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Nair BKR, Bleasel J, Mwangi F, Malau-Aduli BS. Reimagining faculty development: A paradigm shift from content to transformative learning processes. MEDICAL TEACHER 2024:1-9. [PMID: 39154226 DOI: 10.1080/0142159x.2024.2390035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 08/05/2024] [Indexed: 08/19/2024]
Abstract
BACKGROUND Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. METHODS This qualitative research aims to enhance our understanding and support of educators' ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow's transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. RESULTS The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators' commitment to structured teaching, self-directed learning, and continuous improvement. CONCLUSION This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.
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Affiliation(s)
| | - Jane Bleasel
- School of Medicine and Public Health, University of Newcastle, Newcastle, Australia
| | - Felista Mwangi
- School of Medicine and Public Health, University of Newcastle, Newcastle, Australia
| | - Bunmi S Malau-Aduli
- School of Medicine and Public Health, University of Newcastle, Newcastle, Australia
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Luhanga U, Chen W, Minor S, Drowos J, Berry A, Rudd M, Gupta S, Bailey JM. Promoting Transfer of Learning to Practice in Online Continuing Professional Development. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:269-273. [PMID: 34609353 DOI: 10.1097/ceh.0000000000000393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Leveraging online learning tools and encouraging transfer of learning to practice remains a critical challenge to successful continuing professional development (CPD) offerings. Four sets of factors are essential to the transfer of learning from CPD into practice: learner characteristics, instructional design, content, and environment. Through incorporating elements of educational theories/frameworks into the planning of online CPD activities, educators can maximize opportunities for learning transfer. In this article, we highlight four educational theories/frameworks that provide useful insight to tackle these interrelated factors in online CPD: Self-Determination Theory considers the intrinsic and extrinsic motivation of participants, which can be encouraged through flexibility, customization, and choices available in online formats. Practical Inquiry Model encourages intentionally planning and embedding opportunities for reflection and dialogue in online activities to enhance knowledge application. Virtual Communities of Practice can be used to transcend spatial and temporal boundaries, promoting interactions and relationships where participants learn from peers. Finally, Professional Learning Networks can be fostered through developing interpersonal connections and sharing resources for informal and flexible learning. Online CPD is likely to increase in the future, and educators should consider elements of these educational theories/frameworks in the design and delivery of CPD to support participants' application of newly acquired knowledge.
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Affiliation(s)
- Ulemu Luhanga
- Dr. Luhanga: Assistant Professor of Medicine, Education Researcher (GME), Emory University School of Medicine, Atlanta, GA. Dr. Chen: Assistant Professor, Assistant Director of Evaluation and Assessment Innovation, Division of Evaluation, Assessment, and Education Research, Baylor College of Medicine, Houston, TX. Dr. Minor: Associate Professor, Assistant Dean for Faculty Development, Herbert Wertheim College of Medicine, Florida International University, Miami, FL. Ms. Drowos: Associate Professor of Family Medicine, Associate Dean for Faculty Affairs, Integrated Medical Science Department, Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, FL. Ms. Berry: Executive Director, Faculty Life and Instructor, Medical Education, College of Medicine, University of Central Florida, Orlando, FL. Ms. Rudd: Education & Faculty Development Manager, Virginia Tech Carilion School of Medicine, Roanoke, VA. Dr. Gupta: Assistant Professor, Department of Internal Medicine, Morsani College of Medicine, University of South Florida, Tampa, FL. Dr. Bailey: Associate Professor/Associate Dean for Faculty Development, Office of Faculty Affairs, Virginia Commonwealth University School of Medicine, Richmond, VA
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Cataldi ML, Kelly-Hedrick M, Nanavati J, Chisolm MS, Anne L. W. Post-residency medical education fellowships: a scoping review. MEDICAL EDUCATION ONLINE 2021; 26:1920084. [PMID: 33970808 PMCID: PMC8118440 DOI: 10.1080/10872981.2021.1920084] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 03/28/2021] [Accepted: 04/16/2021] [Indexed: 06/06/2023]
Abstract
The authors conducted a scoping review to investigate the structure, content, and potential impact of post-residency medical education fellowships. The authors searched eight databases to identify English-language articles describing longitudinal, post-residency medical fellowships that both focused on medical education and described the structure and content of the curriculum. The authors summarized the findings of each article and, for those articles that included a program evaluation, assessed the potential impact of the program via the Kirkpatrick's Four-Level Training Evaluation Model and the Medical Education Research Study Quality Instrument. Nine articles, describing a total of ten post-residency medical education fellowships, met inclusion criteria. Half of the programs were dedicated medical education fellowships and half were medical education tracks within a subspecialty fellowship. The content and educational strategies varied, with no two programs having the same curriculum. Most programs most focused on teaching skills, adult learning theory, curricular development, and medical education research/scholarship. Most programs used project-based learning, workshops, and faculty mentorship as educational strategies. Six of the articles included an evaluation of their program(s), all of which suggested positive changes, at least at the level of fellow behavior (Kirkpatrick level 3), and designs limited the strength of any conclusions drawn. This scoping review highlights the variation among medical education fellowships and the need for common curricular components, as well as program evaluation, across and within these fellowships. Additional assessment at higher levels of trainee outcomes will help guide the creation and revision of medical education fellowships, and inform the development of a core curriculum shared across programs. Such a core curriculum could then serve as the foundation for a certification program, by which a medical educator's expertise could be recognized, thus elevating medical education to the stature it deserves within the academic mission.
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Affiliation(s)
- Mariel L. Cataldi
- Public Psychiatry Fellow, Boston Medical Center, Boston, Massachusetts, USA
| | | | - Julie Nanavati
- Clinical Informationist, The Welch Medical Library, Johns Hopkins School of Medicine, Baltimore, Maryland, USA
| | - Margaret S. Chisolm
- Professor of Psychiatry and Behavioral Sciences, and of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Walsh Anne L.
- Assistant professor,Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Boland RJ, Amonoo HL. The Psychiatric Clinics of North America Special Issue on Medical Education. Psychiatr Clin North Am 2021; 44:xiii-xvii. [PMID: 34049653 DOI: 10.1016/j.psc.2021.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
- Robert J Boland
- The Menninger Clinic, Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston, TX, USA.
| | - Hermioni L Amonoo
- Department of Psychiatry, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA.
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van Heerden C, Uahwatanasakul W, Vaughan B, Delany C. Ripple effect of a clinical teaching fellow programme in an Australian paediatric hospital. J Paediatr Child Health 2020; 56:1072-1076. [PMID: 32100387 DOI: 10.1111/jpc.14819] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Revised: 01/10/2020] [Accepted: 02/02/2020] [Indexed: 12/01/2022]
Abstract
AIM Bedside teaching performed by experienced clinicians is an expected component of medical student training. As clinicians often have high clinical demands and a lack of formal training in teaching methods, clinical teaching fellowships have been established. In clinical teaching fellowships, clinicians with an interest and expertise in medical education provide medical students with standardised teaching. Studies about the impact of clinical teaching fellowships have demonstrated benefits for both clinical teaching fellows (CTFs) and medical students. However, studies have not evaluated the impact of these fellowships on other clinicians or learning relationships within the institution. In this study, we aimed to address this gap by gathering data on the perspectives of CTFs, medical students and hospital consultants. METHOD A mixed-method design was used, utilising a combination of surveys for CTFs, medical students and hospital consultants and semi-structured telephone interviews for CTFs. Quantitative and qualitative data were obtained. RESULTS The combination of data from CTFs, medical students and consultants enabled a more comprehensive understanding of the impact of the CTF programme within the institution. Although benefits were identified for CTFs and medical students, the consultant group noted that they were less involved in teaching medical students and that the CTFs were not well integrated into the ward team. CONCLUSION This research highlights the importance of considering not only direct outcomes of teaching and learning but broader influences on more implicit teaching opportunities and relationships within hospital teams.
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Affiliation(s)
- Carolyn van Heerden
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia.,Department of General Medicine, Royal Children's Hospital, Melbourne, Victoria, Australia
| | - Wonie Uahwatanasakul
- Department of Paediatrics, University of Melbourne, Melbourne, Victoria, Australia.,Department of General Medicine, Royal Children's Hospital, Melbourne, Victoria, Australia.,Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Brett Vaughan
- Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Clare Delany
- Department of Medical Education, University of Melbourne, Melbourne, Victoria, Australia
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Kohli A, Benson M, Mieczkowski A, Spagnoletti C, Rubio D, McNeil M, Granieri R. Does Formal Training in Medical Education and Professional Development Lead to Better Career Outcomes for Clinician Educators? South Med J 2020; 113:205-210. [PMID: 32358613 DOI: 10.14423/smj.0000000000001092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Medical school and residency training programs rely on skilled clinician-educators to provide high-quality educational experiences. In 2002, the University of Pittsburgh's Institute for Clinical Research Education created a master's-level degree-granting program in medical education, which now has more than a decade of graduates. METHODS All graduates between 2004 and 2014 were invited to complete an anonymous electronic survey regarding their experiences with the program and their perception of whether the master's program adequately prepared them in domains pertinent to medical educators. Participants also were asked to upload their current curricula vitae (CV) to assess objective measures of academic productivity among program graduates. RESULTS More than 75% of surveys were completed (47/60) and 75% of CVs were submitted (45/60). Demographics of respondents showed that 66% were woman. The racial demographics of respondents revealed 13% Hispanic/Latino, 28% Asian, and 59% white, respectively. More than 90% of respondents agreed that because they completed the program, they were competent in multiple teaching and learning domains; 94% of respondents believed that they were more effective educators than peers who did not complete this degree. CV abstraction revealed that 98% of respondents currently held academic positions. Number of publications and number of years since program graduation were used to determine the rate of productivity of the graduates. Twenty-six graduates (58%) successfully published at least one peer-reviewed article per year since they graduated. This equated to approximately 3.77 publications per year for these 26 respondents and 2.27 publications per year for the entire cohort. CONCLUSIONS Program graduates attributed their competence in several key domains that are crucial to excellence as a clinician-educator to their participation in the degree-granting program. The results of this study suggest that receipt of a graduate-level degree in medical education develops and enhances teaching skills and academic productivity among clinician-educators.
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Affiliation(s)
- Amar Kohli
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Maggie Benson
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Alexandra Mieczkowski
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Carla Spagnoletti
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Doris Rubio
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Melissa McNeil
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Rosanne Granieri
- From the Departments of Medicine and Pediatrics, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
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Jünger J, Pante SV, Ackel-Eisnach K, Wagener S, Fischer MR. Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc33. [PMID: 32566735 DOI: 10.3105/zma0001326] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 09/30/2019] [Accepted: 01/31/2020] [Indexed: 05/26/2023]
Abstract
Medical education has the responsibility to react to developments and changing demands in healthcare. This implies the need for experts in the area of medical education as well as nationally coordinated initiatives. An innovative model based on trans-institutional cooperation and nationwide consensus for establishing a master's degree course in Medical Education (MME) and long-term results are presented here to other countries and other programs, facing similar challenges. A MME program with the following goals was implemented at the Medical Faculty of Heidelberg University, Germany, in 2004: Qualification of leaders in medical faculties, professionalization and improvement of teaching quality, promotion of nationwide and international exchange, and stimulation of research in medical education. Since then, 15 cohorts with a total of 380 participants have started their studies, 179 participants have graduated and 90 publications resulted from the master's theses (as at November 2018). Evaluation and survey data revealed a very high degree of satisfaction among the participants and a lasting development to medical education experts. Our concept shows that the bundling of regional expertise into a clearly structured trans-institutional network can be a driving force for nationwide comprehensive changes, in order to address changing demands in healthcare systems and transfer it into medical education programs.
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Affiliation(s)
- Jana Jünger
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
- Institute of Medical and Pharmaceutical Proficiency Assessment, Mainz, Germany
| | - Saskia V Pante
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | | | - Stefan Wagener
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | - Martin R Fischer
- University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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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.
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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
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Jünger J, Pante SV, Ackel-Eisnach K, Wagener S, Fischer MR. Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc33. [PMID: 32566735 PMCID: PMC7291385 DOI: 10.3205/zma001326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 12/10/2018] [Revised: 09/30/2019] [Accepted: 01/31/2020] [Indexed: 05/06/2023]
Abstract
Medical education has the responsibility to react to developments and changing demands in healthcare. This implies the need for experts in the area of medical education as well as nationally coordinated initiatives. An innovative model based on trans-institutional cooperation and nationwide consensus for establishing a master's degree course in Medical Education (MME) and long-term results are presented here to other countries and other programs, facing similar challenges. A MME program with the following goals was implemented at the Medical Faculty of Heidelberg University, Germany, in 2004: Qualification of leaders in medical faculties, professionalization and improvement of teaching quality, promotion of nationwide and international exchange, and stimulation of research in medical education. Since then, 15 cohorts with a total of 380 participants have started their studies, 179 participants have graduated and 90 publications resulted from the master's theses (as at November 2018). Evaluation and survey data revealed a very high degree of satisfaction among the participants and a lasting development to medical education experts. Our concept shows that the bundling of regional expertise into a clearly structured trans-institutional network can be a driving force for nationwide comprehensive changes, in order to address changing demands in healthcare systems and transfer it into medical education programs.
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Affiliation(s)
- Jana Jünger
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
- Institute of Medical and Pharmaceutical Proficiency Assessment, Mainz, Germany
- *To whom correspondence should be addressed: Jana Jünger, Heidelberg University, Medical Faculty of Heidelberg, MME program, Im Neuenheimner Feld 672, D-69120 Heidelberg, Germany, phone: +49 (0)6221/56-4592, Fax: +49 (0)6221/56-4365, E-mail:
| | - Saskia V. Pante
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | | | - Stefan Wagener
- Heidelberg University, Medical Faculty of Heidelberg, MME program, Heidelberg, Germany
| | - Martin R. Fischer
- University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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Bilal, Guraya SY, Chen S. The impact and effectiveness of faculty development program in fostering the faculty's knowledge, skills, and professional competence: A systematic review and meta-analysis. Saudi J Biol Sci 2019; 26:688-697. [PMID: 31048993 PMCID: PMC6486500 DOI: 10.1016/j.sjbs.2017.10.024] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2017] [Revised: 10/03/2017] [Accepted: 10/16/2017] [Indexed: 11/27/2022] Open
Abstract
BACKGROUND Faculty vitality is the main ingredient to enhance professional education and competence. Enriching the faculty vitality in key domains of teaching, assessing, research, professionalism, and administration is perceived to improve educational environment significantly and enhances the academic performance of learners. Faculty development program (FDP) has been considered as a stand-alone educational pedagogy in fostering knowledge and professional skills of faculty. However, few studies have provided objective reports about the impact of such programs in a healthcare system. METHODS This research was conducted by selecting data sources of PubMed-Medline, Wiley online library, Cochrane library, Taylor & Francis Online, CINAHL, Springer link, Proquest, ISI Web of knowledge, ScienceDirect, EJS, EBSCO, Blackwell, Emerald and ABI Inform. This search followed a step-wise approach defined by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A total of 37 studies that explored the impact of FDPs on medical and allied health faculty's professional development were selected. RESULTS This meta-analysis reported a mean effect size of 0.73 that reflects a significant and positive impact of FDPs in enhancing faculty's knowledge and professional competence (z-statistics of 4.46 significant at p-value < 0.05) using the random effects model and forest plot. CONCLUSION This article reiterates the incorporation of FDPs in all healthcare institutions for improving the academic performance of faculty with resultant enrichment of learners' knowledge and skills.
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Affiliation(s)
- Bilal
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
| | - Salman Y. Guraya
- College of Medicine, University of Sharjah, United Arab Emirates
| | - Songsheng Chen
- School of Management and Economics, Beijing Institute of Technology, Beijing, China
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O'Loughlin VD, Husmann PR, Brokaw JJ. Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017). ANATOMICAL SCIENCES EDUCATION 2019; 12:181-190. [PMID: 30402902 DOI: 10.1002/ase.1825] [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: 12/15/2017] [Revised: 07/10/2018] [Accepted: 07/12/2018] [Indexed: 06/08/2023]
Abstract
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society's Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick's Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.
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Affiliation(s)
- Valerie Dean O'Loughlin
- Medical Sciences Program, Indiana University School of Medicine, Bloomington, Indiana
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - Polly R Husmann
- Medical Sciences Program, Indiana University School of Medicine, 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
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McCann AL, Schneiderman ED. Creating a Supportive Educational Research Culture at a Dental School by Identifying Obstacles and Solutions. J Dent Educ 2019; 83:265-274. [PMID: 30692184 DOI: 10.21815/jde.019.027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2018] [Accepted: 08/30/2018] [Indexed: 11/20/2022]
Abstract
The aim of this study was to identify the extent of educational research conducted at one U.S. dental school and to assess faculty needs for engaging in it more fully. A task force developed and administered a survey to all the school's full-time faculty members in January 2014. The response rate was 73.6% (n=106/144). The majority of the respondents were clinicians (73%), had a primary responsibility for teaching (80%), and were non-tenure track (62%). Thirty-six percent (n=24) of the non-tenure-track respondents reported being expected to engage in scholarship as well as the 38% (n=40) who were on the tenure track, for a total of 60% (n=64/106). Overall, 51% of respondents reported they had a half-day or less for scholarship. Clinical faculty respondents had significantly less time for scholarship than non-clinical (p<0.001). Two-thirds (n=72, 68%) said they had not received research training, and over half (n=56, 53%) had never conducted educational research. The most common answers for why respondents did not conduct educational research were "do not know how" (n=32%) and "not required" (n=23%). Help with statistical analysis was reported as the most important support factor, followed by having collaborators, help with research design, time, funding, and travel. While overall interest in conducting educational research was moderate (median=5 on a 1-10 scale, IQR=3,8), a highly interested group (n=45) had produced more research than others (p≤0.041). This group desired more small grants (91%) and training opportunities (89%, p≤0.001). In response to one of the findings of this study, a small-grant program of $15,000 annually for educational research was implemented in May 2014. Funded by this program, 11 projects have been initiated with both scholarship and learning improvement outcomes.
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Affiliation(s)
- Ann L McCann
- Ann L. McCann, RDH, PhD, is Professor Emeritus and former Director of Planning and Assessment, Texas A&M University College of Dentistry; and Emet D. Schneiderman, PhD, is Professor of Biomedical Sciences, Texas A&M University College of Dentistry.
| | - Emet D Schneiderman
- Ann L. McCann, RDH, PhD, is Professor Emeritus and former Director of Planning and Assessment, Texas A&M University College of Dentistry; and Emet D. Schneiderman, PhD, is Professor of Biomedical Sciences, Texas A&M University College of Dentistry
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Lucas R, Goldman EF, Scott AR, Dandar V. Leadership Development Programs at Academic Health Centers: Results of a National Survey. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:229-236. [PMID: 28658016 DOI: 10.1097/acm.0000000000001813] [Citation(s) in RCA: 61] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE To identify the prevalence and characteristics of faculty leadership development programs (LDPs) offered by North American academic health centers (AHCs) and to uncover gaps in leadership training. METHOD Faculty development/affairs deans of the 161 Association of American Medical Colleges member schools were surveyed in 2015 on their approach to faculty leadership training. For AHCs delivering their own training, the survey included questions about LDP participants, objectives, curriculum, delivery, resources, and evaluation. The literature on leadership and leadership development was used to develop a taxonomy of leadership competencies, which formed the basis of the survey questions related to program content. Survey results were analyzed with descriptive statistics and chi-square analysis for categorical data. RESULTS Of the 94 respondents (response rate 58%), 93 provided some form of leadership training and 61 provided a formal internal faculty LDP. Content was variable and rarely based on a specific leadership competency model. Although programs described innovative approaches to learning, lectures and case discussions were the predominant approaches. Evaluation beyond participant satisfaction was uncommon. CONCLUSIONS Faculty LDPs were common, with some programs describing elements informed by the leadership literature. However, nationally programs can improve by basing content on a leadership competency model, incorporating multiple approaches to teaching, and implementing more rigorous program evaluation.
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Affiliation(s)
- Raymond Lucas
- R. Lucas is associate dean for faculty affairs and professional development and associate professor of emergency medicine, School of Medicine and Health Sciences, George Washington University, Washington, DC. E.F. Goldman is assistant dean for faculty and curricular development, School of Medicine and Health Sciences, and associate professor of human and organizational learning, Graduate School of Education and Human Development, George Washington University, Washington, DC. A.R. Scott is a doctoral candidate, Graduate School of Education and Human Development, George Washington University, Washington, DC. V. Dandar is manager, Faculty Forward and Academic Affairs, Association of American Medical Colleges, Washington, DC
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Current Status of Fellowship Programs for Advanced Practice Registered Nurses in the Nurse Practitioner Role. Nurse Educ 2018; 43:42-44. [DOI: 10.1097/nne.0000000000000392] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Baldwin CD, Gusic ME, Chandran L. The Impact of a National Faculty Development Program Embedded Within an Academic Professional Organization. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1105-1113. [PMID: 28746133 DOI: 10.1097/acm.0000000000001496] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
A sizeable literature describes the effectiveness of institution-based faculty development programs in nurturing faculty educators as scholars, but national programs are less common and seldom evaluated. To fill this role, the Educational Scholars Program (ESP) was created within the Academic Pediatric Association (APA) in 2006. It is a national, three-year, cohort-based certification program focused on fostering educational scholarship. This article describes the development and outcomes of an innovative program embedded within the framework of a national professional organization, and offers a model for potential adaptation by similar organizations to enhance their support of educators.After 10 years, 171 scholars have enrolled in the ESP, and 50 faculty have participated. Scholars are assigned a faculty advisor and participate in three full-day sessions at a national meeting; online, interactive learning modules; and a mentored, scholarly project. The program receives support from the APA in four organizational frames: structural, human resource, political, and symbolic. The self-perceived scholarly proficiency of the scholars in Cohort 1 increased significantly over time, and their productivity and collaborations increased during and after the program. Scholars wrote enthusiastically about their experience in yearly and postprogram evaluations. In interviews, eight past APA presidents explained that the ESP strengthened the APA's mission, created new leaders, and provided a new model for other APA programs. Outcomes of the ESP suggest that a longitudinal faculty development program embedded within a national professional organization can create a social enterprise not only within the organization but also within the broader national community of educator-scholars.
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Affiliation(s)
- Constance D Baldwin
- C.D. Baldwin is professor of pediatrics, University of Rochester Medical Center, Rochester, New York, and director, Educational Scholars Program, Academic Pediatric Association, McLean, Virginia.M.E. Gusic was executive associate dean for educational affairs, Dolores and John Read Professor of Medical Education, and professor of pediatrics, Indiana University School of Medicine, Indianapolis, Indiana, at the time this work was completed.L. Chandran is professor of pediatrics and vice dean for undergraduate medical education, Stony Brook University School of Medicine, Stony Brook, New York
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Connelly MT, Sullivan AM, Chinchilla M, Dale ML, Emans SJ, Nadelson CC, Notman MT, Tarbell NJ, Zigler CM, Shore EG. The Impact of a Junior Faculty Fellowship Award on Academic Advancement and Retention. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1160-1167. [PMID: 28030418 DOI: 10.1097/acm.0000000000001541] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
PURPOSE Academic faculty experience barriers to career development and promotion. In 1996, Harvard Medical School (HMS) initiated an intramural junior faculty fellowship to address these obstacles. The authors sought to understand whether receiving a fellowship was associated with more rapid academic promotion and retention. METHOD Junior faculty fellowship recipients and all other instructor and assistant professors at HMS between 1996 and 2011 were identified. Using propensity score modeling, the authors created a matched comparison group for the fellowship recipients based on educational background, training, academic rank, department, hospital affiliation, and demographics. Time to promotion and time to leaving were assessed by Kaplan-Meier curves. RESULTS A total of 622 junior faculty received fellowships. Faculty who received fellowships while instructors (n = 480) had shorter times to promotion to assistant professor (P < .0001) and longer retention times (P < .0001) than matched controls. There were no significant differences in time to promotion for assistant professors who received fellowships (n = 142) compared with matched controls, but assistant professor fellowship recipients were significantly more likely to remain longer on the faculty (P = .0005). Women instructors advanced more quickly than matched controls, while male instructors' rates of promotions did not differ. CONCLUSIONS Fellowships to support junior faculty were associated with shorter times to promotion for instructors and more sustained faculty retention for both instructors and assistant professors. This suggests that relatively small amounts of funding early in faculty careers can play a critical role in supporting academic advancement and retention.
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Affiliation(s)
- Maureen T Connelly
- M.T. Connelly is assistant professor, Department of Population Medicine, Harvard Pilgrim Health Care Institute, and dean for faculty affairs, Harvard Medical School, Boston, Massachusetts. A.M. Sullivan is assistant professor, Department of Medicine, Beth Israel Deaconess Medical Center, and director for education research, Academy at Harvard Medical School, Boston, Massachusetts. M. Chinchilla is programmer analyst, Office for Faculty Affairs, Harvard Medical School, Boston, Massachusetts. M.L. Dale is former dean for faculty and research integrity, Harvard Medical School, Boston, Massachusetts. S.J. Emans is Mary Ellen Avery Professor, Department of Pediatrics, Harvard Medical School, chief, Division of Adolescent/Young Adult Medicine, director, Office of Faculty Development, and Robert Masland Jr. Chair in Adolescent Medicine, Boston Children's Hospital, Boston, Massachusetts. C.C. Nadelson is professor, Department of Psychiatry, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts. M.T. Notman is clinical professor, Department of Psychiatry, Cambridge Health Alliance, Harvard Medical School, Boston, Massachusetts. N.J. Tarbell is C.C. Wang Professor of Radiation Oncology, Department of Radiation Oncology, Massachusetts General Hospital, and dean for academic and clinical affairs, Harvard Medical School, Boston, Massachusetts. C.M. Zigler is assistant professor, Department of Biostatistics, Harvard School of Public Health, Boston, Massachusetts. E.G. Shore is senior consultant to the Office for Academic and Clinical Affairs and former dean for faculty affairs, Harvard Medical School, Boston, Massachusetts
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Jordan J, Yarris LM, Santen SA, Guth TA, Rougas S, Runde DP, Coates WC. Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1181-1188. [PMID: 27805949 DOI: 10.1097/acm.0000000000001460] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
PURPOSE Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.
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Affiliation(s)
- Jaime Jordan
- J. Jordan is assistant director, Residency Training Program, Department of Emergency Medicine, Harbor-UCLA Medical Center, and assistant professor of medicine and vice chair, Acute Care College, University of California, Los Angeles, David Geffen School of Medicine, Los Angeles, California. L.M. Yarris is associate professor, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon. S.A. Santen is assistant dean for educational research and quality improvement, University of Michigan Medical School, and professor, Department of Emergency Medicine and Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. T.A. Guth is emergency medicine clerkship codirector and associate director for clinical skills in the Foundations of Doctoring course, Department of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado. S. Rougas is assistant professor of emergency medicine, Alpert Medical School, Brown University, Providence, Rhode Island. D.P. Runde is assistant program director and assistant professor of emergency medicine, Department of Emergency Medicine, University of Iowa Hospitals and Clinics, Iowa City, Iowa. W.C. Coates is senior education specialist, Department of Emergency Medicine, Harbor-UCLA Medical Center, and professor of medicine, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, California
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Chiu M, Posner G, Humphrey-Murto S. Foundational Elements of Applied Simulation Theory: Development and Implementation of a Longitudinal Simulation Educator Curriculum. Cureus 2017; 9:e1002. [PMID: 28280655 PMCID: PMC5328725 DOI: 10.7759/cureus.1002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
Abstract
Simulation-based education has gained popularity, yet many faculty members feel inadequately prepared to teach using this technique. Fellowship training in medical education exists, but there is little information regarding simulation or formal educational programs therein. In our institution, simulation fellowships were offered by individual clinical departments. We recognized the need for a formal curriculum in educational theory. Kern’s approach to curriculum development was used to develop, implement, and evaluate the Foundational Elements of Applied Simulation Theory (FEAST) curriculum. Needs assessments resulted in a 26-topic curriculum; each biweekly session built upon the previous. Components essential to success included setting goals and objectives for each interactive session and having dedicated faculty, collaborative leadership and administrative support for the curriculum. Evaluation data was collated and analyzed annually via anonymous feedback surveys, focus groups, and retrospective pre-post self-assessment questionnaires. Data collected from 32 fellows over five years of implementation showed that the curriculum improved knowledge, challenged thinking, and was excellent preparation for a career in simulation-based medical education. Themes arising from focus groups demonstrated that participants valued faculty expertise and the structure, practicality, and content of the curriculum. We present a longitudinal simulation educator curriculum that adheres to a well-described framework of curriculum development. Program evaluation shows that FEAST has increased participant knowledge in key areas relevant to simulation-based education and that the curriculum has been successful in meeting the needs of novice simulation educators. Insights and practice points are offered for educators wishing to implement a similar curriculum in their institution.
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Affiliation(s)
- Michelle Chiu
- Department of Anesthesiology, University of Ottawa ; Department of Innovation in Medical Education, University of Ottawa ; Department of Pain Medicine, University of Ottawa
| | - Glenn Posner
- Department of Innovation in Medical Education, University of Ottawa
| | - Susan Humphrey-Murto
- Department of Innovation in Medical Education, University of Ottawa ; Department of Medicine, University of Ottawa
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Baldwin CD, Chandran L, Gusic ME. Building Sustainable Professional Development Programs: Applying Strategies From Implementation Science to Translate Evidence Into Practice. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2017; 37:106-115. [PMID: 28562499 DOI: 10.1097/ceh.0000000000000151] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Multisite and national professional development (PD) programs for educators are challenging to establish. Use of implementation science (IS) frameworks designed to convert evidence-based intervention methods into effective health care practice may help PD developers translate proven educational methods and models into successful, well-run programs. Implementation of the national Educational Scholars Program (ESP) is used to illustrate the value of the IS model. METHODS Four adaptable elements of IS are described: (1) replication of an evidence-based model, (2) systematic stages of implementation, (3) management of implementation using three implementation drivers, and (4) demonstration of program success through measures of fidelity to proven models and sustainability. RESULTS Implementation of the ESP was grounded on five established principles and methods for successful PD. The process was conducted in four IS stages over 10 years: Exploration, Installation, Initial Implementation, and Full Implementation. To ensure effective and efficient processes, attention to IS implementation drivers helped to manage organizational relationships, build competence in faculty and scholars, and address leadership challenges. We describe the ESP's fidelity to evidence-based structures and methods, and offer three examples of sustainability efforts that enabled achievement of targeted program outcomes, including academic productivity, strong networking, and career advancement of scholars. DISCUSSION Application of IS frameworks to program implementation may help other PD programs to translate evidence-based methods into interventions with enhanced impact. A PD program can follow systematic developmental stages and be operationalized by practical implementation drivers, thereby creating successful and sustainable interventions that promote the academic vitality of health professions educators.
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Affiliation(s)
- Constance D Baldwin
- Dr. Baldwin: Professor of Pediatrics, University of Rochester Medical Center, Rochester, NY, Co-Director, General Pediatrics Fellowship Program, and Founding Director, Academic Pediatric Association Educational Scholars Program. Dr. Chandran: Professor of Pediatrics, Vice Dean for Academic and Faculty Affairs, Miriam and David Donoho Distinguished Teaching Professor, Stony Brook School of Medicine, Stony Brook, NY, and Co-Director, Academic Pediatric Association Educational Scholars Program. Dr. Gusic: Immediate Past-President of the Academic Pediatric Association, and Former Co-Director, Academic Pediatric Association Educational Scholars Program
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Newman LR, Pelletier SR, Lown BA. Measuring the Impact of Longitudinal Faculty Development: A Study of Academic Achievement. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:1676-1683. [PMID: 26606720 DOI: 10.1097/acm.0000000000001016] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
PURPOSE Although faculty development programs in medical education have increased over the past two decades, there is a lack of rigorous program evaluation. The aim of this study was to determine quantifiable outcomes of Harvard Medical School's (HMS's) Fellowship in Medical Education and evaluate attainment of its goals. METHOD In 2005 and 2009 the authors collected curricula vitae (CVs) and conducted within-subject analysis of 42 fellowship graduates and also conducted comparison analysis between 12 academic year 2005 fellows and 12 faculty who did not participate in the program. The authors identified 10 metrics of academic advancement. CV analysis for the 42 graduates started 2 years prior to fellowship enrollment and continued for 2-year intervals until June 2009 (10 years of data collection). CV analysis for the comparison group was from 2003 to 2009. The authors also analyzed association between gender and academic outcomes. RESULTS Fellowship graduates demonstrated significant changes in 4 of 10 academic metrics by the end of the fellowship year: academic promotion, educational leadership, education committees, and education funding. Two metrics-educational leadership and committees-showed increased outcomes two years post fellowship, with a positive trend for promotions. Fellowship graduates significantly outpaced the comparison group in 6 of 10 metrics. Women did significantly more committee work, secured more education funding, and were promoted more often than men. CONCLUSIONS Findings indicate that the HMS Fellowship in Medical Education meets programmatic goals and produces positive, measurable academic outcomes. Standardized evaluation metrics of longitudinal faculty development programs would aid cross-institutional comparisons.
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Affiliation(s)
- Lori R Newman
- L.R. Newman is director of faculty education, Shapiro Institute for Education and Research at Harvard Medical School and Beth Israel Deaconess Medical Center, and principal associate in medicine, Department of Medicine, Harvard Medical School, Boston, Massachusetts. S.R. Pelletier is senior project manager, Center for Evaluation at Harvard Medical School, Boston, Massachusetts. B.A. Lown is director of faculty development, Mount Auburn Hospital, medical director, Schwartz Center for Compassionate Healthcare, and associate professor of medicine, Harvard Medical School, Boston, Massachusetts
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Coates WC, Runde DP, Yarris LM, Rougas S, Guth TA, Santen SA, Miller J, Jordan J. Creating a Cadre of Fellowship-Trained Medical Educators: A Qualitative Study of Faculty Development Program Leaders' Perspectives and Advice. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:1696-1704. [PMID: 26826070 DOI: 10.1097/acm.0000000000001097] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
PURPOSE Well-trained educators fill essential roles across the medical education continuum. Some medical schools offer programs for existing faculty to enhance teaching and scholarship. No standard postgraduate training model exists for residency graduates to attain competency as faculty members before their first academic appointment. The objective of this study is to inform the development of postgraduate medical education fellowships by exploring perceptions of educational leaders who direct well-established faculty development programs. METHOD The authors undertook a qualitative study, using purposeful sampling to recruit participants and a constant comparative approach to identify themes. They conducted semistructured telephone interviews with directors of faculty development fellowships using an interpretivist/constructivist paradigm (November 2013). Questions addressed curricular and fiscal structure, perceived benefits and challenges, and advice for starting a postgraduate fellowship. RESULTS Directors reported institutional and participant benefits, notably the creation of a community of educators and pool of potential leaders. Curricular offerings focused on learning theory, teaching, assessment, leadership, and scholarship. Funding and protected time were challenges. Advice for new program directors included evaluating best practices, defining locally relevant goals; garnering sufficient, stable financial support; and rallying leaders' endorsement. CONCLUSIONS Medical education fellowships cultivate leaders and communities of trained educators but require participants to balance faculty responsibilities with professional development. Advice of current directors can inform the development of postgraduate programs modeled after accredited clinical specialty fellowships. Programs with the support of strategic partners, financial stability, and well-defined goals may allow new faculty to begin their careers with existing competency in medical education skills.
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Affiliation(s)
- Wendy C Coates
- W.C. Coates is senior education specialist, Department of Emergency Medicine, Harbor-UCLA Medical Center, and professor of medicine, University of California, Los Angeles David Geffen School of Medicine, Los Angeles, California. D.P. Runde is assistant program director and assistant professor of emergency medicine, Department of Emergency Medicine, University of Iowa Hospitals and Clinics, Iowa City, Iowa. L.M. Yarris is associate professor, Department of Emergency Medicine, Oregon Health & Science University, Portland, Oregon. S. Rougas is assistant professor of emergency medicine, Alpert Medical School of Brown University, Providence, Rhode Island. T.A. Guth is emergency medicine clerkship codirector and associate director, Clinical Skills in Foundations of Doctoring Course, Department of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado. S.A. Santen is assistant dean, Educational Research and Quality Improvement, University of Michigan Medical School, and professor, Department of Emergency Medicine and Department of Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. J. Miller is an emergency medicine resident, Penn State Hershey Medical Center, Hershey, Pennsylvania. J. Jordan is assistant director, Residency Training Program, Department of Emergency Medicine, Harbor-UCLA Medical Center, and assistant professor of medicine and vice chair, Acute Care College, University of California, Los Angeles, David Geffen School of Medicine, Los Angeles, California
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K A, K KM, Vijayaraghavan P, Kandaswamy D. Flipped clinical training: a structured training method for undergraduates in complete denture prosthesis. KOREAN JOURNAL OF MEDICAL EDUCATION 2016; 28:333-342. [PMID: 27907980 PMCID: PMC5138569 DOI: 10.3946/kjme.2016.39] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2016] [Revised: 07/30/2016] [Accepted: 09/22/2016] [Indexed: 06/06/2023]
Abstract
PURPOSE To design and implement flipped clinical training for undergraduate dental students in removable complete denture treatment and predict its effectiveness by comparing the assessment results of students trained by flipped and traditional methods. METHODS Flipped training was designed by shifting the learning from clinics to learning center (phase I) and by preserving the practice in clinics (phase II). In phase I, student-faculty interactive session was arranged to recap prior knowledge. This is followed by a display of audio synchronized video demonstration of the procedure in a repeatable way and subsequent display of possible errors that may occur in treatment with guidelines to overcome such errors. In phase II, live demonstration of the procedure was given. Students were asked to treat three patients under instructor's supervision. The summative assessment was conducted by applying the same checklist criterion and rubric scoring used for the traditional method. Assessment results of three batches of students trained by flipped method (study group) and three traditionally trained previous batches (control group) were taken for comparison by chi-square test. RESULTS The sum of traditionally trained three batch students who prepared acceptable dentures (score: 2 and 3) and unacceptable dentures (score: 1) was compared with the same of flipped trained three batch students revealed that the number of students who demonstrated competency by preparing acceptable dentures was higher for flipped training (χ2=30.996 with p<0.001). CONCLUSION The results reveal the supremacy of flipped training in enhancing students competency and hence recommended for training various clinical procedures.
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Affiliation(s)
- Anbarasi K
- Faculty of Dental Sciences, Sri Ramachandra University, Chennai, India
| | - Kasim Mohamed K
- Faculty of Dental Sciences, Sri Ramachandra University, Chennai, India
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Wyatt TR, Braun K, Evans L, Rossi A, Wallach PM, Stepleman LM. A five-year retrospective evaluation of a faculty research fellowship programme at the medical college of Georgia. PERSPECTIVES ON MEDICAL EDUCATION 2016; 5:332-337. [PMID: 27738908 PMCID: PMC5122512 DOI: 10.1007/s40037-016-0303-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION In institutional assessments of faculty, scholarly activity is often cited as a deficiency. Faculty lack the training and resources needed to produce peer-reviewed, quality scholarship. Although a variety of formats have been suggested and used to fill this void, fellowships are a commonly used format to foster educational leaders within institutions. In 2010, the Educational Innovation Institute at the Medical College of Georgia created an educational research fellowship to address this need. METHODS To assess the success of our programme, we compared all graduating fellows' current curriculum vitae (CVs) with the version submitted at the time of their application, looking for educational scholarship produced during and after their participation in the fellowship. Qualitative data sources, such as article reflections, mid-fellowship surveys, and exit surveys were analyzed to identify the mechanisms that contributed to their success. The constant comparative method was used to identify themes and patterns. RESULTS A comparison of CVs collected at the time of application with a current CV indicate the 11 participants produced: 60 presentations at regional or national meetings, 16 peer reviewed publications, received funding for 7 grants supporting educational research, and won 7 national research awards. Our qualitative analysis identified three major mechanisms: 1) dedicated time to conducting educational research, 2) opportunities to engage with others, and 3 ) understanding the differences between educational and clinical research. DISCUSSION Previous criticisms of fellowships include faculty not producing educational scholarship after completing their programme. Our retrospective analysis indicates our research fellowship was successful in developing physicians and clinical educators to become educational researchers. What was most useful was having dedicated time to work with others interested in producing educational scholarship, and expert guidance in understanding the differences between clinical and educational research. The most challenging aspect of conducting education research was their need to use conceptual frameworks and learning theory in their work. Implications for this study include the need for a strong curricular focus on the differences between clinical and educational research for any fellowship programme.
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Affiliation(s)
- Tasha R Wyatt
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA.
| | - Kelli Braun
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA
| | - Lance Evans
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA
| | - Alexis Rossi
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA
| | - Paul M Wallach
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA
| | - Lara M Stepleman
- Educational Innovation Institute, Medical College of Georgia at Augusta University, Augusta, USA
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Gat I, Pessach-Gelblum L, Givati G, Haim N, Paluch-Shimon S, Unterman A, Bar-Shavit Y, Grabler G, Sagi D, Achiron A, Ziv A. Innovative integrative bedside teaching model improves tutors' self-assessments of teaching skills and attitudes. MEDICAL EDUCATION ONLINE 2016; 21:30526. [PMID: 26894587 PMCID: PMC4759835 DOI: 10.3402/meo.v21.30526] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/26/2015] [Revised: 12/30/2015] [Accepted: 12/30/2015] [Indexed: 06/05/2023]
Abstract
INTRODUCTION Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. METHODS One-day tutor training workshop included theoretical knowledge supplementation regarding tutors' roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. RESULTS Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). DISCUSSION Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment.
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Affiliation(s)
- Itai Gat
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Pinchas Borenstein Talpiot Medical Leadership Program, Sheba Medical Center, Tel Hashomer, Israel
- Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
| | - Liat Pessach-Gelblum
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
| | - Gili Givati
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Department of Neurology, Sheba Medical Center, Tel Hashomer, Israel
| | - Nadav Haim
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Department of General Surgery, Sheba Medical Center, Tel Hashomer, Israel
| | - Shani Paluch-Shimon
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Pinchas Borenstein Talpiot Medical Leadership Program, Sheba Medical Center, Tel Hashomer, Israel
- Division of Oncology, Sheba Medical Centre, Tel Hashomer, Israel
| | - Avraham Unterman
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
| | - Yochay Bar-Shavit
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
| | - Galit Grabler
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
| | - Doron Sagi
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
| | - Anat Achiron
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel
- Multiple Sclerosis Center, Sheba Medical Center, Tel Hashomer, Israel
| | - Amitai Ziv
- MSR-Israel Center for Medical Simulation, Sheba Medical Center, Tel Hashomer, Israel
- Sackler Faculty of Medicine, Tel Aviv University, Tel Aviv, Israel;
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Dewey CM, Turner TL, Perkowski L, Bailey J, Gruppen LD, Riddle J, Singhal G, Mullan P, Poznanski A, Pillow T, Robins LS, Rougas SC, Horn L, Ghulyan MV, Simpson D. Twelve tips for developing, implementing, and sustaining medical education fellowship programs: Building on new trends and solid foundations. MEDICAL TEACHER 2015; 38:141-9. [PMID: 26398270 PMCID: PMC10133922 DOI: 10.3109/0142159x.2015.1056518] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
Medical education fellowship programs (MEFPs) are a form of faculty development contributing to an organization's educational mission and participants' career development. Building an MEFP requires a systematic design, implementation, and evaluation approach which aligns institutional and individual faculty goals. Implementing an MEFP requires a team of committed individuals who provide expertise, guidance, and mentoring. Qualified MEFP directors should utilize instructional methods that promote individual and institutional short and long term growth. Directors must balance the use of traditional design, implementation, and evaluation methodologies with advancing trends that may support or threaten the acceptability and sustainability of the program. Drawing on the expertise of 28 MEFP directors, we provide twelve tips as a guide to those implementing, sustaining, and/or growing a successful MEFP whose value is demonstrated by its impacts on participants, learners, patients, teaching faculty, institutions, the greater medical education community, and the population's health.
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Affiliation(s)
| | | | | | - Jean Bailey
- c Central Michigan University College of Medicine , USA
| | | | - Janet Riddle
- e University of Illinois at Chicago College of Medicine , USA
| | | | | | - Ann Poznanski
- f California Northstate University College of Medicine , USA
| | | | | | | | - Leora Horn
- a Vanderbilt University School of Medicine , USA
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Cultivating Medical Education Research Mentorship as a Pathway Towards High Quality Medical Education Research. J Gen Intern Med 2015; 30:1359-62. [PMID: 26173520 PMCID: PMC4539320 DOI: 10.1007/s11606-015-3295-5] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The lack of effective and consistent research mentorship and research mentor training in both undergraduate medical education (UME) and graduate medical education (GME) is a critical constraint on the development of innovative and high quality medical education research. Clinical research mentors are often not familiar with the nuances and context of conducting education research. Clinician-educators, meanwhile, often lack the skills in developing and conducting rigorous research. Mentors who are not prepared to articulate potential scholarship pathways for their mentees risk limiting the mentee's progress in early stages of their career. In fact, the relative paucity of experienced medical education research mentors arguably contributes to the perpetuation of a cycle leading to fewer well-trained researchers in medical education, a lack of high quality medical education research, and relative stagnation in medical education innovation. There is a path forward, however. Integration of doctoral-level educators, structured inter-departmental efforts, and external mentorship provide opportunities for faculty to gain traction in their medical education research efforts. An investment in medical education research mentors will ensure rigorous research for high quality innovation in medical education and patient care.
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Gilbert J, Chew H, Dewey C, Horn L. Medical education: perils and progress in educating and assessing a new generation of learners. Am Soc Clin Oncol Educ Book 2015:33-9. [PMID: 25993139 DOI: 10.14694/edbook_am.2015.35.33] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Jill Gilbert
- From the Vanderbilt University School of Medicine, Nashville, TN; University of California Davis School of Medicine, Sacramento, CA; Vanderbilt University School of Medicine, Nashville, TN
| | - Helen Chew
- From the Vanderbilt University School of Medicine, Nashville, TN; University of California Davis School of Medicine, Sacramento, CA; Vanderbilt University School of Medicine, Nashville, TN
| | - Charlene Dewey
- From the Vanderbilt University School of Medicine, Nashville, TN; University of California Davis School of Medicine, Sacramento, CA; Vanderbilt University School of Medicine, Nashville, TN
| | - Leora Horn
- From the Vanderbilt University School of Medicine, Nashville, TN; University of California Davis School of Medicine, Sacramento, CA; Vanderbilt University School of Medicine, Nashville, TN
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Roos M, Kadmon M, Kirschfink M, Koch E, Jünger J, Strittmatter-Haubold V, Steiner T. Developing medical educators--a mixed method evaluation of a teaching education program. MEDICAL EDUCATION ONLINE 2014; 19:23868. [PMID: 24679671 PMCID: PMC3969510 DOI: 10.3402/meo.v19.23868] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/21/2014] [Revised: 02/22/2014] [Accepted: 03/07/2014] [Indexed: 05/17/2023]
Abstract
BACKGROUND It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. METHODS An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. RESULTS Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (P<0.001) as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001). 3) Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. CONCLUSIONS Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.
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Affiliation(s)
- Marco Roos
- Institute of General Practice, University of Erlangen-Nuremberg, Erlangen, Germany;
| | - Martina Kadmon
- Department of Surgery, Heidelberg University Hospital, Heidelberg, Germany
| | - Michael Kirschfink
- Institute of Immunology, Heidelberg University Hospital, Heidelberg, Germany
| | - Eginhard Koch
- Department of Child and Adolescent Psychiatry, Heidelberg University Hospital, Heidelberg, Germany
| | - Jana Jünger
- Department of General Internal Medicine and Psychosomatic, Heidelberg University Hospital, Heidelberg, Germany
| | | | - Thorsten Steiner
- Department of Neurology, Klinikum Frankfurt Höchst, Frankfurt, Germany
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Mloka DA, Omer S, Mkony CA, Kisenge RR, Macfarlane SB, O'Sullivan PS. Health professions educators as agents of change in Tanzania: creativity to implement new curricula. J Public Health Policy 2013; 33 Suppl 1:S171-85. [PMID: 23254842 DOI: 10.1057/jphp.2012.46] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Muhimbili University of Health and Allied Sciences (MUHAS) strives to instill in its graduates skills and competencies appropriate to serving the Tanzanian population well. MUHAS leadership, working in collaboration with educators from the University of California San Francisco (UCSF), selected and trained an interdisciplinary group of faculty members to promote effective teaching. We describe the development of this group of faculty change agents - now known as the Health Professions Educators Group (HPEG). The HPEG invigorated the education environment at MUHAS by: engaging many colleagues in special training events that introduced new methods for teaching and assessment; encouraging innovation; and developing strong mentoring relationships. HPEG members piloted courses in education to prepare all postgraduate students as peer educators, teaching assistants, and as candidates for faculty future appointments. Creation of a 'teaching commons' reinforces the new focus on innovative teaching as faculty members share experiences and gain recognition for their contributions to quality education.
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Affiliation(s)
- Doreen A Mloka
- School of Pharmacy, Muhimbili University of Health and Allied Sciences, PO Box 65001, Dar es Salaam, Tanzania.
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Macario A, Tanaka PP, Landy JS, Clark SM, Pearl RG. The stanford anesthesia faculty teaching scholars program: summary of faculty development, projects, and outcomes. J Grad Med Educ 2013; 5:294-8. [PMID: 24404276 PMCID: PMC3693697 DOI: 10.4300/jgme-d-12-00246.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/21/2012] [Revised: 12/07/2012] [Accepted: 01/27/2013] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND The Stanford Anesthesia Teaching Scholars Program was launched in 2007 to further pedagogic training of faculty and improve residency education. OBJECTIVES The goals of this article are to describe the program intervention and improvements made based on participant feedback, summarize the characteristics of the faculty enrolled and projects undertaken, and report on program outcomes tracked to date. INTERVENTION THE TEACHING SCHOLARS PROGRAM HOUSED WITHIN THE DEPARTMENT OF ANESTHESIA SUPPORTS FACULTY IN THESE AREAS: (1) attending education-related meetings; (2) engaging in a monthly seminar on core topics paired with independent study reading; and (3) undertaking a project to improve resident education. Structured interviews with all graduates (n = 19; 47% women) were conducted using a pilot-tested questionnaire. RESULTS A total of 15 of 19 Scholars (79%) were instructors/assistant professors. Sixteen Scholars (84%) attended an off-site education meeting. The Scholars pursued a variety of projects, including curriculum (53%), teaching (26%), administration (11%), assessment (5%), and advising/mentoring (5%). Projects were fully completed by 13 of 19 participants (68%), and 12 of 19 projects (63%) are currently integrated into the residency. Completed projects were published/presented at conferences by 4 of 13 participants (31%), and education grants were received by 3 of 19 participants (16%). CONCLUSIONS This is the first description of a faculty development (education) program in an anesthesiology department. The program has been well accepted by participants and resulted in increased educational products, some of which have become a permanent part of the residency curriculum. This educational innovation can be replicated in other departments of anesthesiology provided that funding is available for faculty time and meeting expenses.
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Coates WC, Lin M, Clarke S, Jordan J, Guth T, Santen SA, Yarris LM. Defining a core curriculum for education scholarship fellowships in emergency medicine. Acad Emerg Med 2012; 19:1411-8. [PMID: 23279248 DOI: 10.1111/acem.12036] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2012] [Accepted: 06/21/2012] [Indexed: 11/26/2022]
Abstract
A trained cadre of medical education scholars with a focus on methodologically sound research techniques is needed to ensure development of innovations that can be translated to educational practice, rigorous evaluation of instructional strategies, and progress toward improving patient care outcomes. Most established educational programs are aimed at existing faculty members and focus primarily on the development of teaching and leadership skills. At the 2012 Academic Emergency Medicine (AEM) consensus conference, "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success," a breakout session was convened to develop training recommendations for postgraduate fellowship programs in medical education scholarship that would enable residency graduates to join academic faculties armed with the skills needed to perform research in medical education. Additionally, these graduates would enjoy the benefits of established mentorships. A group of 23 medical education experts collaborated to address the following objectives: 1) construct a formal needs assessment for fellowship training in medical education scholarship in emergency medicine (EM), 2) compare and contrast current education scholarship programs in both EM and non-EM specialties, and 3) develop a set of core curriculum guidelines for specialized fellowship training in medical education scholarship in EM. Fellowship-trained faculty need to be proficient in learner instruction and assessment, organizational leadership, curriculum development, educational methodology, and conducting generalizable hypothesis-driven research to improve patient care.
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Affiliation(s)
| | - Michelle Lin
- the department of Emergency Medicine; University of California at San Francisco; San Francisco; CA
| | | | | | - Todd Guth
- the department of Emergency Medicine; University of Colorado; Anschutz Medical Campus; Aurora; CO
| | - Sally A. Santen
- the office of Medical Student Education & Department of Emergency Medicine; University of Michigan; Ann Arbor; MI
| | - Lalena M. Yarris
- the department of Emergency Medicine; Oregon Health & Science University; Portland; OR
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Yarris LM, Coates WC. Creating educational leaders: experiences with two education fellowships in emergency medicine. Acad Emerg Med 2012; 19:1481-5. [PMID: 23240922 DOI: 10.1111/acem.12042] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2012] [Revised: 06/21/2012] [Accepted: 06/21/2012] [Indexed: 11/28/2022]
Abstract
Academic physicians aiming to build careers on the scholarship of teaching require specific career development opportunities designed to provide the skills necessary for successful advancement and promotion as clinician-educators and scholars. Completing this training prior to embarking on an academic career may facilitate a smooth transition to a faculty position and establish mentoring networks and research collaboratives. This article describes two pilot medical education fellowships that have been successfully implemented in separate and unique departments of emergency medicine (EM). By comparing and contrasting the curricula and incorporating the experiences of graduating 10 EM education fellows over the past decade, the authors propose a fellowship structure that may be adapted to meet the needs of medical educators in a broad variety of fields and disciplines.
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Affiliation(s)
- Lalena M. Yarris
- Department of Emergency Medicine; Oregon Health & Science University; Portland; OR
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Goldman EF, Wesner M, Karnchanomai O, Haywood Y. Implementing the leadership development plans of faculty education fellows: a structured approach. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2012; 87:1177-1184. [PMID: 22836839 DOI: 10.1097/acm.0b013e31826156e5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The literature about medical education faculty fellowship programs, which have grown in popularity, quantifies program characteristics, provides exemplars, and reports on delivery strategies. Evaluation is generally limited to satisfaction measures, with a few longitudinal studies of postprogram achievements, but none on the process of making these changes.The authors describe the development of faculty members' postfellowship leadership plans and a structured process to support plan implementation. They also compare the implementation of initiatives specified in individual leadership development plans of two cohorts of faculty. The participants were graduates of a fellowship program at the George Washington University School of Medicine and Health Sciences. One cohort participated in a structured process of monthly reciprocal peer coaching, followed by journaling and quarterly interviews with the program director; a second cohort functioned as a comparison with no structured process supporting them. (Study years are not provided because they could inadvertently lead to the identification of the participants.) Despite similar implementation challenges expressed by both cohorts, the cohort participating in the structured process implemented 23% more of their planned initiatives, including 2 times as many educational leadership initiatives and 3.5 times as many initiatives related to developing new curriculum. The combination of plan development, reciprocal peer coaching, journaling, and interview discussions provided faculty with focus, structure, and personal support. This structured process supporting leadership plan development and implementation can be easily transferred to other fellowship programs in medical education, adapted for use with residents and fellows, and used in similar development programs.
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Affiliation(s)
- Ellen F Goldman
- George Washington University Graduate School of Education and Human Development, George Washington University, Washington, DC 20052, USA.
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Balmer DF, Richards BF. Faculty development as transformation: lessons learned from a process-oriented program. TEACHING AND LEARNING IN MEDICINE 2012; 24:242-7. [PMID: 22775789 PMCID: PMC3895942 DOI: 10.1080/10401334.2012.692275] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
BACKGROUND Faculty development programs tend to be oriented around content, yet many have produced positive outcomes unrelated to the content. We describe a faculty development program that utilized the processes of shared reading and guided reflection espoused by narrative medicine. DESCRIPTION To date, 25 preceptors in the Foundations of Clinical Medicine course have participated. The program consists of weekly seminars in which participants actively engage with text as a basis for conversation around content as well as teaching strategies. EVALUATION Using qualitative methods, we examined notes from seminars, in-depth interviews, and review of curricular documents; we used conceptual frameworks from education as interpretive lenses. Participants recognized both personal growth and transformation in relationships with each other, which created the opportunity, and the means, to address and reshape norms and teaching practices at the institution. CONCLUSIONS Process-oriented faculty development programs may foster growth of individuals, contribute to transformation in relationships, and ultimately influence teaching practices.
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Affiliation(s)
- Dorene F Balmer
- Center for Education Research and Evaluation, Columbia University Medical Center, New York, New York, USA.
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Turner TL, Ward MA, Palazzi DL, Lorin MI. Value placed on formal training in education by pediatric department chairs and residency program directors. J Grad Med Educ 2011. [PMID: 23205209 PMCID: PMC3244326 DOI: 10.4300/jgme-d-11-00205.1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND While much is known about how educational leaders at the medical school level (eg, deans) view the importance of formal training in education for medical school teachers, little is known about how leaders at the clinical level (eg, department chairs) view such training. We sought to determine how pediatric department chairs and residency program directors view the value of formal training in education, such as that at a Master of Education (MEd) level, and to estimate the number of clinical pediatric faculty with or pursuing such training. METHODS A survey designed to assess the value placed on formal training in education and to estimate the number of clinical faculty with or pursuing such training was mailed to pediatric department chair persons and residency program directors at all 131 allopathic medical schools in the United States and Puerto Rico. RESULTS Eighty department chairs (61%) responded, and most indicated that when hiring new faculty, they view an applicant with an MEd as having an advantage. Both chairs and residency directors considered an MEd to be advantageous for a residency director by a ranking of 4.5 and 4.2, respectively, on a scale of 1 to 5 (P = .008). Of the 80 chairs who responded, 58.8% of respondents reported one or more faculty in their department had or was pursuing an MEd. Of the 72 responding residency directors (55%), 11 respondents (15.3%) indicated that they had an MEd. CONCLUSION More than half the medical school pediatric chairs responding to the survey had one or more clinical faculty with or pursuing an MEd in their departments. Survey results indicated that such training is valued by both department chairs and residency directors. Given the time and expense involved in obtaining an MEd, awareness of these data 5 be helpful to those considering pursuing, offering, or requiring such training.
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Thompson BM, Searle NS, Gruppen LD, Hatem CJ, Nelson EA. A national survey of medical education fellowships. MEDICAL EDUCATION ONLINE 2011; 16:10.3402/meo.v16i0.5642. [PMID: 21475643 PMCID: PMC3071874 DOI: 10.3402/meo.v16i0.5642] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2010] [Revised: 01/21/2011] [Accepted: 01/21/2011] [Indexed: 05/12/2023]
Abstract
PURPOSE The purpose of our study was to determine the prevalence, focus, time commitment, graduation requirements and programme evaluation methods of medical education fellowships throughout the United States. Medical education fellowships are defined as a single cohort of medical teaching faculty who participate in an extended faculty development programme. METHODS A 26-item online questionnaire was distributed to all US medical schools (n=127) in 2005 and 2006. The questionnaire asked each school if it had a medical education fellowship and the characteristics of the fellowship programme. RESULTS Almost half (n=55) of the participating schools (n=120, response rate 94.5 %) reported having fellowships. Duration (10-584 hours) and length (<1 month-48 months) varied; most focused on teaching skills, scholarly dissemination and curriculum design, and required the completion of a scholarly project. A majority collected participant satisfaction; few used other programme evaluation strategies. CONCLUSIONS The number of medical education fellowships increased rapidly during the 1990s and 2000s. Across the US, programmes are similar in participant characteristics and curricular focus but unique in completion requirements. Fellowships collect limited programme evaluation data, indicating a need for better outcome data. These results provide benchmark data for those implementing or revising existing medical education fellowships.
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Affiliation(s)
- Britta M Thompson
- Office of Educational Development and Support, University of Oklahoma College of Medicine, Oklahoma City, OK 73126-0901, USA.
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Masunaga H, Hitchcock MA. Aligning teaching practices with an understanding of quality teaching: a faculty development agenda. MEDICAL TEACHER 2010; 33:124-130. [PMID: 21070116 DOI: 10.3109/0142159x.2010.498489] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
BACKGROUND To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development. AIM The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching. METHOD A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, "My Ideal Teacher" and "Myself as a Teacher." RESULTS Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of "My Ideal Teacher" and those of "Myself as a Teacher." Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards. CONCLUSIONS Data did not support our hypothesis that faculty would demonstrate stronger congruence between "My Ideal Teacher" and "Myself as a Teacher" than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.
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Affiliation(s)
- Hiromi Masunaga
- College of Education, California State University-Long Beach, Long Beach, CA 90840-2201, USA.
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Geraci SA, Kovach RA, Babbott SF, Hollander H, Buranosky R, Devine DR, Berkowitz L. AAIM Report on Master Teachers and Clinician Educators Part 2: faculty development and training. Am J Med 2010; 123:869-872.e6. [PMID: 20800159 DOI: 10.1016/j.amjmed.2010.05.014] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2010] [Accepted: 05/27/2010] [Indexed: 11/16/2022]
Affiliation(s)
- Stephen A Geraci
- Department of Medicine, University of Mississippi School of Medicine, Jackson, USA.
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Burdick WP, Diserens D, Friedman SR, Morahan PS, Kalishman S, Eklund MA, Mennin S, Norcini JJ. Measuring the effects of an international health professions faculty development fellowship: the FAIMER Institute. MEDICAL TEACHER 2010; 32:414-421. [PMID: 20423261 DOI: 10.3109/01421590903394587] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
While there are many examples of evaluations of faculty development programs in resource rich countries, evaluation of transnational programs for faculty from developing countries is limited. We describe evaluation of the effects of the FAIMER Institute, an international health professions education fellowship that incorporates not only education content, but also leadership and management topics and, in addition, strives to develop a sustained community of educators. Data were obtained via retrospective pre/post surveys, as well as interviews. Results indicate that participating health professions faculty from developing countries are augmenting their knowledge and skills in education leadership, management, and methodology, and applying that knowledge at their home institutions. Fellows' perceptions of importance of, and their own competence in, all curriculum theme areas increased. Interviews confirmed a nearly universal gain of at least one leadership skill. Findings suggest that the high-engagement experience of the FAIMER model offering integration of education and leadership/management tools necessary to implement change, provides knowledge and skills which are useful across cultural and national contexts and results in the development of a supportive, global, professional network.
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Haden NK, Chaddock M, Hoffsis GF, Lloyd JW, Reed WM, Ranney RR, Weinstein GJ. Preparing faculty for the future: AAVMC members' perceptions of professional development needs. JOURNAL OF VETERINARY MEDICAL EDUCATION 2010; 37:220-232. [PMID: 20847330 DOI: 10.3138/jvme.37.3.220] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Our purpose in this study was to determine professional development needs of faculty in the Association of American Veterinary Medical Colleges' (AAVMC's) member institutions, including those needs associated with current and emerging issues and leadership development. The survey asked respondents to report their level of job satisfaction and their perceptions of professional development as they related to support and resources, teaching, research, career planning, and administration. Five hundred and sixty-five individuals from 49 member institutions responded to an online professional development needs survey. We found that job satisfaction was associated with a variety of workplace variables correlated with academic rank, with those of higher academic rank expressing greater levels of satisfaction. Respondents with tenure also expressed generally higher levels of satisfaction. Most of the respondents expressed interest in learning more about topics related to teaching (e.g., effective questioning, giving feedback, principles of learning and motivation), research (e.g., research design, writing grants), career planning (e.g., mentoring, time management), and administration (e.g., fostering innovation, enhancing productivity, improving the work environment). Just more than half of the respondents indicated moderate to high interest in an AAVMC multi-phase leadership training program. The study suggests topics for which AAVMC should provide professional development opportunities either at existing meetings or through new programming. The study also suggests directions for individual institutions as they seek to implement professional development activities at the local level.
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Affiliation(s)
- N Karl Haden
- Academy for Academic Leadership, Atlanta, GA 30339, USA.
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Ultrasonographer experience does not impact outcomes following ultrasound-guided embryo transfer. Fertil Steril 2009; 92:918-922. [DOI: 10.1016/j.fertnstert.2008.07.1743] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2008] [Revised: 06/29/2008] [Accepted: 07/14/2008] [Indexed: 11/17/2022]
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Kassam F, Damji KF, Kiage D, Carruthers C, Kollmann KHM. The Sandwich fellowship: a subspecialty training model for the developing world. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2009; 84:1152-1160. [PMID: 19638787 DOI: 10.1097/acm.0b013e3181acf95c] [Citation(s) in RCA: 26] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Health care systems in many developing countries are rapidly evolving to respond to urbanization and shifting epidemiological profiles, creating an environment favorable for subspecialty development. The struggle for developing nations to train and retain highly skilled clinicians within academic institutions has highlighted the need for creative approaches to subspecialty education in these regions. The "Sandwich fellowship" is an educational model in which a fellow completes rotations at an academic institution in the developed world as well as in his or her home environment. An important component of the model is the expansion of institutional capacity at the fellow's home institution to create an enabling environment to practice newly acquired skills. The fellowship provides experience in diverse geographic and cultural contexts under the guidance of a preceptor from an institution in the developed world who teaches in both settings. Preceptors are given opportunities to continue professional growth and gain from exposure to pathology not commonly seen at home. Successful pilots of a Sandwich fellowship took place in ophthalmology and orthopedic surgery at the University of Ottawa in 2007-2008 and required funding from multiple sources with bilateral institutional support. Emphasis was also placed on teaching, leadership, management, and research so the fellows could return home and lead the development of their subspecialty areas. Early contact between administrations enables the model to serve as a gateway to a long-term partnership between developed world academic establishments and developing world institutions. Such a relationship yields a mutually beneficial exchange of knowledge and skills. Beneficiaries include the hospitals, their staff, and patients at both institutions.
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Affiliation(s)
- Faazil Kassam
- University of Toronto Faculty of Medicine, Toronto, Ontario, Canada.
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Hatem CJ, Lown BA, Newman LR. Strategies for creating a faculty fellowship in medical education: report of a 10-year experience. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2009; 84:1098-1103. [PMID: 19638780 DOI: 10.1097/acm.0b013e3181acf170] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
The authors present 10 strategies, plus challenges and opportunities, that have informed three well-established, yearlong medical education fellowships (defined as single cohorts of medical teaching faculty who participate in extended faculty development activities) during the period 1998 to 2008. These strategies include (1) defining an operating philosophy, values, and goals, (2) establishing a curriculum that reflects the roles and responsibilities of fellows and faculty, (3) employing a basic approach to adult learning, (4) striving to achieve a balance between stated objectives and openness of discussion, (5) creating optimum learning opportunities for the fellows to acquire and practice skills delineated in the curriculum, (6) fostering interdisciplinary communication, team development, and the creation of a learning community, (7) developing mindfulness and critical self-reflection, (8) systematically reviewing each session, (9) evaluating fellowship outcomes, and (10) planning for the future. This in-depth look presents both curricular content and process, providing a useful starting point from which those who develop and conduct educational faculty development activities at medical schools and academic medical centers may fashion and implement a local curriculum.
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Affiliation(s)
- Charles J Hatem
- The Academy Center for Teaching and Learning, Harvard Medical School, Boston, Massachusetts, USA.
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Lown BA, Newman LR, Hatem CJ. The personal and professional impact of a fellowship in medical education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2009; 84:1089-97. [PMID: 19638779 DOI: 10.1097/acm.0b013e3181ad1635] [Citation(s) in RCA: 44] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
BACKGROUND Faculty development is essential to fostering excellence in medical education and desired learning outcomes. Little is known, however, about the personal and professional impact of faculty development programs on participants, learners, and institutions. We explored the perspectives of medical education fellowship graduates on their skills, self-perceptions, participation in learning communities, and reflective practice. We also explored the results of the implementation of a scholarly medical education project. METHOD The study was a qualitative analysis of semistructured interviews with 40 faculty from multiple disciplines who, between 1999 and 2005, had completed a yearlong fellowship in medical education. RESULTS Through qualitative analysis, we identified 11 themes. Study participants described postfellowship changes in knowledge, self-perceptions, and behaviors and institutional changes that resulted from education projects. With a foundation of principles and skills, the Fellows' confidence and identity as educators were strengthened by their sense of self-efficacy, others' perceptions of their credibility, and support from a community of peers and mentors. This change affected the graduates' professional career trajectories. CONCLUSIONS Common themes in this and other studies suggest that enhancement of knowledge about medical education and teaching skills, protected time, a supportive learning environment, relationships with peers and mentors, validation of educational expertise by others, community building and networking, and emphasis on self-reflection and awareness are essential elements of faculty fellowships in medical education. This analysis suggests that these elements foster the evolution of identity, confidence, and self-efficacy among fellowship graduates. This personal development promotes the professional development of the medical educator.
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Affiliation(s)
- Beth A Lown
- Department of Medicine, Mount Auburn Hospital, Cambridge, Massachusetts 02138, USA.
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Moses AS, Skinner DH, Hicks E, O'Sullivan PS. Developing an educator network: the effect of a teaching scholars program in the health professions on networking and productivity. TEACHING AND LEARNING IN MEDICINE 2009; 21:175-179. [PMID: 20183335 DOI: 10.1080/10401330903014095] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND Teaching Scholars Programs are designed to enhance productivity and faculty retention. The formation of an increased network may be a facilitative mechanism. PURPOSES This study determined if participants increased their educational network and if the increase affected productivity. METHODS Researchers interviewed Teaching Scholars participants for pre- and postparticipation members of their educational network and issues related to network formation and conducted a structured vita analysis. Researchers used social network analysis (SNA) to describe the networks and regression to determine the relationship between network and productivity. RESULTS Educational networks increased with participation (p <.001) but showed little or no effect on productivity. SNA revealed a decrease of participants with no network, increase in connections among participants, and increase in connections to central services personnel. Researchers identified six themes from the participants' comments. CONCLUSIONS This relatively modest program demonstrated a small effect on productivity through the increased network.
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Affiliation(s)
- Anna S Moses
- Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas 72205, USA.
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Sutkin G, Wagner E, Harris I, Schiffer R. What makes a good clinical teacher in medicine? A review of the literature. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2008; 83:452-66. [PMID: 18448899 DOI: 10.1097/acm.0b013e31816bee61] [Citation(s) in RCA: 221] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE The authors perform a review of the literature pertinent to the question, "What makes a good clinical teacher in medicine?" METHOD After framing the question, based on discussions of their own experiences with clinical teachers, the authors performed a search of the literature pertinent to the question, "What are the qualities of a good clinical teacher in medicine?" Between July and December, 2006, they reviewed titles from Index Medicus (1909-1966), PubMed (1966 to the present), PubMed Related Articles, and referenced articles. The initial selections were chosen by scanning pre-1966 Index Medicus title lists and post-1966 abstracts. Chosen articles were then read in their entirety, and those which described specific characteristics of clinical teachers were selected for inclusion. Qualitative analysis was used to identify themes. RESULTS From 4,914 titles, 68 articles were selected for analysis-26 published before 1966, and 42 published after 1966. Four hundred eighty descriptors were identified and grouped into 49 themes, which were clustered into three main categories: physician, teacher, and human characteristics. Echoing the authors' intuitive descriptions, noncognitive characteristics dominated the descriptions and themes. CONCLUSIONS Excellent clinical teaching, although multifactorial, transcends ordinary teaching and is characterized by inspiring, supporting, actively involving, and communicating with students. Faculty development programs and future research should focus on development of the noncognitive attributes of clinical teachers, as well as the knowledge and skills associated with effective teaching.
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Affiliation(s)
- Gary Sutkin
- Department of Obstetrics, Gynecology, and Reproductive Sciences, University of Pittsburgh, Magee-Women's Hospital, Pittsburgh, Pennsylvania 15213, USA.
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Goldszmidt MA, Zibrowski EM, Weston WW. Education scholarship: it's not just a question of 'degree'. MEDICAL TEACHER 2008; 30:34-9. [PMID: 18278649 DOI: 10.1080/01421590701754136] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
BACKGROUND Although medical faculty are frequently encouraged to participate in education scholarship, there is a paucity of literature addressing how to support those who wish to do so. AIMS The purpose of this study was to explore faculty involvement in and support needs for pursuing education scholarship. METHODS A purposive sample of 108 medical faculty with an interest in medical education were invited to participate in a two-phase, mixed-methods study (survey and focus groups). RESULTS Seventy-three faculty (67.6%) completed the questionnaire with 16 subsequently participating in focus group sessions. Nearly 40% had enrolled in or completed formal education training. Although the majority had been involved in at least one education project during the past five years, few had received funding or published their work. Three support-related themes emerged: education research support; enhancing colleague interactions; and ongoing development activities. Three related barriers were identified: time, access to support staff, and knowledge of research methodology. No significant differences were identified between those with and without additional education training. CONCLUSIONS Assisting faculty to participate in education scholarship is a complicated endeavor. Institutional supports should not be limited to those with advanced degrees nor rely on Master-level degree programs to provide all the necessary training.
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Abstract
Teaching in the clinical environment is a demanding, complex and often frustrating task, a task many clinicians assume without adequate preparation or orientation. Twelve roles have previously been described for medical teachers, grouped into six major tasks: (1) the information provider; (2) the role model; (3) the facilitator; (4) the assessor; (5) the curriculum and course planner; and (6) the resource material creator (Harden & Crosby 2000). It is clear that many of these roles require a teacher to be more than a medical expert. In a pure educational setting, teachers may have limited roles, but the clinical teacher often plays many roles simultaneously, switching from one role to another during the same encounter. The large majority of clinical teachers around the world have received rigorous training in medical knowledge and skills but little to none in teaching. As physicians become ever busier in their own clinical practice, being effective teachers becomes more challenging in the context of expanding clinical responsibilities and shrinking time for teaching (Prideaux et al. 2000). Clinicians on the frontline are often unaware of educational mandates from licensing and accreditation bodies as well as medical schools and postgraduate training programmes and this has major implications for staff training. Institutions need to provide necessary orientation and training for their clinical teachers. This Guide looks at the many challenges for teachers in the clinical environment, application of relevant educational theories to the clinical context and practical teaching tips for clinical teachers. This guide will concentrate on the hospital setting as teaching within the community is the subject of another AMEE guide.
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Hendricson WD, Anderson E, Andrieu SC, Chadwick DG, Cole JR, George MC, Glickman GN, Glover JF, Goldberg JS, Haden NK, Kalkwarf KL, Meyerowitz C, Neumann LM, Pyle M, Tedesco LA, Valachovic RW, Weaver RG, Winder RL, Young SK. Does Faculty Development Enhance Teaching Effectiveness? J Dent Educ 2007. [DOI: 10.1002/j.0022-0337.2007.71.12.tb04428.x] [Citation(s) in RCA: 68] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- William D. Hendricson
- Educational and Faculty Development; University of Texas Health Science Center at San Antonio Dental School
| | - Eugene Anderson
- Center for Educational Policy and Research; American Dental Education Association
| | | | | | | | - Mary C. George
- Department of Dental Ecology; University of North Carolina School of Dentistry
| | | | | | | | | | - Kenneth L. Kalkwarf
- Commission on Change and Innovation in Dental Education; University of Texas Health Science Center at San Antonio Dental School
| | - Cyril Meyerowitz
- Eastman Dental Center; University of Rochester School of Medicine and Dentistry
| | | | | | | | | | - Richard G. Weaver
- Center for Educational Policy and Research; American Dental Education Association
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Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. MEDICAL TEACHER 2007; 29:591-9. [PMID: 17922354 DOI: 10.1080/01421590701606799] [Citation(s) in RCA: 358] [Impact Index Per Article: 21.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
OBJECTIVE To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching. METHOD We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching. RESULTS Most reports were published abstracts in either Medical Education's annual feature 'Really Good Stuff' or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including 'alleviating faculty teaching burden', 'providing role models for junior students', 'enhancing intrinsic motivation' and 'preparing physicians for their future role as educators'. DISCUSSION Peer teaching appears to be practiced often, but many peer teaching reports do not become full length journal articles. We conclude that specifically 'near-peer teaching' appears beneficial for student teachers and learners as well as for the organisation. The analogy of the 'journeyman', as intermediate between 'apprentice' and 'master', with both learning and teaching tasks, is a valuable but yet under-recognized source of education in the medical education continuum.
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Affiliation(s)
- Olle Ten Cate
- Center for Research and Development of Education at UMC Utrecht, the Netherlands.
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