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Fulton TB, Nixon LJ, Wilson-Delfosse AL, Harris DM, Ngo KD, Fall LH, O'Brien BC. Using a boundary crossing lens to understand basic science educator and clinical educator collaboration in instructional design. MEDICAL TEACHER 2024; 46:956-962. [PMID: 38100767 DOI: 10.1080/0142159x.2023.2289848] [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: 05/27/2023] [Accepted: 11/28/2023] [Indexed: 12/17/2023]
Abstract
PURPOSE Collaborations between basic science educators (BE) and clinical educators (CE) in medical education are common and necessary to create integrated learning materials. However, few studies describe experiences of or processes used by educators engaged in interdisciplinary teamwork. We use the lens of boundary crossing to explore processes described by BE and CE that support the co-creation of integrated learning materials, and the impact that this work has on them. MATERIALS AND METHODS We conducted qualitative content analysis on program evaluation data from 27 BE and CE who worked on 12 teams as part of a multi-institutional instructional design project. RESULTS BE and CE productively engaged in collaboration using boundary crossing mechanisms. These included respecting diverse perspectives and expertise and finding efficient processes for completing shared work that allow BE and CE to build on each other's contributions. BE and CE developed confidence in connecting clinical concepts with causal explanations, and willingness to engage in and support such collaborations at their own institutions. CONCLUSIONS BE and CE report the use of boundary crossing mechanisms that support collaboration in instructional design. Such practices could be harnessed in future collaborations between BE and CE.
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Affiliation(s)
- Tracy B Fulton
- Department of Biochemistry and Biophysics, University of California, San Francisco, CA, USA
| | - L James Nixon
- Department of Medicine, University of Minnesota Medical School, Minneapolis, MN, USA
| | | | - David M Harris
- Department of Medical Education, University of Central Florida, Orlando, FL, USA
| | - Khiet D Ngo
- Departments of Medical Education and Pediatrics, Loma Linda University School of Medicine, Loma Linda, CA, USA
- Departments of Pediatrics and Undergraduate Medical Education, University of California, Riverside, CA, USA
| | - Leslie H Fall
- Center for Medical Education, Case Western Reserve University, Cleveland, OH, USA
- Aquifer, Inc, Hanover, NH, USA
| | - Bridget C O'Brien
- Department of Medicine, University of California, San Francisco, CA, USA
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Meeuwissen SNE, Gijselaers WH, Alexander EK, Ramani S. Understanding and strengthening collaboration in the workplace: How to work towards constructive conflicts. CLINICAL TEACHER 2024; 21:e13701. [PMID: 37985203 DOI: 10.1111/tct.13701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 10/27/2023] [Indexed: 11/22/2023]
Affiliation(s)
- Stephanie N E Meeuwissen
- Department of Internal Medicine, Maastricht University Medical Center, Maastricht, The Netherlands
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Wim H Gijselaers
- Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands
| | - Erik K Alexander
- Brigham Education Institute, Brigham and Women's Hospital, Boston, Massachusetts, USA
- Harvard Medical School, Boston, Massachusetts, USA
| | - Subha Ramani
- Harvard Medical School, Boston, Massachusetts, USA
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Bao Y. A dual mediation model of the association between principal inclusive leadership and teacher innovative behavior. Sci Rep 2024; 14:12320. [PMID: 38811695 PMCID: PMC11136965 DOI: 10.1038/s41598-024-63332-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 05/28/2024] [Indexed: 05/31/2024] Open
Abstract
Teacher innovation is crucial for the education system to adapt to contemporary society's evolving demands. However, the underlying mechanism of how inclusive leadership positively impacts employees' innovative behavior remains incomplete. Therefore, drawing upon the social cognitive theory, this study aims to comprehensively examine the mediating effects of teachers' psychological empowerment and school innovation climate on the relationship between inclusive leadership and innovative behavior among primary and junior teachers. A total of 358 valid questionnaires were administered to primary and junior teachers in mainland China using a convenience sampling approach. The data were analyzed using hierarchical linear modeling and bootstrap testing, revealing a positive relationship between principal inclusive leadership and teacher innovative behavior. Additionally, teachers' psychological empowerment and school innovation climate were found to mediate this relationship, with the former playing a crucial role. The findings can enhance existing research on the impact of inclusive leadership in basic education. They also offer a new perspective for analyzing how inclusive leadership affects employees' innovative behavior and provide valuable insights into stimulating innovation among primary and junior teachers.
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Affiliation(s)
- Yuangen Bao
- Department of Educational Research Management, Shenzhen Longgang Teacher Development Institute, Qinglin Avenue, Shenzhen, 518172, Guangdong, People's Republic of China.
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Haudek SB, Bahner I, Belovich AN, Bonaminio G, Brenneman A, Brooks WS, Chinn C, El-Sawi N, Habal S, Haight M, Ikonne U, McAuley RJ, McKell D, Rowe R, Taylor TAH, Thesen T. To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards. MEDICAL SCIENCE EDUCATOR 2022; 32:1239-1245. [PMID: 36276773 PMCID: PMC9583977 DOI: 10.1007/s40670-022-01605-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/19/2022] [Indexed: 06/16/2023]
Abstract
Interprofessional training, social sciences curricula, service-learning, pre-clerkship integration, and self-directed learning are all cornerstones of medical education and closely align with accreditation elements for most accreditation bodies within health professions education. As a sequel to the Winter 2022 series, the Spring 2022 Webcast Audio Seminar (WAS) of the International Association of Medical Science Educators (IAMSE) continued to examine the evolving roles of basic science educators. From March 3 to March 31, 2022, the five-part webinar series was broadcast live to audiences at academic institutions worldwide; recordings are available on the IAMSE website. This series built a framework through which basic scientists can leverage their content to meet various accreditation standards.
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Affiliation(s)
| | - Ingrid Bahner
- Morsani College of Medicine, University of South Florida, Tampa, FL USA
| | | | | | | | - William S. Brooks
- University of Alabama at Birmingham Heersink School of Medicine, Birmingham, AL USA
| | - Cassie Chinn
- International Association of Medical Science Educators, Huntington, WV USA
| | - Nehad El-Sawi
- Des Moines University Medicine & Health Sciences, Des Moines, IA USA
| | - Shafik Habal
- Philadelphia College of Osteopathic Medicine, Philadelphia, PA USA
| | - Michele Haight
- Sam Houston State University College of Medicine, Huntsville, TX USA
| | - Uzoma Ikonne
- Eastern Virginia Medical School, Norfolk, VA USA
| | - Robert J. McAuley
- Oakland University William Beaumont School of Medicine, Auburn Hills, MI USA
| | - Douglas McKell
- School of Nursing, Our Lady of the Elms College, Chicopee, MA USA
- College of Population Health, Thomas Jefferson University, Philadelphia, PA USA
| | - Rebecca Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
| | - Tracey A. H. Taylor
- Oakland University William Beaumont School of Medicine, Auburn Hills, MI USA
| | - Thomas Thesen
- University of Houston College of Medicine, Houston, TX USA
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Cleland J, MacLeod A. Disruption in the space-time continuum: why digital ethnography matters. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:877-892. [PMID: 35389151 PMCID: PMC8988472 DOI: 10.1007/s10459-022-10101-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Accepted: 02/12/2022] [Indexed: 05/30/2023]
Abstract
There is increasing interest in the use of ethnography as a qualitative research approach to explore, in depth, issues of culture in health professions education (HPE). Our specific focus in this article is incorporating the digital into ethnography. Digital technologies are pervasively and increasingly shaping the way we interact, behave, think, and communicate as health professions educators and learners. Understanding the contemporary culture(s) of HPE thus means paying attention to what goes on in digital spaces. In this paper, we critically consider some of the potential issues when the field of ethnography exists outside the space time continuum, including the need to engage with theory in research about technology and digital spaces in HPE. After a very brief review of the few HPE studies that have used digital ethnography, we scrutinize what can be gained when ethnography encompasses the digital world, particularly in relation to untangling sociomaterial aspects of HPE. We chart the shifts inherent in conducting ethnographic research within the digital landscape, specifically those related to research field, the role of the researcher and ethical issues. We then use two examples to illustrate possible HPE research questions and potential strategies for using digital ethnography to answer those questions: using digital tools in the conduct of an ethnographic study and how to conduct an ethnography of a digital space. We conclude that acknowledging the pervasiveness of technologies in the design, delivery and experiences of HPE opens up new research questions which can be addressed by embracing the digital in ethnography.
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Affiliation(s)
- Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, 308232, Singapore.
| | - Anna MacLeod
- Division of Medical Education, Dalhousie University, Halifax, Canada
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Meeuwissen SNE, Gijselaers WH, de Rijk AE, Huveneers WJM, Wolfhagen IHAP, Oude Egbrink MGA. When theory joins practice: A design-based research approach for leader identity development. MEDICAL TEACHER 2022; 44:636-642. [PMID: 34928758 DOI: 10.1080/0142159x.2021.2015532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Inclusive educational leaders promote teacher team functioning. To support leader inclusiveness, we designed and implemented a faculty development programme focusing on leader identity formation. We investigated (1) how participants' leader identity developed throughout the programme and (2) how the design principles contributed to this process, according to participants. METHODS A design-based research approach was followed. Participants were 7 course coordinators, leading an interdisciplinary teacher team. To study leader identity development, participants repeatedly filled out a validated questionnaire. To investigate how design principles contributed, observational field notes, facilitator debriefings, a programme evaluation questionnaire and a semi-structured focus group were used. Thematic analysis was applied for qualitative data. RESULTS Participants gained broader views on leadership, moving from individual dominance towards engaging team members. Most participants initially experienced a deconstruction of their former leader identity and became motivated to improve leadership qualities. Competence-building, reflecting and receiving feedback on workplace experiences, and practicing in a safe environment were perceived to be key for identity development. CONCLUSIONS We developed and evaluated a leader identity programme which can convert teachers' classic leadership views towards views incorporating social interactions and relationships. We demonstrated how social interactions provide opportunities to learn from pe.ers in the work environment.
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Affiliation(s)
- Stephanie N E Meeuwissen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
| | - Wim H Gijselaers
- Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, The Netherlands
| | - Angelique E de Rijk
- Department of Social Medicine, Care and Public Health Research Institute (CAPHRI), FHML, Maastricht, The Netherlands
| | - Wilma J M Huveneers
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
| | - Ineke H A P Wolfhagen
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, FHML, Maastricht University, Maastricht, The Netherlands
- Institute for Education, FHML, Maastricht University, Maastricht, The Netherlands
| | - Mirjam G A Oude Egbrink
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences (FHML), Maastricht University, Maastricht, The Netherlands
- Institute for Education, FHML, Maastricht University, Maastricht, The Netherlands
- Department of Physiology, FHML, Maastricht University, Maastricht, The Netherlands
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Veli Korkmaz A, van Engen ML, Knappert L, Schalk R. About and beyond leading uniqueness and belongingness: A systematic review of inclusive leadership research. HUMAN RESOURCE MANAGEMENT REVIEW 2022. [DOI: 10.1016/j.hrmr.2022.100894] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
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