participants at the individual and institutional levels. The Webcast Audio Seminar Series User Survey (WASUS) included multiple quantitative and qualitative measures of user perceptions of their experiences and overall quality. Data was collected using a 42-item survey that examined user identification, utilization, and perceived effectiveness of the IAMSE WAS as a faculty development tool. Quantitative measures were summarized using descriptive statistics, including frequencies, means, and standard deviations. Qualitative data was investigated using an iterative, inductive thematic coding method. Qualitative themes were summarized and applied to quantitative trends as explanatory mechanisms with the intent to provide a more nuanced narrative of the data. The survey was sent to all 2012-2017 WAS participants which provided a cross-sectional snapshot of WAS user perceptions over a substantial period of time. Fifty-two participants responded. Survey participants were asked to rate WAS sessions on twelve different quality components. Quality ratings were explored by user subscription types and user experiences with other web-based conferences. Users rated the WAS program very highly on all components from 2012 to 2017. The high level of perceived quality by users is likely an important reason why WAS participation has continued to grow since its implementation. Since the quality ratings were consistently high over a 5-year period in which the number of users also grew and organizers continue to add new interactive features for users, it is expected that this growth is sustainable.
Collapse
Affiliation(s)
- Nehad I. El-Sawi
- Des Moines University Medicine & Health Sciences, 3200 Grand Avenue, Des Moines, IA 50312 USA
| | - R. Brock Mutcheson
- Virginia Tech Carilion School of Medicine, 2 Riverside Circle, Roanoke, VA 24016 USA
| | - Giulia A. Bonaminio
- University of Kansas School of Medicine, 3901 Rainbow Boulevard, Kansas City, KS 66160 USA
| |
Collapse
|
214
|
Tekian A, Harden RM, Cook DA, Steinert Y, Hunt D, Norcini J. Managing the tension: From innovation to application in health professions education. MEDICAL TEACHER 2020; 42:333-339. [PMID: 31726877 DOI: 10.1080/0142159x.2019.1687871] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Innovations in education are essential for solving problems and introducing new ways of thinking. However, implementation of these innovations must take several factors into consideration, including the context, the environment, the stakeholders, the technology needed, the cost, the pace of implementation, appropriateness, and available resources. When these factors are not balanced and considered, tensions arise. This paper describes tensions in five major educational domains, namely curriculum, instruction, assessment, accreditation/regulation, and faculty development. For each of these domains, the typical problems are described, and solutions are presented to manage the tension.
Collapse
Affiliation(s)
- Ara Tekian
- Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, IL, USA
| | - Ronald M Harden
- Association for Medical Education in Europe (AMEE), Dundee, Scotland
| | - David A Cook
- Mayo Clinic College of Medicine, Rochester, MN, USA
| | - Yvonne Steinert
- Institute of Health Sciences Education, McGill University, Montreal, Canada
| | - Daniel Hunt
- Liaison Committee Medical Education, Association of American Medical Colleges, Washington, DC, USA
| | - John Norcini
- Foundation for Advancement of International Medical Education and Research, Philadelphia, PA, USA
| |
Collapse
|
215
|
Bentley S, Stapleton SN, Moschella PC, Ray JM, Zucker SM, Hernandez J, Rosenman ED, Wong AH. Barriers and Solutions to Advancing Emergency Medicine Simulation-based Research: A Call to Action. AEM EDUCATION AND TRAINING 2020; 4:S130-S139. [PMID: 32072117 PMCID: PMC7011408 DOI: 10.1002/aet2.10406] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 10/04/2019] [Accepted: 10/24/2019] [Indexed: 05/08/2023]
Abstract
Simulation technology has successfully improved patient safety and care quality through training and assessment of individuals, teams, and health care systems. Emergency medicine (EM) continues to be a leader and pioneer of simulation, including administration of simulation-based fellowships and training programs. However, EM simulation-based research has been limited by low rates of publication and poor methodologic rigor. The Society for Academic Emergency Medicine (SAEM) Simulation Academy is leading efforts to improve the quality of scholarship generated by the EM simulation community and to foster successful research careers for future generations of EM simulationists. Through a needs assessment survey of our membership and a year-long consensus-based approach, we identified two main clusters of barriers to simulation-based research: lack of protected time and dedicated resources and limited training and mentorship. As a result, we generated four position statements with implications for education, training, and research in EM simulation and as a call to action for the academic EM community. Recommendations include expansion of funding opportunities for simulation-based research, creation of multi-institutional simulation collaboratives, and development of mentorship and training pathways that promote rigor in design and methodology within EM simulation scholarship.
Collapse
Affiliation(s)
- Suzanne Bentley
- Departments of Emergency Medicine and Medical EducationIcahn School of Medicine at Mount SinaiNew YorkNY
- NYC Health + Hospital/ElmhurstElmhurstNY
| | | | | | - Jessica M. Ray
- Department of Emergency MedicineYale School of MedicineNew HavenCT
| | | | - Jessica Hernandez
- Department of Emergency MedicineUniversity of Texas Southwestern Medical CenterDallasTX
| | - Elizabeth D. Rosenman
- Department of Emergency MedicineUniversity of Washington School of MedicineSeattleWA
| | - Ambrose H. Wong
- Department of Emergency MedicineYale School of MedicineNew HavenCT
| |
Collapse
|
216
|
Sheu L, Hauer KE, Schreiner K, van Schaik SM, Chang A, O'Brien BC. "A Friendly Place to Grow as an Educator": A Qualitative Study of Community and Relationships Among Medical Student Coaches. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:293-300. [PMID: 31348059 DOI: 10.1097/acm.0000000000002900] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE The rise of coaching programs in medical education sparks questions about ways to support physician coaches in learning new educational practices specific to coaching. How coaches learn from one another is of particular interest considering the potential value of social learning. Using communities of practice as a conceptual framework, the authors examine the sense of community and relationships among coaches in a new medical student coaching program, the value of this community, and the facilitators and barriers influencing community development. METHOD In this qualitative study, investigators conducted 34 interviews with physician coaches at 1 institution over 2 years (2017-2018) and observed 36 coach meetings. Investigators analyzed interview transcripts using thematic analysis and used observation field notes for context and refinement of themes. RESULTS Coaches described a sense of community based on regular interactions; shared commitment to medical education; and new roles with similar experiences, joys, and challenges. They valued the sense of camaraderie and support, learning from one another, and opportunities for professional growth that strengthened their identities as educators and enhanced job satisfaction. Facilitators of community included regular meetings, leadership and administrative support, and informal opportunities to interact outside of meetings. Barriers included time constraints and geographic challenges for coaches at off-site locations. CONCLUSIONS The sense of community among coaches was a valued and beneficial part of their coaching experience. Coaches' interactions and relationships promoted skill acquisition, knowledge transfer, professional development, and career satisfaction. Thus, incorporating support for social learning in coaching programs promotes coach faculty development.
Collapse
Affiliation(s)
- Leslie Sheu
- L. Sheu is assistant professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K.E. Hauer is associate dean for assessment and professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K. Schreiner is a medical student, George Washington University School of Medicine, Washington, DC. S.M. van Schaik is Baum Presidential Chair of Experiential Learning and professor of pediatrics, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California. A. Chang is professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. B.C. O'Brien is associate professor of medicine, Department of Medicine, and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California
| | | | | | | | | | | |
Collapse
|
217
|
de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. MEDICAL TEACHER 2020; 42:143-149. [PMID: 30707855 DOI: 10.1080/0142159x.2018.1552782] [Citation(s) in RCA: 64] [Impact Index Per Article: 16.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Teaching and learning practices often fail to incorporate new concepts in the ever-evolving field of medical education. Although medical education research provides new insights into curricular development, learners' engagement, assessment methods, professional development, interprofessional education, and so forth, faculty members often struggle to modernize their teaching practices. Communities of practice (CoP) for faculty development offer an effective and sustainable approach for knowledge management and implementation of best practices. A successful CoP creates and shares knowledge in the context of a specific practice toward the development of expertise. CoPs' collaborative nature, based on the co-creation of practical solutions to daily problems, aligns well with the goals of applying best practices in health professions education and training new faculty members. In our article, we share 12 tips for implementing a community of practice for faculty development. The tips were based on a comprehensive literature review and the authors' experiences.
Collapse
Affiliation(s)
- Marco Antonio de Carvalho-Filho
- Emergency Medicine Department School of Medical Sciences, University of Campinas, São Paulo, Brazil
- Faculty Development Task Group - Center for Education Development and Research in Health Professions, University Medical Center Groningen, Groningen, The Netherlands
| | - René A Tio
- Department of Cardiology, Catharina Hospital, Eindhoven, the Netherlands
- Department of Educational Development and Research in the Faculty of Health Medicine and Life Sciences, Maastricht University, The Netherlands
| | - Yvonne Steinert
- Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Canada
| |
Collapse
|
218
|
Gottlieb M, Chan TM, Clarke SO, Ilgen JS, Jordan J, Moschella P, Santen SA, Yarris LM, Coates WC. Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What's Next? AEM EDUCATION AND TRAINING 2020; 4:S57-S66. [PMID: 32072108 PMCID: PMC7011414 DOI: 10.1002/aet2.10404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2019] [Revised: 10/14/2019] [Accepted: 10/24/2019] [Indexed: 05/03/2023]
Abstract
In 2012, the Society for Academic Emergency Medicine convened a consensus conference on the state of medical education research with goals of defining and advancing a future research agenda. Since that time, emergency medicine (EM) education research has grown significantly. A task force of EM education experts was assembled and sought to understand the current state of EM education research and future directions. Among the advances are increases in medical education fellowships, advanced degree and certification programs, faculty development programs, publication venues, and funding. These findings are discussed in light of the prior objectives from the 2012 consensus conference, and recommendations for future directions are provided.
Collapse
Affiliation(s)
- Michael Gottlieb
- Department of Emergency MedicineRush University Medical CenterChicagoIL
| | - Teresa M. Chan
- Division of Emergency MedicineDepartment of MedicineMcMaster UniversityHamiltonOntarioCanada
| | - Samuel O. Clarke
- Department of Emergency MedicineUniversity of California–DavisSacramentoCA
| | | | - Jaime Jordan
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCA
| | | | - Sally A. Santen
- Department of Emergency MedicineVirginia Commonwealth University School of MedicineRichmondVA
| | - Lalena M. Yarris
- Department of Emergency MedicineOregon Health & Science UniversityPortlandOR
| | - Wendy C. Coates
- Department of Emergency MedicineRonald Reagan UCLA Medical CenterLos AngelesCA
| |
Collapse
|
219
|
Developing a preliminary questionnaire for the faculty development programme needs of medical teachers using Delphi technique. J Taibah Univ Med Sci 2020; 14:495-501. [PMID: 31908636 PMCID: PMC6940618 DOI: 10.1016/j.jtumed.2019.09.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2019] [Revised: 09/21/2019] [Accepted: 09/27/2019] [Indexed: 12/14/2022] Open
Abstract
Objective The study aimed to develop a preliminary medical teachers' faculty development programme (FDP) needs questionnaire through two rounds of Delphi technique. Methods This study utilised the Delphi study between April to June 2019. Face-to-face interviews and a literature review were conducted to propose a set of domains and items for the FDP needs of medical teachers. Two rounds of the Delphi technique were incorporated to obtain a consensus for the proposed questionnaire by 10 expert panels from their respective fields. The consensus was pre-defined as a mean score of four or above and with a percent agreement of 75%. Results Initially, four domains and 26 items were proposed. Finally, a total of six domains and 38 items were endorsed by the expert panels. The selected domains included six competencies, including teaching, assessment, research, curriculum, publication, and public service. These domains consisted of seven, nine, six, seven, four, and five items, respectively. Conclusion This study developed the first preliminary FDPs needs questionnaire specifically designed for medical teachers. It would be an effective instrument to measure the needs of the FDPs in medical education.
Collapse
|
220
|
Ambarsarie R, Mustika R, Soemantri D. Formulating a Need-Based Faculty Development Model for Medical Schools in Indonesia. Malays J Med Sci 2020; 26:90-100. [PMID: 31908590 PMCID: PMC6939731 DOI: 10.21315/mjms2019.26.6.9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Accepted: 11/11/2019] [Indexed: 02/08/2023] Open
Abstract
Background The focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members’ needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia. Methods This is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia. Results Based on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation. Conclusion A comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.
Collapse
Affiliation(s)
- Riry Ambarsarie
- Department of Medical Education, Faculty of Medicine, University of Bengkulu, Kandang Limun, Bengkulu, Indonesia
| | - Rita Mustika
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| |
Collapse
|
221
|
Bell AE, Meyer HS, Maggio LA. Getting Better Together: A Website Review of Peer Coaching Initiatives for Medical Educators. TEACHING AND LEARNING IN MEDICINE 2020; 32:53-60. [PMID: 31169037 DOI: 10.1080/10401334.2019.1614448] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Phenomenon: Peer coaching is a form of faculty development in which medical educators collegially work together to improve their teaching. Benefits include use of evidence-based teaching practices, promotion of collegial discussions, and reflection within the workplace teaching context. Some faculty developers have expertise in designing and offering peer coaching initiatives for medical educators. However, because of a paucity of reporting on these initiatives in the literature, this specialized knowledge is not readily accessible to the health professions education community. This gap hinders practice advancement and creates barriers for new initiative implementation. Approach: The authors conducted a website review to identify, examine, and conceptually map characteristics of peer coaching initiatives at Association of American Medical Colleges-accredited medical schools. Forty-five initiatives were included that maintained publicly accessible websites, performed direct observation of teaching with feedback, and had a stated purpose of improving teaching. Data collection included details related to initiative purpose, structure, participation, observation of teaching, feedback, and support of learning. Findings: Most initiatives were voluntary and provided formative feedback with the sole purpose of improving teaching. Nearly all used a three-phase process with a preobservation meeting for goal setting, direct observation of teaching, and a postobservation meeting with feedback. Many initiatives required peer coach training and expertise. Reflection, collaboration, confidentiality, and use of an observation instrument were frequently mentioned. Insights: This website review provides faculty developers with a knowledge synthesis of how present-day peer coaching initiatives are structured and enacted-laying a foundation to collaborate, build best practices, and identify areas for future research. These findings enable faculty developers to learn from and build upon others' examples. Future research should explore whether there is an ideal coaching model and location for peer coaching within the higher level organization. In addition, researchers should seek to build consensus on initiative characteristics that enhance participation and foster teaching effectiveness.
Collapse
Affiliation(s)
- Adriane E Bell
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| | - Holly S Meyer
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| | - Lauren A Maggio
- Department of Medicine, Division of Health Professions Education, Uniformed Services University of Health Sciences, Bethesda, Maryland, USA
| |
Collapse
|
222
|
Clement T, Howard D, Lyon E, Silverman J, Molloy E. Video-triggered professional learning for general practice trainers: using the ‘cauldron of practice’ to explore teaching and learning. EDUCATION FOR PRIMARY CARE 2019; 31:112-118. [DOI: 10.1080/14739879.2019.1703560] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Tim Clement
- Murray City Country Coast GP Training, Warrnambool, Australia
- Faculty of Health, School of Medicine, Deakin University, Geelong, Australia
| | - Duncan Howard
- Murray City Country Coast GP Training, Warrnambool, Australia
| | - Eldon Lyon
- Murray City Country Coast GP Training, Warrnambool, Australia
- Faculty of Health, School of Medicine, Deakin University, Geelong, Australia
| | - Jonathan Silverman
- Faculty of Health, School of Medicine, Deakin University, Geelong, Australia
| | - Elizabeth Molloy
- Department of Medical Education, University of Melbourne, Melbourne, Australia
| |
Collapse
|
223
|
Tenzin K, Dorji T, Choeda T, Pongpirul K. Impact of faculty development programme on self-efficacy, competency and attitude towards medical education in Bhutan: a mixed-methods study. BMC MEDICAL EDUCATION 2019; 19:468. [PMID: 31864374 PMCID: PMC6925861 DOI: 10.1186/s12909-019-1904-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2019] [Accepted: 12/09/2019] [Indexed: 06/04/2023]
Abstract
BACKGROUND Soon after Bhutan's first medical university was established in 2012, Faculty Development Programmes (FDPs) were adopted for efficient delivery of postgraduate medical curriculum. Medical education was an additional responsibility for the clinicians who already had multi-dimensional roles in the healthcare system where there is acute shortage of healthcare professionals. We studied the impact of FDPs on postgraduate medical education in Bhutan. METHODS This was a mixed-methods study with a quantitative (cohort study - quasi-experimental with 18 participants) and concurrent explanatory qualitative component (focused group discussion (FGD) with 11 teaching faculty members). The 18 participants were given a structured FDP designed by the University. The FGD assessed teacher self-efficacy and competency using standard tools before and after the FDP. Thematic analysis of the FGD explored the impact of FDPs in the delivery of postgraduate residency programmes. RESULTS There were significant increase in the teacher self-efficacy (31 vs 34, p = 0.009) and competency scores (56 vs 64, p = 0.011). There were significant improvements in self-efficacy in the domain of the teaching relevant subject contents and developing creative ways to cope with system constraints. In teaching-learning assessments, there was a significant appreciation of the effectiveness of lectures and tutorials and the use of essay questions. The FGD demonstrated the acceptance of FDPs and its importance in quality improvement of postgraduate medical education, professional development of teachers and improvement of their communication skills. The teachers have now migrated from the conventional methods of teaching to workplace-based teaching and assessment. The FDPs also resulted in review and revision of postgraduate medical curriculum soon after the first batch graduated in 2018. Lack of adequate support from relevant stakeholders and lack of a medical education centre in the University were seen as major challenges. CONCLUSIONS The FDPs have brought tangible professionalization of postgraduate medical education at an early stage of the medical university. There is a need for continued efforts to strengthen, sustain and consolidate the gains made thus far.
Collapse
Affiliation(s)
- Karma Tenzin
- Faculty of Postgraduate Medicine, Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | - Thinley Dorji
- Jigme Dorji Wangchuck National Referral Hospital, Thimphu, Bhutan
- Kidu Mobile Medical Unit, His Majesty’s People’s Project, Thimphu, Bhutan
| | - Tshering Choeda
- Faculty of Postgraduate Medicine, Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan
| | - Krit Pongpirul
- Department of Preventive and Social Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD USA
| |
Collapse
|
224
|
Jansen I, Silkens MEWM, Stalmeijer RE, Lombarts KMJMH. Team up! Linking teamwork effectiveness of clinical teaching teams to residents' experienced learning climate. MEDICAL TEACHER 2019; 41:1392-1398. [PMID: 31366271 DOI: 10.1080/0142159x.2019.1641591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Background: Supportive learning climates are key to ensure high-quality residency training. Clinical teachers, collaborating as teaching team, have an important role in maintaining such climates since they are responsible for residency training. Successful residency training is dependent on effective teamwork within teaching teams. Still, it remains unclear whether this team effort benefits residents' perceptions of the learning climate. We, therefore, investigated to what extent teamwork effectiveness within teaching teams is associated with (1) the overall learning climate, and (2) its affective, cognitive and instrumental facets?Methods: This study used a web-based platform to collect data in clinical departments in the Netherlands from January 2014 to May 2017. Teamwork effectiveness was measured with the TeamQ questionnaire, administered amongst clinical teachers. The learning climate was measured with the D-RECT, applied amongst residents. Associations were analyzed using multilevel models and multivariate general linear models.Results: Teamwork effectiveness was positively associated with the overall learning climate as well as with the affective and the instrumental facets of the learning climate. No significant associations were found with the cognitive facet.Conclusion: Effective teamwork within teaching teams benefits learning climates in postgraduate medical education. Therefore, departments aiming to improve their learning climate should target teamwork within teaching teams.
Collapse
Affiliation(s)
- Iris Jansen
- Professional Performance and Compassionate Care Research Group, Department of Medical Psychology, Amsterdam UMC/University of Amsterdam, Amsterdam, the Netherlands
| | - Milou E W M Silkens
- Professional Performance and Compassionate Care Research Group, Department of Medical Psychology, Amsterdam UMC/University of Amsterdam, Amsterdam, the Netherlands
| | - Renée E Stalmeijer
- Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Kiki M J M H Lombarts
- Professional Performance and Compassionate Care Research Group, Department of Medical Psychology, Amsterdam UMC/University of Amsterdam, Amsterdam, the Netherlands
| |
Collapse
|
225
|
Piza F, Kesselheim JC, Perzhinsky J, Drowos J, Gillis R, Moscovici K, Danciu TE, Kosowska A, Gooding H. Awareness and usage of evidence-based learning strategies among health professions students and faculty. MEDICAL TEACHER 2019; 41:1411-1418. [PMID: 31407930 DOI: 10.1080/0142159x.2019.1645950] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Introduction: Learning is essential and life-long for faculty and students. Often students and teachers use ineffective learning strategies and are not aware of evidence-based strategies.Methods: A multicenter, international, cross-sectional, online survey-based assessment of awareness of evidence-based learning strategies among health professions students (n = 679) and faculty (n = 205).Results: Students endorsed many study habits which violate evidence-based principles, including studying whatever is due soonest (389/679, 57%), failing to return to course material once a course has ended (465/679, 68%), and re-reading underlined or highlighted notes (298.679, 44%). While the majority of faculty surveyed (125/157, 80%) reported recommending effective study strategies for their students, most students (558/679, 82%) said they did not study the way they do because of instruction from faculty. The majority of faculty (142/156, 91%) and students (347/661, 53%) believe students have different learning styles.Discussion: The results of this study demonstrate health professions students continue to use many ineffective study strategies, and both students and faculty hold misconceptions about evidence-based learning. While planning a curriculum, medical educators should focus on teaching students how to learn and use higher order thinking procedures in addition to teaching content.
Collapse
Affiliation(s)
- Felipe Piza
- Critical Care Department, Hospital Israelita Albert Einstein, São Paulo, Brazil
- Harvard Medical School, Harvard University, Boston, MA, USA
| | - Jennifer Cohn Kesselheim
- Harvard Medical School, Harvard University, Boston, MA, USA
- Dana-Farber/Boston Children's Cancer and Blood Disorders Center, Harvard Medical School, Harvard University, Boston, MA, USA
| | | | - Joanna Drowos
- Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL, USA
| | - Roni Gillis
- Moshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel
| | - Khen Moscovici
- Moshe Prywes Center for Medical Education and Goldman School of Medicine, Faculty of Health Sciences, Ben-Gurion University of the Negev, Israel
| | | | - Agnieszka Kosowska
- School of Medicine in Katowice, Medical University of Silesia, Katowice, Poland
| | - Holly Gooding
- Harvard Medical School, Harvard University, Boston, MA, USA
- Division of Adolescent and Young Adult Medicine, Boston Children's Hospital, Boston, MA, USA
| |
Collapse
|
226
|
|
227
|
Muzyk A, Mullan P, Andolsek KM, Derouin A, Smothers ZPW, Sanders C, Holmer S. An Interprofessional Substance Use Disorder Course to Improve Students' Educational Outcomes and Patients' Treatment Decisions. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1792-1799. [PMID: 31246620 DOI: 10.1097/acm.0000000000002854] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
PURPOSE Substance use is a public health concern. Health professions organizations recommend improvements in substance use disorder (SUD) education. Mezirow's transformative learning theory was used as the educational framework to develop a course that would provide students with opportunities to improve their understanding of SUDs; to assess, challenge, and reflect on their attitudes toward patients with SUDs; to receive direct observation, assessment, and feedback on behavior change counseling; and to engage in interprofessional education. The study's purpose was to evaluate the impact of an interprofessional SUD course on students' educational outcomes and their attitudes toward interprofessionalism. METHOD Students from several health professions-medicine, pharmacy, physician assistant, nursing, and social work-attended a monthly interprofessional education SUD course starting in spring 2018. The course, taught by an interprofessional faculty, consisted of 4 interactive classes focused on empathy and recognizing personal bias; behavioral change counseling; and recognition, screening, and treatment of SUDs. Students attended a 12-step recovery meeting and had an optional opportunity to counsel a patient using behavioral change counseling. RESULTS Seventy-eight students completed the course. Students demonstrated significant improvements in their attitudes toward patients with SUDs and toward interprofessionalism, as measured by the Substance Abuse Attitude Survey and the Student Perceptions of Interprofessional Clinical Education survey. Nearly 70% of students counseled a patient with an SUD, and 93% of counseled patients agreed to follow-up care. CONCLUSIONS The course (1) enriched students' understanding, attitudes, and behaviors toward patients with SUDs and toward interprofessional collaboration and (2) positively influenced patients' treatment decisions.
Collapse
Affiliation(s)
- Andrew Muzyk
- A. Muzyk is associate professor, Department of Pharmacy Practices, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina, and associate professor of the practice of medical education, Duke University School of Medicine, Durham, North Carolina; ORCID: http://orcid.org/0000-0002-6904-2466. P. Mullan is professor, Learning Health Science Division of Professional Education, University of Michigan, Ann Arbor, Michigan. K.M. Andolsek is professor, Department of Community and Family Medicine, Duke University School of Medicine, Durham, North Carolina; ORCID: https://orcid.org/0000-0001-7994-3869. A. Derouin is professor, Accelerated Bachelor of Science in Nursing, Duke University School of Nursing, Durham, North Carolina. Z. Smothers is a student, Doctor of Medicine Program, Duke University School of Medicine, Durham, North Carolina. C. Sanders is adjunct professor, Accelerated Bachelor of Science in Nursing, Duke University School of Nursing, Durham, North Carolina. S. Holmer is assistant professor, Department of Psychiatry and Behavioral Science, Duke University School of Medicine, Durham, North Carolina
| | | | | | | | | | | | | |
Collapse
|
228
|
O'Sullivan PS. What Questions Guide Investing in Our Faculty? ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:S11-S13. [PMID: 31365404 DOI: 10.1097/acm.0000000000002910] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Affiliation(s)
- Patricia S O'Sullivan
- P.S. O'Sullivan is professor, Medicine and Surgery, University of California, San Francisco School of Medicine, San Francisco, California
| |
Collapse
|
229
|
Burgess A, Matar E, Neuen B, Fox GJ. A longitudinal faculty development program: supporting a culture of teaching. BMC MEDICAL EDUCATION 2019; 19:400. [PMID: 31676002 PMCID: PMC6824095 DOI: 10.1186/s12909-019-1832-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Accepted: 10/09/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Recent trends in faculty development demonstrate a shift from short term to long-term programs; formal to informal learning in the workplace; individual to group settings; and from individual support to institutional support. The purpose of this study was to develop and evaluate a one-year Clinical Teaching Fellowship (CTF) program designed to equip early career medical practitioners and basic scientists with necessary skills to facilitate Team-based learning (TBL). METHODS The CTF program provided formal training, a choice of informal professional development activities, and practical co-teaching opportunities in TBL. Of the 40 registrants, 31 (78%) completed the program. Data were collected via questionnaire and focus group. Data were analysed using descriptive statistics and framework analysis. RESULTS Participants considered the CTF program as relevant to their needs and useful to their career. Learning was enriched through the combination of training, practical teaching experience alongside senior clinical teachers, the multi-disciplinary context of training and co-teaching in TBLs; and the sense of community. Competing clinical responsibilities made it difficult to attend training and TBL teaching. CONCLUSIONS The CTF program provided a longitudinal faculty development framework promoting preparation, practice and development of teaching skills. Securing institutional support to invest in the growth and development of early career teachers is essential to sustained innovation and excellence in teaching.
Collapse
Affiliation(s)
- Annette Burgess
- University of Sydney School of Medicine - Education Office, Faculty of Medicine and Health, University of Sydney, Edward Ford Building A27, Sydney, NSW 2006 Australia
- Sydney Health Education Research Network (SHERN), Faculty of Medicine and Health, University of Sydney, Sydney, NSW 2006 Australia
| | - Elie Matar
- University of Sydney School of Medicine - Education Office, Faculty of Medicine and Health, University of Sydney, Edward Ford Building A27, Sydney, NSW 2006 Australia
- Brain and Mind Centre, Faculty of Medicine and Health, University of Sydney, Sydney, NSW 2006 Australia
| | - Brendon Neuen
- The Central Clinical School, University of Sydney School of Medicine, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006 Australia
- Renal and Metabolic Division, The George Institute for Global Health, UNSW Sydney, Newtown, NSW 2006 Australia
- The George Institute for Global Health, PO Box M201, Missenden Rd, Newtown, NSW 2050 Australia
| | - Greg J. Fox
- The Central Clinical School, University of Sydney School of Medicine, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW 2006 Australia
- Royal Prince Alfred Hospital, Camperdown, The University of Sydney, Rm 5216, Level 2 Medical Foundation Building K25, 92-94 Parramatta Road, Sydney, NSW 2006 Australia
| |
Collapse
|
230
|
Allen LM, Palermo C, Armstrong E, Hay M. Categorising the broad impacts of continuing professional development: a scoping review. MEDICAL EDUCATION 2019; 53:1087-1099. [PMID: 31396999 DOI: 10.1111/medu.13922] [Citation(s) in RCA: 51] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 04/30/2019] [Accepted: 05/22/2019] [Indexed: 05/15/2023]
Abstract
CONTEXT A number of systematic reviews have evaluated the impacts of continuing professional development (CPD). These reviews, due to their focused nature, may fail to capture the full range of impacts of CPD. This scoping review aims to explore the broader impacts of CPD with the intention of developing a categorisation of the types of impact of CPD. METHODS The authors searched MEDLINE, CINAHL and ERIC databases for studies published between 2007 and 2017 that looked at the impacts of formal CPD programmes for all health professionals. Studies were independently screened for eligibility; one reviewer charted data for all included studies, a sample of 10% was reviewed by a second reviewer. The charted data were analysed using both qualitative and quantitative content analysis. RESULTS The search returned 2750 manuscripts; 192 manuscripts describing 191 studies were included in this review. Most articles were from the USA (78 studies, 41%) and included medical doctors in the population (105 studies, 55%). Twelve categories of impact were generated through conventional content analysis: knowledge, practice change, skill, confidence, attitudes, career development, networking, user outcomes, intention to change, organisational change, personal change and scholarly accomplishments. Knowledge was most commonly measured (103 studies, 54%), whereas measurement of scholarly accomplishments was the least common (10 studies, 5%). CONCLUSIONS Existing evidence takes a narrow view when assessing the impacts of CPD. Emphasis on measuring impacts as knowledge, behaviour, confidence, skills and attitudes may be due to the widely accepted four levels of evaluation from the Kirkpatrick Model or because the majority of studies used quantitative methods. The categories proposed in this review may be used to capture a broader view of the impacts of CPD programmes, contributing to the evidence base for their value and translating into CPD programmes that truly transform health professionals, their careers and their practice.
Collapse
Affiliation(s)
- Louise M Allen
- Faculty of Medicine, Nursing and Health Sciences, Monash Institute for Health and Clinical Education, Monash University, Clayton, Victoria, Australia
| | - Claire Palermo
- Faculty of Medicine, Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University, Clayton, Victoria, Australia
| | | | - Margaret Hay
- Faculty of Medicine, Nursing and Health Sciences, Monash Institute for Health and Clinical Education, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
231
|
Chorley AG, Walton JM, Montesanto B, Chan TM. Developing Residents as Medical Educators via the McMaster Multidisciplinary Academic Day Planning Committee. Cureus 2019; 11:e5855. [PMID: 31754589 PMCID: PMC6830853 DOI: 10.7759/cureus.5855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Background Residents are being asked to perform educator roles such as curriculum design and learner assessment with minimal professional development in leadership or medical education. The Multidisciplinary Academic Day (MAD) planning committee is a resident-led initiative responsible for delivering combined educational half-day sessions and workshops for all residents at McMaster University. Objective We sought to determine the impact participation in MAD planning committee had on residents' professional development and career goals. Methods We conducted a program evaluation survey of 19 of 30 (63.3%) current and former committee members to determine how the MAD planning committee’s alumni perceived its usefulness, and how participation affected their professional development. Results Residents cited a desire to gain medical education experience, learn about event planning and management, and improve resident education as reasons for joining the committee; 89.5% of respondents felt they had met these goals. Experience on the committee included skills related to curriculum design, developing needs assessments and programmatic evaluation. Many residents felt it helped them acquire leadership skills such as decision-making, idea generation, delegation, and public speaking. Several noted that it had sparked an interest in medical education as part of an academic career, and one former member subsequently pursued a Master’s of Education. The majority of the respondents (78.9%) felt it was helpful for their careers and 94.7% would recommend this experience to others interested in leadership and medical education. Conclusion Involvement in the MAD planning committee is a highly useful way for residents to acquire leadership skills, develop an interest in medical education and work in a multidisciplinary team.
Collapse
Affiliation(s)
| | - J Mark Walton
- Pediatric Surgery, McMaster University, Hamilton, CAN
| | | | - Teresa M Chan
- Emergency Medicine, McMaster University, Hamilton, CAN
| |
Collapse
|
232
|
Newman LR, Roberts DH, Frankl SE. Twelve tips for providing feedback to peers about their teaching. MEDICAL TEACHER 2019; 41:1118-1123. [PMID: 30475655 DOI: 10.1080/0142159x.2018.1521953] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
When healthcare professionals provide feedback to peers after a teaching observation, there are benefits for both parties. In this article, we outline strategies to use before, during, and after teaching observations to engage in mutually-beneficial conversations that highlight best practices, identify solutions for teaching dilemmas, and initiate teaching relationships. We discuss the importance of choosing words wisely; giving feedback about teaching skills, not the teacher as a person; recognizing how colleagues view their teaching identities; and ensuring peers are emotionally ready for a post-observation conversation. We also explain how to use pronouns, questions, and active listening during feedback conversations. Finally, we explore the impact of biases on observations, how to establish peer observer credibility, and how to make the teaching observation process and feedback discussion valuable experiences for both parties so that it leads to long-lasting partnerships in the quest to improve educational quality.
Collapse
Affiliation(s)
- Lori R Newman
- Department of Medical Education, Boston Children's Hospital, Harvard Medical School , Boston , MA , USA
| | - David H Roberts
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School , Boston , MA , USA
| | - Susan E Frankl
- Department of Medicine, Beth Israel Deaconess Medical Center, Harvard Medical School , Boston , MA , USA
| |
Collapse
|
233
|
Campbell N, Wozniak H, Philip RL, Damarell RA. Peer-supported faculty development and workplace teaching: an integrative review. MEDICAL EDUCATION 2019; 53:978-988. [PMID: 31238387 PMCID: PMC6771963 DOI: 10.1111/medu.13896] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2018] [Revised: 12/21/2018] [Accepted: 03/27/2019] [Indexed: 05/10/2023]
Abstract
CONTEXT The use of peer support as a faculty development technique to improve clinical teaching is uncommon in medical education, despite the benefits of situating learning in the workplace. The authors therefore conducted a broad search seeking theoretical and empirical literature describing peer support strategies for clinical teachers in health care workplaces. This included descriptive and non-experimental studies that are often excluded from reviews. The review aimed to identify and assess existing initiatives and to synthesise key challenges and benefits. METHODS An integrative literature review was undertaken (2004-2017), based on searches of eight international electronic databases and targeted manual searches. Key concepts, elements and models were mapped using an iterative, constant comparative method. An evaluative framework, drawing on previous research, informed conclusions regarding the quality of evidence. RESULTS From a pool of 5735 papers, 34 met the inclusion criteria. The majority referred to studies conducted in the USA (59%) and in the medical profession (71%). Analysis revealed a trend towards using a collaborative model (56%), voluntary participation (59%), and direct workplace observation by a peer clinician (68%). Design features of the peer support strategy were commonly reported (65%), with half providing outcome measures (56%). Few papers reported on process evaluation (15%) or evidence of programme sustainability (15%). Despite logistical and time-associated challenges, benefits accrued to individuals and the workplace, and included improved teaching practices. Embedding the peer support strategy into routine organisational practice proved effective. CONCLUSIONS The results indicated that a workplace-based peer support model is an acceptable and effective faculty development strategy for health care clinical teachers. Conceptualising workplace-based peer support via a sociocultural model that acknowledges the significance of educational design, peers as collaborators and the importance of workplace context and culture is emphasised. Future research should focus on clarification studies informed by contemporary models of faculty development, in which factors impacting the health care workplace are considered.
Collapse
Affiliation(s)
- Narelle Campbell
- Flinders NT, College of Medicine and Public Health, Flinders UniversityDarwinNorthern TerritoryAustralia
- Prideaux Centre for Research in Health Professions EducationCollege of Medicine & Public HealthBedford ParkSouth AustraliaAustralia
| | - Helen Wozniak
- Prideaux Centre for Research in Health Professions EducationCollege of Medicine & Public HealthBedford ParkSouth AustraliaAustralia
- Office of Medical Education, Faculty of MedicineUniversity of QueenslandBrisbaneQueenslandAustralia
| | - Robyn L Philip
- Flinders NT, College of Medicine and Public Health, Flinders UniversityDarwinNorthern TerritoryAustralia
| | | |
Collapse
|
234
|
Cheng A, Nadkarni VM, Mancini MB, Hunt EA, Sinz EH, Merchant RM, Donoghue A, Duff JP, Eppich W, Auerbach M, Bigham BL, Blewer AL, Chan PS, Bhanji F. Resuscitation Education Science: Educational Strategies to Improve Outcomes From Cardiac Arrest: A Scientific Statement From the American Heart Association. Circulation 2019; 138:e82-e122. [PMID: 29930020 DOI: 10.1161/cir.0000000000000583] [Citation(s) in RCA: 189] [Impact Index Per Article: 37.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
The formula for survival in resuscitation describes educational efficiency and local implementation as key determinants in survival after cardiac arrest. Current educational offerings in the form of standardized online and face-to-face courses are falling short, with providers demonstrating a decay of skills over time. This translates to suboptimal clinical care and poor survival outcomes from cardiac arrest. In many institutions, guidelines taught in courses are not thoughtfully implemented in the clinical environment. A current synthesis of the evidence supporting best educational and knowledge translation strategies in resuscitation is lacking. In this American Heart Association scientific statement, we provide a review of the literature describing key elements of educational efficiency and local implementation, including mastery learning and deliberate practice, spaced practice, contextual learning, feedback and debriefing, assessment, innovative educational strategies, faculty development, and knowledge translation and implementation. For each topic, we provide suggestions for improving provider performance that may ultimately optimize patient outcomes from cardiac arrest.
Collapse
|
235
|
Snook AG, Schram AB, Sveinsson T, Jones BD. Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland. BMC MEDICAL EDUCATION 2019; 19:349. [PMID: 31510995 PMCID: PMC6739996 DOI: 10.1186/s12909-019-1779-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Accepted: 08/30/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND About 70% of teachers who instruct healthcare students are considered sessional (adjunct/temporary part-time) faculty and receive limited instruction in pedagogy. Sessional faculty may feel isolated and struggle with their teacher identity, and are often assumed to vary in their commitment, motivation, and ability to teach. However, research on teaching identity, motivations, and needs of sessional faculty is lacking. The aim of this study was to compare similarities and differences between sessional and tenure-track faculty across a health science school to guide faculty development for sessional faculty. METHODS We developed an online needs assessment survey, based on informal interviews and literature reviews. Seventy-eight tenure-track faculty and 160 sessional faculty completed the survey (37, 25% response rate, respectively). We used validated scales to assess intrinsic motivation, identified regulated motivation, and identification with teaching, as well as developed scales (perceived connectedness, motivated by appreciation to try new teaching method) and single items. All scales demonstrated good internal consistency. We compared sessional and tenure-track faculty using t-tests/chi-square values. RESULTS We found similarities between sessional and tenure-track faculty in intrinsic motivation, identified regulated motivation, and identification with teaching. However, sessional faculty perceived less department connectedness and were more motivated to improve instruction if shown appreciation for trying new teaching methods. Sessional faculty agreed more that they desired pedagogy instruction before starting to teach and that teachers should invest energy in improving their teaching. Admitting to less participation in activities to enhance teaching in the last year, sessional faculty were more interested in digital formats of faculty development. CONCLUSION Our comparison suggested that sessional faculty value being a teacher as part of their self, similar to tenured faculty, but desired more appreciation for efforts to improve and perceived less connectedness to their university department than tenured faculty. They also preferred digital formats for pedagogy to improve accessibility, prior to and throughout their teaching career to support their development as teachers. Using this information as a guide, we provide suggestions for faculty development for sessional faculty. Supporting sessional faculty in the health sciences should improve the quality of teaching and positively affect student learning.
Collapse
Affiliation(s)
- Abigail Grover Snook
- Faculty of Medicine, University of Iceland, 101 Reykjavik, Iceland.
- Health Sciences School, University of Iceland, 101 Reykjavik, Iceland.
- Physical Therapy Department, University of Iceland, 101, Reykjavik, Iceland.
| | - Asta B Schram
- Health Sciences School, University of Iceland, 101 Reykjavik, Iceland
| | - Thorarinn Sveinsson
- Faculty of Medicine, University of Iceland, 101 Reykjavik, Iceland
- Health Sciences School, University of Iceland, 101 Reykjavik, Iceland
- Research Centre of Movement Science, 101 Reykjavik, Iceland
| | - Brett D Jones
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA
| |
Collapse
|
236
|
Alberti H, Rosenthal J, Kirtchuk L, Thampy H, Harrison M. Near peer teaching in general practice: option or expectation? EDUCATION FOR PRIMARY CARE 2019; 30:342-346. [PMID: 31496435 DOI: 10.1080/14739879.2019.1657363] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
General Practice (GP) trainees who teach medical students do so as near peers with established educational benefits for all concerned. Through teaching, GP trainees consolidate their own knowledge and skills whilst students value the experience of learning from teachers closer in age and stage. Importantly, involving GP trainees as teachers increases primary care teaching capacity and promotes GP as a potential career option for undergraduates. However, whilst junior doctors are often to be found teaching on hospital wards and in clinics, GP trainees based in primary care appear to have fewer opportunities to teach. This article encourages the promotion of near peer teaching in primary care on several levels. We make practical suggestions of potential benefit to the individual GP trainee, trainer and practice. We also discuss ways in which key stakeholders, including medical schools and those organising post-graduate primary care training programmes, may promote near peer teaching in GP. We propose that all medical students should have experience of being taught by GP trainees, and that all future general practitioners should have training and experience of teaching undergraduate medical students.
Collapse
Affiliation(s)
- Hugh Alberti
- School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Joe Rosenthal
- Department of Primary Care and Population Health, University College London, London, UK
| | - Liza Kirtchuk
- School of Population Sciences and Health Services Research, King's College London School of Medicine, London, UK
| | - Harish Thampy
- Division of Medical Education, University of Manchester, Manchester, UK
| | - Michael Harrison
- School of Medical Education, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| |
Collapse
|
237
|
Muganlinskaya N, Detterline S, Fargahi F. Exploring faculty development opportunities and strategies in departments of medicine of U.S. community-based teaching hospitals. J Community Hosp Intern Med Perspect 2019; 9:410-412. [PMID: 31723385 PMCID: PMC6830188 DOI: 10.1080/20009666.2019.1677205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2019] [Accepted: 10/03/2019] [Indexed: 11/09/2022] Open
Abstract
Background: Faculty development (FD) activities are offered as a tool to health-care professionals to improve their knowledge, skills, and role as teachers and educators, leaders, researchers, and scholars. Formal FD activities have been more readily available at university-based teaching hospitals than at community-based hospitals. Yet the majority of Accreditation Council for Graduate Medical Education (ACGME) accredited residency programs are sponsored by community-based teaching hospitals. Methods: An electronic survey along with the cover letter/consent form were sent via email to members of the Association of Program Directors of Internal Medicine (APDIM) of Community-Based Teaching Hospitals Assembly. Two researchers analyzed responses and reviewed all answers independently. Consensus was reached by comparison and discussion. Results: A total of 75 program or associate program directors from 53 U.S. Community-Based Teaching Hospitals with internal medicine residency programs participated in the survey. Eleven percent of the respondents reported that they had no faculty development activities in their departments, 44% reported occasional activities, and 45% reported ongoing activities. Forty-three percent reported making arrangements for faculty to attend FD offsite. However, 78% sent less than five people to those programs in the past 2 years. Discussion: The results of this study suggest that for the academic year 2014–2015 still a minority of non-university-based teaching hospitals had ongoing faculty development activities associated with their institution. Increased program commitment and adequate resources for FD instructors and funding can produce the desired increase in the number as well as the quality of the FD programs.
Collapse
Affiliation(s)
| | | | - Farshid Fargahi
- Department of Medicine, MedStar Health, Baltimore, Baltimore, MD, USA
| |
Collapse
|
238
|
Lacasse M, Audétat MC, Boileau É, Caire Fon N, Dufour MH, Laferrière MC, Lafleur A, La Rue È, Lee S, Nendaz M, Paquette Raynard E, Simard C, Steinert Y, Théorêt J. Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review: BEME Guide No. 56. MEDICAL TEACHER 2019; 41:981-1001. [PMID: 31081426 DOI: 10.1080/0142159x.2019.1596239] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Background: Clinical teachers often struggle to report unsatisfactory trainee performance, partly because of a lack of evidence-based remediation options. Objectives: To identify interventions for undergraduate (UG) and postgraduate (PG) medical learners experiencing academic difficulties, link them to a theory-based framework and provide literature-based recommendations around their use. Methods: This systematic review searched MEDLINE, CINAHL, EMBASE, ERIC, Education Source and PsycINFO (1990-2016) combining these concepts: medical education, professional competence/difficulty and educational support. Original research/innovation reports describing intervention(s) for UG/PG medical learners with academic difficulties were included. Data extraction employed Michie's Behavior Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraisal used the Mixed Methods Appraisal Tool (MMAT). The authors synthesized extracted evidence by adapting the GRADE approach to formulate recommendations. Results: Sixty-eight articles met the inclusion criteria, most commonly addressing knowledge (66.2%), skills (53.9%) and attitudinal problems (26.2%), or learner personal issues (41.5%). The most common BCTs were Shaping knowledge, Feedback/monitoring, and Repetition/substitution. Quality appraisal was variable (MMAT 0-100%). A thematic content analysis identified 109 interventions (UG: n = 84, PG: n = 58), providing 24 strong, 48 moderate, 26 weak and 11 very weak recommendations. Conclusion: This review provides a repertoire of literature-based interventions for teaching/learning, faculty development, and research purposes.
Collapse
Affiliation(s)
- Miriam Lacasse
- Department of Family Medicine and Emergency Medicine, Université Laval , Quebec City , Canada
| | - Marie-Claude Audétat
- Department of Family Medicine and Emergency Medicine, Université de Montréal , Montreal , Canada
- Family Medicine Unit (UIGP), University of Geneva , Geneva , Switzerland
- Department of Family and Emergency Medicine, Université de Sherbrooke , Sherbrooke , Canada
| | | | - Nathalie Caire Fon
- Department of Family Medicine and Emergency Medicine, Université de Montréal , Montreal , Canada
| | - Marie-Hélène Dufour
- Department of Family Medicine and Emergency Medicine, Université Laval , Quebec City , Canada
| | | | | | - Ève La Rue
- Department of Family and Community Medicine, University of Toronto , Toronto , Canada
| | - Shirley Lee
- Unit of Development and Research (UDREM), University of Geneva , Geneva , Switzerland
- Canadian Medical Protective Association , Ottawa , Canada
| | - Mathieu Nendaz
- Family Medicine Unit (UIGP), University of Geneva , Geneva , Switzerland
- Department of Medicine, University Hospitals , Geneva , Switzerland
| | | | - Caroline Simard
- Department of Family Medicine and Emergency Medicine, Université Laval , Quebec City , Canada
| | - Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine, McGill University , Montreal , Canada
| | - Johanne Théorêt
- Department of Family Medicine and Emergency Medicine, Université Laval , Quebec City , Canada
| |
Collapse
|
239
|
Silveira GL, Campos LK, Schweller M, Turato ER, Helmich E, de Carvalho-Filho MA. “Speed up”! The Influences of the Hidden Curriculum on the Professional Identity Development of Medical Students. HEALTH PROFESSIONS EDUCATION 2019. [DOI: 10.1016/j.hpe.2018.07.003] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
|
240
|
Hilty DM, Yager J, Seritan AL, Levine R, DeJong SM, Borus J. A Historical Review of Key Events and Components of Faculty and Professional Development in Psychiatry. Psychiatr Clin North Am 2019; 42:357-373. [PMID: 31358117 DOI: 10.1016/j.psc.2019.05.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Psychiatry's evolution has entailed clinical, educational, research, and administrative missions. Faculty development efforts concern ways in which professional identity, attitudes and skills are transmitted and enhanced from generation to generation. Top-down efforts by national and international organizations and bottom-up movements by individuals in numerous local settings have helped faculty and guided the profession forward. Organizations have provided new faculty with access to mentors and peers across the country, training opportunities, and up-to-date information on emerging scientific, pedagogical, and regulatory trends. Additional innovations and evaluation regarding best practices for faculty development initiatives in psychiatry are needed.
Collapse
Affiliation(s)
- Donald M Hilty
- Mental Health, Northern California Veterans Administration Health Care System, Department of Psychiatry and Behavioral Sciences, University of California Davis, 10535 Hospital Way, Mather, CA 95655, USA.
| | - Joel Yager
- Department of Psychiatry, University of Colorado School of Medicine, MC A011-04, 13001 East 17th Place, Aurora, CO 80045, USA
| | - Andreea L Seritan
- Department of Psychiatry, University of California, San Francisco, UCSF Weill Institute for Neurosciences, 401 Parnassus Avenue, Box 0984-APC, San Francisco, CA 94143, USA
| | - Ruth Levine
- Department of Psychiatry and Behavioral Sciences, Student Affairs and Admissions, School of Medicine, University of Texas Medical Branch, Ashbel Smith Building, Suite 1.210. 301 University Boulevard, Galveston, TX 77555-1307, USA
| | - Sandra M DeJong
- Department of Psychiatry, Cambridge Health Alliance, Harvard University School of Medicine, Cambridge Hospital, 1493 Cambridge Street, Cambridge, MA 02139, USA
| | | |
Collapse
|
241
|
Shoemaker EZ, Myint MT, Joshi SV, Hilty DM. Low-Resource Project-Based Interprofessional Development with Psychiatry Faculty. Psychiatr Clin North Am 2019; 42:413-423. [PMID: 31358121 DOI: 10.1016/j.psc.2019.05.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Projects done in interprofessional groups can foster faculty development with minimal resources beyond what is already available at the university or medical center. Each project can yield multiple "wins" in individual faculty growth while meeting the needs of academic medical centers. These projects can build collaborative skills and a sense of community among faculty, trainees, and staff. The combination of low costs, high yields, and improvements in team skills make these approaches appealing and sustainable in resource-constrained medical centers. The authors describe 4 sample projects and their teams, needed resources, and outcomes.
Collapse
Affiliation(s)
- Erica Z Shoemaker
- Child and Adolescent Psychiatry, Keck School of Medicine, University of Southern California, LAC+ USC Medical Center, 2250 Alcazar Street, Suite 2200, Los Angeles, CA 90033, USA.
| | - Myo Thwin Myint
- Triple Board & Child and Adolescent Psychiatry Programs, Tulane University School of Medicine, 1430 Tulane Avenue, #8055, New Orleans, LA 70112, USA
| | - Shashank V Joshi
- Lucile Packard Children's Hospital @ Stanford, 401 Quarry Road, Stanford, CA 94305-5719, USA
| | - Donald M Hilty
- Mental Health, Northern California Veterans Administration Health Care System, 10535 Hospital Way, Mather, CA 95655 (116/SAC), USA; Department of Psychiatry and Behavioral Sciences, UC Davis, Davis, CA, USA
| |
Collapse
|
242
|
Hilty DM, Liu HY, Stubbe D, Teshima J. Defining Professional Development in Medicine, Psychiatry, and Allied Fields. Psychiatr Clin North Am 2019; 42:337-356. [PMID: 31358116 DOI: 10.1016/j.psc.2019.04.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Professional development refers to training, formal education, and/or advanced professional learning intended to help clinicians, teachers, researchers, and administrators improve their professional knowledge and effectiveness. Institutions have been trying to adapt to a rapidly changing internal and external environment, with resource constraints and competitive health care. Professional development may be contextualized using adult development, educational, and organizational perspectives, and most best practices overlap. Key partners are faculty, departments, institutions, and national organizations. Interprofessional, team-based and project-based longitudinal initiatives may ignite educational innovations, and serve as a method to learn authentically in the workplace, promote socialization, and change attitudes.
Collapse
Affiliation(s)
- Donald M Hilty
- Mental Health, Northern California Veterans Administration Health Care System, Department of Psychiatry and Behavioral Sciences, University of California Davis, 10535 Hospital Way, Mather, Sacramento, CA 95655, USA.
| | - Howard Y Liu
- Department of Psychiatry, University of Nebraska Medical Center, 42nd and Emile, Omaha, NE 68198, USA; Behavioral Health Education Center of Nebraska, Omaha, NE, USA
| | - Dorothy Stubbe
- Child Study Center, Child and Adolescent Psychiatry, Yale School of Medicine, 230 South Frontage Road, New Haven, CT 06519, USA
| | - John Teshima
- Department of Psychiatry, Sunnybrook Health Sciences Centre, University of Toronto, 2075 Bayview Avenue, Room FG-62, Toronto, Ontario M4N 3M5, Canada
| |
Collapse
|
243
|
Johnston C, Ganas J, Jeong YN, Nevius A, Bassir SH, Dragan IF. Faculty Development Initiatives in Academic Dentistry: A Systematic Review. J Dent Educ 2019; 83:1107-1117. [DOI: 10.21815/jde.019.096] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2018] [Accepted: 01/12/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Chelsea Johnston
- Tufts University School of Dental Medicine at the time of this study
| | | | | | | | | | | |
Collapse
|
244
|
Abstract
An academic career goes through developmental stages and faculty have different needs as they progress through these stages. Faculty development initiatives can target these developmental needs. Early career faculty develop their clinical and academic identities and benefit from orientation programs and mentorship. Mid-career faculty engage in role transitions, consolidating their careers, and focusing on productivity and generativity. They benefit from programs that provide new skills, including leadership skills. Advanced career faculty focus on professional-personal integration, contributing to a community, and changes in roles and power. They can benefit from mentorship, from peers locally and at a distance.
Collapse
|
245
|
Iqbal MZ, AlSheikh MH. Factors affecting the transfer of training to the workplace after a faculty development programme: What do trainers think? J Taibah Univ Med Sci 2019; 13:552-556. [PMID: 31435377 PMCID: PMC6694915 DOI: 10.1016/j.jtumed.2018.11.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 10/30/2018] [Accepted: 11/01/2018] [Indexed: 11/25/2022] Open
Abstract
Objectives Faculty development plays a pivotal role in developing competent and effective teachers. The eventual goal of faculty development is to transfer newly acquired knowledge, skills, and attitudes to the workplace to positively influence students’ learning. However, the transfer of training skills is a complex phenomenon, and not much has been reported about the factors affecting this process, especially in the health sciences. This study aims to explore the factors hindering or aiding the transfer of training (newly learned competencies) to the workplace. Methods This cross-sectional qualitative study employed a purposive sampling technique and incorporated seven programme developers. The data were collected through semi-structured interviews, and then analysed using thematic analysis. Results The interviews with programme developers and faculty trainers revealed that the transfer of training to educational practices is a complex and multidimensional process. Primarily, such transfer is influenced by many variables that can be broadly categorised into three groups: trainee characteristics, training design features, and environmental factors. Conclusion The current study has implications for understanding learning transfer after a faculty development programme. It provides a brief overview of the individual, programmatic, and environmental factors that influence the transfer of training to an educational setup.
Collapse
Affiliation(s)
- Muhammad Z. Iqbal
- Corresponding address: Medical Education Department, College of Medicine, Imam Abdulrahman Bin Faisal University, KSA.
| | | |
Collapse
|
246
|
Snook AG, Schram AB, Jones BD, Sveinsson T. Factors predicting identity as educators and openness to improve: an exploratory study. MEDICAL EDUCATION 2019; 53:788-798. [PMID: 31131926 DOI: 10.1111/medu.13909] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Revised: 03/08/2019] [Accepted: 04/09/2019] [Indexed: 06/09/2023]
Abstract
CONTEXT Researchers suggest that teachers' work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non-tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure-track and sessional faculty members. METHODS We utilised an 'identification with teaching' scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure-track and 146 sessional faculty members to explore support for the hypothesised model. RESULTS Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure-track faculty members. For tenure-track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. DISCUSSION Our data supported the hypothesised model, but the sessional and tenure-track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from 'a clinician who teaches' to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.
Collapse
Affiliation(s)
| | - Asta B Schram
- Health Sciences School, University of Iceland, Reykjavik, Iceland
| | - Brett D Jones
- Virginia Polytechnic Institute and State University, Blacksburg, Virginia, USA
| | | |
Collapse
|
247
|
Philibert I. The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. J Grad Med Educ 2019; 11:47-63. [PMID: 31428259 PMCID: PMC6697281 DOI: 10.4300/jgme-d-19-00174] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 05/01/2019] [Accepted: 05/23/2019] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. OBJECTIVE We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. METHODS We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. RESULTS A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. CONCLUSIONS The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.
Collapse
|
248
|
Nazir MA, Al-Ansari A, Farooqi FA. An investigation of dental students' perceptions about the characteristics of effective instructors and their related factors. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:286-294. [PMID: 30734994 DOI: 10.1111/eje.12429] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2018] [Accepted: 02/03/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The characteristics of effective teachers can be used to improve student learning, support their academic achievement outcomes and promote faculty development and career advancement. OBJECTIVES To assess dental students' perceptions about the characteristics of effective instructors and related factors. MATERIALS AND METHODS This cross-sectional study analysed data collected from students at a dental college in Saudi Arabia. A pilot-tested questionnaire with satisfactory internal consistency was distributed amongst all students. The questionnaire contained 21 items related to the characteristics of effective instructors on a 5-point Likert-type scale. Student's t test was performed to analyse the association of factors like gender, last year's GPA, academic year, paternal income, education and employment with three highly rated items of the characteristics of effective teachers. RESULTS The response rate was 85.4%. There were 53.6% female and 46.4% male students in the study. The provision of learning resources (mean 4.3 ± 1.06), demonstration of honesty, ethics and integrity (mean 4.28 ± 0.99) and showing respect and caring attitude (mean 4.24 ± 0.94) were three most highly rated characteristics of effective instructors. Using the latest technology, acting as a role model and maintaining class discipline were the least rated traits of good teachers. A significantly higher percentage of female students considered these three items more important than male students (P < 0.05). The students with last year GPA > 4 considered providing learning material as an attribute of effective teacher significantly more important than the students with GPA ≤ 4 (P < 0.001). In addition, the characteristics of effective instructors (75.1%) were considered more important in providing students with rewarding learning experience than their teaching experience (15.4%) and educational attainment (9.5%). CONCLUSION The most important attributes of effective teachers included providing learning resources, demonstrating honesty/integrity and showing respect/care.
Collapse
Affiliation(s)
- Muhammad Ashraf Nazir
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Asim Al-Ansari
- Department of Preventive Dental Sciences, College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Faraz Ahmed Farooqi
- College of Dentistry, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| |
Collapse
|
249
|
Harvey MM, Berkley HH, O’Malley PG, Durning SJ. Preparing Future Medical Educators: Development and Pilot Evaluation of a Student-Led Medical Education Elective. Mil Med 2019; 185:e131-e137. [DOI: 10.1093/milmed/usz175] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 04/26/2019] [Indexed: 11/14/2022] Open
Abstract
Abstract
Introduction
Although all medical school graduates are expected to be educators as residents, and subsequently as faculty, most students receive no formal education on how to teach. At the Uniformed Services University (USU), no formal educational training previously existed for senior medial students as they prepared for residency. A novel Medical Education Elective for MS4s was developed and run by MS4s with faculty mentoring at USU with implementation between January and June 2018.
Materials and Methods
The overall goal of the 4-week course was to provide a forum for MS4s to gain exposure to educational theories and teaching methods with an opportunity to practice learned skills in the underclass curriculum. The course’s three core components were: didactics, observed teaching, and independent teaching. The course was evaluated via multiple methods including verbal and survey feedback from both first and fourth year medical students.
Results
The preliminary outcomes revealed the course had a positive impact on both first-year medical students (MS1s) and MS4s. As of May 2018, 100% (n = 59) of MS1s surveyed reported that having an MS4 teacher contributed positively to their learning experience. All MS4s surveyed (n = 12) agreed that the course enhanced their confidence in teaching.
Conclusions
Medical education courses not only offer an opportunity for senior students to cultivate educational theoretical knowledge and teaching skills in preparation for residency but also contribute positively to the learning experiences of underclass students. Now that the elective has been piloted with initial data suggesting feasibility and benefit to both MS4 and MS1 students, the next steps are to focus on ensuring longevity of the course offering at USU and to consider working with senior students at other institutions that lack formal training in education to start similar student run medical education initiatives.
Collapse
Affiliation(s)
- Morgan M Harvey
- Department of Internal Medicine, Walter Reed National Medical Center, 4494 North Palmer Road, Bethesda, MD
| | - Holly H Berkley
- Department of Obstetrics and Gynecology, Naval Medical Center San Diego, 34800 Bob Wilson Drive, San Diego, CA
| | - Patrick G O’Malley
- Department of Internal Medicine, Walter Reed National Medical Center, 4494 North Palmer Road, Bethesda, MD
- Department of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| | - Steven J Durning
- Department of Medicine, Uniformed Services University, 4301 Jones Bridge Road, Bethesda, MD
| |
Collapse
|
250
|
|