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Uijtdehaage S, Ho MJ, Harvey E, Dorris CS, Huggett KN. Academies in Health Professions Education: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1476-1483. [PMID: 33983143 DOI: 10.1097/acm.0000000000004161] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Thirty years ago, academies were conceived as a sociocultural approach to revitalize the teaching mission of medical schools and to promote educators' career advancement. The academy movement has grown rapidly and now reaches a broad range of health professions education organizations. The authors conducted a scoping review to map the literature and describe the evidence that guides the formation of new academies and justifies the continuation of existing ones. METHOD The authors searched MEDLINE (via Ovid), Embase (via Elsevier and Ovid), CINAHL (via EBSCOhost), and Web of Science (via Clarivate Analytics) from inception through March 6, 2020, for publications regarding academy-like organizations. They mapped the relevant literature using logic modeling as an organizing framework and included the mission, resources, activities, output, outcomes, and impact of the included academies. RESULTS Of the 513 publications identified, 43 met the inclusion criteria, the oldest of which was published in 2000. Most publications were either case reports or perspective/opinion pieces (26, 57.8%), while studies presenting empirical findings were less common (11, 24.4%). Publications showed that academies were diversifying and increasingly were part of a broad range of organizations, including departments, hospitals, health science campuses, and national organizations. The mission, resources, and activities were similar across academies. Evaluation studies were largely limited to process measures, and rigorous studies examining outcomes (i.e., changes in academy participants) and impact on the organization at large were rare. CONCLUSIONS The increase in the number of academy-related publications parallels the accelerating speed of the academy movement. To sustain this movement, rigorous studies must provide evidence that academies contribute to the revitalization of organizations' teaching mission and bring about an academic culture where educators thrive and where education is a legitimate career path.
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Affiliation(s)
- Sebastian Uijtdehaage
- S. Uijtdehaage is professor, Department of Medicine, and associate director, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: https://orcid.org/0000-0001-8598-4683
| | - Ming-Jung Ho
- M.-J. Ho is professor of family medicine and associate director, Center for Innovation and Leadership in Education, and director for education research, MedStar Health, Washington, DC; ORCID: https://orcid.org/0000-0003-1415-8282
| | - Emily Harvey
- E. Harvey is research and teaching associate, Center for Health Professions Education, Uniformed Services University of the Health Sciences, and contractor, Henry M. Jackson Foundation for the Advancement of Military Medicine, Bethesda, Maryland; ORCID: https://orcid.org/0000-0002-3685-6279
| | - C Scott Dorris
- C.S. Dorris is librarian, Dahlgren Memorial Library, Georgetown University Medical Center, Washington, DC; ORCID: https://orcid.org/0000-0002-4664-6793
| | - Kathryn N Huggett
- K.N. Huggett is Robert Larner, MD Professor of Medical Education, director, Teaching Academy, and assistant dean, Larner College of Medicine, University of Vermont, Burlington, Vermont; ORCID: https://orcid.org/0000-0002-3061-3006
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Ungard JT, Beck E, Byington EA, Catalanotto FA, Chou CF, Edelstein BL, Fenesy KE, Hicks JL, Holtzman JS, Jung P, Kritz-Silverstein D, Kovarik RE, Rogers S, Sabato EH. Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program. J Dent Educ 2020; 84:974-982. [PMID: 32488901 DOI: 10.1002/jdd.12192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 04/24/2020] [Accepted: 05/10/2020] [Indexed: 11/10/2022]
Abstract
PURPOSE/OBJECTIVES While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs. METHODS After the 5-year grant program (2012-2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post-completion intentions, and course development activities. RESULTS Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30-49 years, and non-Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community-based training, curriculum enhancements, Web-based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics. CONCLUSIONS Faculty development better prepares individuals to compete in academic environments and develop faculty. Community-based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.
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Affiliation(s)
- Jesse T Ungard
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Ellen Beck
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Emily A Byington
- Section of Population Oral Health, Division of Behavioral Science, Columbia University College of Dental Medicine, New York, New York, USA
| | - Frank A Catalanotto
- Department of Community Dentistry and Behavioral Science, University of Florida College of Dentistry, Gainesville, Florida, USA
| | - Chiu-Fang Chou
- National Center for Health Workforce Analysis, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Burton L Edelstein
- Dental Medicine and Health Policy & Management, Division of Behavioral Science, Columbia University Irving Medical Center and Chair, Section of Population Oral Health at the College of Dental Medicine, Section of Population Oral Health, New York, New York, USA
| | - Kim E Fenesy
- Academic & Student Affairs, Office of Institutional Assessment & Quality Improvement, Rutgers School of Dental Medicine, Newark, New Jersey, USA
| | - Jeffery L Hicks
- Department of Comprehensive Dentistry, University of Texas Health, San Antonio, San Antonio, Texas, USA
| | - Jennifer S Holtzman
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Paul Jung
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Donna Kritz-Silverstein
- Department of Family Medicine and Public Health, University of California San Diego School of Medicine, La Jolla, California, USA
| | - Robert E Kovarik
- Restorative Dentistry, Department of Oral Health Practice, University of Kentucky College of Dentistry, Lexington, Kentucky, USA
| | - Shane Rogers
- Division of Medicine and Dentistry, Bureau of Health Workforce, Health Resources and Services Administration, Rockville, Maryland, USA
| | - Emily H Sabato
- Academic Affairs, Department of Community Health, Rutgers School of Dental Medicine, Newark, New Jersey, USA
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Lewis LD, Steinert Y. How Culture Is Understood in Faculty Development in the Health Professions: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:310-319. [PMID: 31599755 DOI: 10.1097/acm.0000000000003024] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE To examine the ways in which culture is conceptualized in faculty development (FD) in the health professions. METHOD The authors searched PubMed, Web of Science, ERIC, and CINAHL, as well as the reference lists of identified publications, for articles on culture and FD published between 2006 and 2018. Based on inclusion criteria developed iteratively, they screened all articles. A total of 955 articles were identified, 100 were included in the full-text screen, and 70 met the inclusion criteria. Descriptive and thematic analyses of data extracted from the included articles were conducted. RESULTS The articles emanated from 20 countries; primarily focused on teaching and learning, cultural competence, and career development; and frequently included multidisciplinary groups of health professionals. Only 1 article evaluated the cultural relevance of an FD program. The thematic analysis yielded 3 main themes: culture was frequently mentioned but not explicated; culture centered on issues of diversity, aiming to promote institutional change; and cultural consideration was not routinely described in international FD. CONCLUSIONS Culture was frequently mentioned but rarely defined in the FD literature. In programs focused on cultural competence and career development, addressing culture was understood as a way of accounting for racial and socioeconomic disparities. In international FD programs, accommodations for cultural differences were infrequently described, despite authors acknowledging the importance of national norms, values, beliefs, and practices. In a time of increasing international collaboration, an awareness of, and sensitivity to, cultural contexts is needed.
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Affiliation(s)
- Lerona Dana Lewis
- L.D. Lewis was postdoctoral fellow, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada, at the time this work was completed. Y. Steinert is professor of family medicine and health sciences education, director of the Institute of Health Sciences Education, and the Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
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