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Salajegheh M, Sandars J, Mirzazadeh A, Gandomkar R. Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study. BMC MEDICAL EDUCATION 2024; 24:744. [PMID: 38987781 PMCID: PMC11234744 DOI: 10.1186/s12909-024-05715-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2024] [Accepted: 06/26/2024] [Indexed: 07/12/2024]
Abstract
BACKGROUND Faculty development programs can bring about both individual and organizational capacity development by enhancing individuals' attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors. METHODS A sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis. RESULTS A total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) "quality of faculty development programs", underscoring the significance of robust and comprehensive initiatives, (b) "development in instruction", emphasizing the importance of continuous improvement in pedagogical approaches (c) "development in professionalism", highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) "development in attitude towards education", emphasizing the role of mindset in fostering effective teaching practices, and (e) "supporting faculty development programs", with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors. CONCLUSION The study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development.
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Affiliation(s)
- Mahla Salajegheh
- Department of Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
| | - John Sandars
- Edge Hill University Medical School, Ormskirk, UK
| | - Azim Mirzazadeh
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Roghayeh Gandomkar
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojatdoust St., Keshavarz Blvd, Tehran, 1416633591, Iran.
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Steinert Y, O'Sullivan PS, Irby DM. The Role of Faculty Development in Advancing Change at the Organizational Level. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:716-723. [PMID: 38579264 DOI: 10.1097/acm.0000000000005732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/07/2024]
Abstract
ABSTRACT Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes 4 major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity, and inclusion; and (4) contributing to organization-wide initiatives, such as addressing "hot button" issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the 4 goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Because each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions.
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Kohan M, Changiz T, Yamani N. A systematic review of faculty development programs based on the Harden teacher's role framework model. BMC MEDICAL EDUCATION 2023; 23:910. [PMID: 38037063 PMCID: PMC10690997 DOI: 10.1186/s12909-023-04863-4] [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: 07/27/2023] [Accepted: 11/10/2023] [Indexed: 12/02/2023]
Abstract
BACKGROUND Despite the changing roles of faculty in the health professions over the past two decades, none of the reviews has been paid enough attention to the impact of the faculty development programs on these roles. The objective of this review is to synthesize the existing evidence that addresses the questions: "What are the types and outcomes of faculty development programs based on the Harden teachers' role framework and which of the areas described by Harden and Crosby are the authors referring to?" METHODS This review was conducted according to the guidance for Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. In 2020, a literature search was conducted in MEDLINE/PubMed, Scopus, ERIC, ScienceDirect, Google Scholar, Magiran and SID databases. The review included 119 studies (between 1990 and 2020) that met the review criteria. Data were extracted using a modified coding sheet. We used the modified Kirkpatrick model to assess the educational outcomes of faculty development programs. RESULTS The majority of faculty development programs were workshops (33.61%) with various durations. Most programs focused on the domain of information provider and coach (76.47%), followed by the facilitator of learning and mentor (53.78%) and assessor and diagnostician (37.81%). Only five faculty development programs focused on the domain of role model. The majority (83.19%) of outcomes reported were at level 2B, level 1 (73.95%) and level 2A (71.42%). Gains in knowledge and skills related to teaching methods and student assessment were frequently noted. Behavior changes included enhanced teaching performance, development of new educational curricula and programs, improved feedback and evaluation processes, new leadership positions, increased academic output and career development. The impact on the organizational practice continued to be underexplored. CONCLUSION Based on the review findings, broadening the scope of faculty development programs beyond the traditional roles of the faculty members by utilizing a competency-based framework for developing a comprehensive faculty development program is recommended. Attention to individualized form of faculty development programs and incorporating more informal approaches into the design and delivery of faculty development programs is also needed.
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Affiliation(s)
- Mahmoud Kohan
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Tahereh Changiz
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Medical Education Research Center, Medical Education Development Center, Isfahan University of Medical Sciences and Health Services, Isfahan, Iran.
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Steinauer JE, Hueppchen NA, Ricciotti HA, Stritter FT, DaRosa DA, Toepper KS, Learman LA. The APGO Academic Scholars and Leaders Program: Supporting obstetrics and gynecology faculty development for 20 years. MEDICAL TEACHER 2023; 45:1155-1162. [PMID: 37026472 DOI: 10.1080/0142159x.2023.2195972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
PURPOSE We evaluate the impacts of the Academic Scholars and Leaders (ASL) Program in achieving 3 key objectives: treatment of education as a scholarly pursuit, improved education leadership, and career advancement. MATERIALS AND METHODS We report on the twenty-year experience of the ASL Program-a national, longitudinal faculty development program of the Association of Professors of Obstetrics and Gynecology (APGO) covering instruction, curriculum development/program evaluation, assessment/feedback, leadership/professional development, and educational scholarship. We conducted a cross-sectional, online survey of ASL participants who graduated in 1999-2017. We sought evidence of impact using Kirkpatrick's 4-level framework. Descriptive quantitative data were analyzed, and open-ended comments were organized using content analysis. RESULTS 64% (260) of graduates responded. The vast majority (96%) felt the program was extremely worthwhile (Kirkpatrick level 1). Graduates cited learned skills they had applied to their work, most commonly curricular development (48%) and direct teaching (38%) (Kirkpatrick 2&3 A). Since participation, 82% of graduates have held institutional, education-focused leadership roles (Kirkpatrick 3B). Nineteen percent had published the ASL project as a manuscript and 46% additional education papers (Kirkpatrick 3B). CONCLUSIONS The APGO ASL program has been associated with successful outcomes in treatment of education as a scholarly pursuit, education leadership, and career advancement. Going forward, APGO is considering ways to diversify the ASL community and to support educational research training.
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Affiliation(s)
- Jody E Steinauer
- Department of Obstetrics, Gynecology & Reproductive Sciences, University of California, San Francisco, CA, USA
| | - Nancy A Hueppchen
- Department of Gynecology & Obstetrics, Johns Hopkins School of Medicine, Baltimore, MD, USA
| | - Hope A Ricciotti
- Department of Obstetrics & Gynecology, Harvard Medical School, Beth Israel Deaconess, Boston, MA, USA
| | - Frank T Stritter
- Department of Emeritus, University of North Carolina, Chapel Hill, NC, USA
| | - Debra A DaRosa
- Department of Emeritus of Surgery and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Kelly S Toepper
- Department of Meetings and Events, Association of Gynecology and Obstetrics, Crofton, MD, USA
| | - Lee A Learman
- Department of Obstetrics & Gynecology, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
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Herrmann LE, Blankenburg R, Klein M, Myers RE. Thriving in Academic Medicine..÷Embracing Evolving Mentorship and Sponsorship Needs. Acad Pediatr 2023; 23:884-885. [PMID: 36842750 DOI: 10.1016/j.acap.2023.02.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 02/21/2023] [Indexed: 02/28/2023]
Affiliation(s)
- Lisa E Herrmann
- Department of Pediatrics (LE Herrmann, M Klein), University of Cincinnati College of Medicine, Cincinnati, OH; Division of Hospital Medicine (LE Herrmann), Cincinnati Children...s Hospital Medical Center, Cincinnati, OH.
| | - Rebecca Blankenburg
- Department of Pediatrics (R Blankenburg), Stanford School of Medicine, Palo Alto, CA
| | - Melissa Klein
- Department of Pediatrics (LE Herrmann, M Klein), University of Cincinnati College of Medicine, Cincinnati, OH; Division of General Pediatrics (M Klein), Cincinnati Children...s Hospital Medical Center, Cincinnati, OH
| | - Ross E Myers
- Department of Pediatrics (RE Myers), Case Western Reserve University School of Medicine and Rainbow Babies and Children...s Hospital, Cleveland, OH
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Misky GJ, Sharpe B, Weaver AC, Niranjan-Azadi A, Gupta A, Rennke S, Ludwin S, Piper C, Mlis, Sun VK, Brotman DJ, Frank M. Faculty Development in Academic Hospital Medicine: a Scoping Review. J Gen Intern Med 2023; 38:1955-1961. [PMID: 36877213 PMCID: PMC10271943 DOI: 10.1007/s11606-023-08089-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 02/07/2023] [Indexed: 03/07/2023]
Abstract
This scoping review sought to identify and describe the state of academic faculty development programs in hospital medicine and other specialties. We reviewed faculty development content, structure, metrics of success including facilitators, barriers, and sustainability to create a framework and inform hospital medicine leadership and faculty development initiatives. We completed a systematic search of peer-reviewed literature and searched Ovid MEDLINE ALL (1946 to June 17, 2021) and Embase (via Elsevier, 1947 to June 17, 2021). Twenty-two studies were included in the final review, with wide heterogeneity in program design, program description, outcomes, and study design. Program design included a combination of didactics, workshops, and community or networking events; half of the studies included mentorship or coaching for faculty. Thirteen studies included program description and institutional experience without reported outcomes while eight studies included quantitative analysis and mixed methods results. Barriers to program success included limited time and support for faculty attendance, conflicting clinical commitments, and lack of mentor availability. Facilitators included allotted funding and time for faculty participation, formal mentoring and coaching opportunities, and a structured curriculum with focused skill development supporting faculty priorities. We identified heterogeneous historical studies addressing faculty development across highly variable program design, intervention, faculty targeted, and outcomes assessed. Common themes emerged, including the need for program structure and support, aligning areas of skill development with faculty values, and longitudinal mentoring/coaching. Programs require dedicated program leadership, support for faculty time and participation, curricula focused on skills development, and mentoring and sponsorship.
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Affiliation(s)
- Gregory J Misky
- Division of Hospital Medicine, University of Colorado, P.O. Box 6510, 12605 E. 16th Ave., Aurora, CO, 80045, USA.
| | - Bradley Sharpe
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - A Charlotta Weaver
- Division of Hospital Medicine, Northwestern University, 251 E Huron St Ste 16-738, Chicago, IL, 60611, USA
| | - Ashwini Niranjan-Azadi
- Division of Hospital Medicine, Johns Hopkins School of Medicine, 600 N Wolfe St, Baltimore, MD, 21287, USA
| | - Ashwin Gupta
- Division of Hospital Medicine, University of Michigan, 1500 E Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Stephanie Rennke
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - Steve Ludwin
- Division of Hospital Medicine, University of California, San Francisco (UCSF), 450 Stanyan St, San Francisco, CA, 94117, USA
| | - Christi Piper
- Strauss Health Sciences Library, University of Colorado Anschutz Medical Campus, 12950 E. Montview Boulevard, Aurora, CO, 80045, USA
| | | | - Vivien K Sun
- Division of Pediatric Hospital Medicine, Stanford University, 300 Pasteur Dr. MC 5776, Stanford, CA, 94305, USA
| | - Daniel J Brotman
- Division of Hospital Medicine, Johns Hopkins School of Medicine, 600 N Wolfe St, Baltimore, MD, 21287, USA
| | - Maria Frank
- Division of Hospital Medicine, University of Colorado, P.O. Box 6510, 12605 E. 16th Ave., Aurora, CO, 80045, USA
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Crites GE, Ward WL, Archuleta P, Fornari A, Hill SEM, Westervelt LM, Raymond N. A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:42-51. [PMID: 36215162 DOI: 10.1097/ceh.0000000000000459] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Formal mentoring programs have direct benefits for academic health care institutions, but it is unclear whether program designs use recommended components and whether outcomes are being captured and evaluated appropriately. The goal of this scoping review is to address these questions. METHODS We completed a literature review using a comprehensive search in SCOPUS and PubMed (1998-2019), a direct solicitation for unpublished programs, and hand-searched key references, while targeting mentor programs in the United States, Puerto Rico, and Canada. After three rounds of screening, team members independently reviewed and extracted assigned articles for 40 design data items into a comprehensive database. RESULTS Fifty-eight distinct mentoring programs were represented in the data set. The team members clarified specific mentor roles to assist the analysis. The analysis identified mentoring program characteristics that were properly implemented, including identifying program goals, specifying the target learners, and performing a needs assessment. The analysis also identified areas for improvement, including consistent use of models/frameworks for program design, implementation of mentor preparation, consistent reporting of objective outcomes and career satisfaction outcomes, engagement of program evaluation methods, increasing frequency of reports as programs as they mature, addressing the needs of specific faculty groups (eg, women and minority faculty), and providing analyses of program cost-effectiveness in relation to resource allocation (return on investment). CONCLUSION The review found that several mentor program design, implementation, outcome, and evaluation components are poorly aligned with recommendations, and content for URM and women faculty members is underrepresented. The review should provide academic leadership information to improve these discrepancies.
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Affiliation(s)
- Gerald E Crites
- Dr. Crites: Campus Associate Dean for Faculty Affairs and Development, Professor of Medicine, AU/UGA Medical Partnership: Augusta University and University of Georgia Medical Partnership, UGA Health Science Campus, Athens, GA. Dr. Ward: Associate Provost for Faculty, Professor of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Archuleta: Clinical Instructor, Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO. Ms. Fornari: Associate Dean for Educational Skills Development, Professor of Science Education, Family Medicine and Occupational Health, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, 500 Hofstra University, Hempstead, NY. Ms. Hill : College of Medicine, University of Arkansas for Medical Sciences, Little Rock, AR. Ms. Westervelt: Director, Office of Faculty Affairs and Leadership Development, University of North Carolina at Chapel Hill, Chapel Hill, NC. Dr. Raymond: Associate Dean of Faculty Affairs and Development, Professor of Psychiatry, School of Medicine and Public Health, University of Wisconsin-Madison, 4125A Health Sciences Learning Center, Madison, WI
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Cameron MW, Crowther LN, Huang GC. Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:112-122. [PMID: 35921165 DOI: 10.1097/acm.0000000000004896] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine. METHOD The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes. RESULTS Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions. CONCLUSIONS Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.
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Affiliation(s)
- Michael W Cameron
- M.W. Cameron is a staff editor, Academic Medicine and MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-2847-8802
| | - Lee N Crowther
- L.N. Crowther is a library specialist, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-3302-8651
| | - Grace C Huang
- G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Boston, Massachusetts, and editor-in-chief, MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-2965-0341
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D'Alessandro DM, Shah NH, Riss RR, Darden AG. Defining Their Own Success: Scholars' Views After a Faculty Development Program. Acad Pediatr 2023; 23:193-200. [PMID: 35914731 DOI: 10.1016/j.acap.2022.07.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 07/13/2022] [Accepted: 07/23/2022] [Indexed: 01/19/2023]
Abstract
OBJECTIVE Educator roles in medicine are expanding yet career paths and definitions of successful careers are not uniformly agreed upon. Educator success from their own perspective has not been broadly explored as these studies usually occur from the institutional or organizational viewpoint. This study examined the impact of a national educational faculty development program (FDP) for academic pediatricians on educators' self-description of their own professional and personal success. METHODS This was a cross-sectional, qualitative study of FDP alumni between 2019-2021. Interviews explored participants perspectives on their professional success, and supports and barriers. Using an iterative process, thematic analysis of the data identified 6 themes. RESULTS Fourteen scholars were interviewed. All felt they were successful citing both outcome and impact measures categorized into 6 themes: personal attributes, adequate resources and barriers, foundational skill development, experiencing strong mentoring and networking, engaging, and being connected to a community of practice and self-identifying as a medical educator. To view the data holistically, a model incorporating 3 frameworks was developed. CONCLUSIONS These educators viewed themselves as successful academic educators. While papers, promotions and positions were important, educators viewed impact in mentoring and collaborations with others, along with acquired expertise and an expanded viewpoint of the field and themselves as equally important. Educators and leaders could use these elements for their own self-assessment and support, FDP development and enhancement, and for investment in programs and faculty educators.
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Affiliation(s)
| | - Neha H Shah
- Associate Professor of Pediatrics (NH Shah), The George Washington University School of Medicine and Health Sciences, Washington DC
| | - Robert R Riss
- Associate Professor of Pediatrics (RR Riss), University of Missouri, Kansas City, Mo
| | - Alix G Darden
- Professor of Pediatrics (AG Darden), University of Oklahoma, Oklahoma City, Okla
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Bierer SB, Cianciolo A, Han H, Hanson J. A Systematic Approach to Provide Feedback to Presenters at Virtual and Face-to-Face Professional Meetings. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2022; 18:11288. [PMID: 36605543 PMCID: PMC9755373 DOI: 10.15766/mep_2374-8265.11288] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 09/06/2022] [Indexed: 12/23/2022]
Abstract
Introduction To promote their personal and professional growth, medical educators need practical, actionable feedback on their scholarship, as well as guidance for documenting their scholarship in educator portfolios. We offer a framework and resources to provide formative and summative feedback to faculty, administrators, and/or learners delivering an oral presentation at a face-to-face or virtual health professions education meeting. Methods In 2014, the leadership of the Central Group on Educational Affairs (CGEA) meeting planning committee developed and piloted a process to provide individuals with formative and summative feedback on their oral CGEA research presentations at face-to-face meetings and create a transparent process for determining the Best Presentation Award. The feedback process was implemented for 7 years until revised in 2021 for the CGEA's first virtual meeting. Past and present meeting organizers conducted four focus groups in 2021 with presenters and peer reviewers via Zoom. Transcripts were analyzed for major themes using conventional content analysis. Results To date, 102 presentation assessments have been conducted, including formative and summative assessments. Sixty-two volunteer assessors have participated, 19 (31%) of whom served for more than 2 years. Focus groups identified best practices and suggestions to improve the feedback process. Discussion This resource offers a feasible, systematic process to provide individuals with formative feedback on presentations at professional conferences, promote a community of practice for personal and professional development, and create a transparent process for determining a Best Presentation Award. Participants valued providing and receiving feedback and recommended implementation at other professional meetings.
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Affiliation(s)
- S. Beth Bierer
- Professor, Department of Medicine, and Director, Assessment and Evaluation, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University
| | - Anna Cianciolo
- Associate Professor, Department of Medical Education, Southern Illinois University School of Medicine
| | - Heeyoung Han
- Associate Professor, Department of Medical Education, Southern Illinois University School of Medicine
| | - Janice Hanson
- Professor, Department of Medicine, Washington University School of Medicine in St. Louis
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Husmann PR, Brokaw JJ, O'Loughlin VD. Do the benefits continue? Long term impacts of the Anatomy Education Research Institute (AERI) 2017. BMC MEDICAL EDUCATION 2022; 22:810. [PMID: 36434645 PMCID: PMC9694568 DOI: 10.1186/s12909-022-03883-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 11/09/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The Anatomy Education Research Institute (AERI) was held in Bloomington, Indiana in July of 2017. Previous research has shown that AERI was successful in meeting Kirkpatrick's first two levels of evaluation via positive initial reactions and learning gains identified at the end of AERI. This manuscript demonstrates continued success in Kirkpatrick levels two and three via six-month and thirty-month follow-up surveys and nine-month follow-up focus groups and interviews. METHODS Quantitative analyses were completed using Microsoft Excel (2019) and SPSS version 26 while qualitative analyses were completed for both survey responses and focus groups/interviews using thematic analyses. RESULTS Results demonstrate that the learning gains seen immediately post-AERI 2017 were sustained for all participants (accepted applicants and invited speakers). Qualitative results continued to demonstrate positive reactions to AERI 2017. Both quantitative and qualitative results demonstrated that the main obstacle to educational research for most participants is time, while collaboration, IRB, institutional roadblocks, and devaluing of educational research were also identified as obstacles. CONCLUSIONS The research presented here indicates positive outcomes to Kirkpatrick Levels 1, 2, & 3 of evaluation following AERI 2017. However, substantial obstacles still exist for researchers in medical education. The need for a sustained community of practice for educational researchers was suggested as a potential buffer against these obstacles and multiple options for providing that community are discussed.
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Affiliation(s)
- Polly R Husmann
- Medical Sciences Program, Indiana University School of Medicine, 2631 E Discovery Parkway, Bloomington, IN, 47408, USA.
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN, USA.
| | - James J Brokaw
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN, USA
| | - Valerie Dean O'Loughlin
- Medical Sciences Program, Indiana University School of Medicine, 2631 E Discovery Parkway, Bloomington, IN, 47408, USA
- Department of Anatomy, Cell Biology & Physiology, Indiana University School of Medicine, Indianapolis, IN, USA
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Li STT, Abramson E, Hilgenberg S, Lichtenstein C, Lockspeiser T. Enhancing Learner Engagement Through Experiential Learning With Learner-Generated Data. Acad Pediatr 2022; 23:846-848. [PMID: 36356787 DOI: 10.1016/j.acap.2022.11.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 11/01/2022] [Accepted: 11/02/2022] [Indexed: 11/09/2022]
Abstract
Integrating self-generated learner data into hands-on curricula enhances learner engagement with material and self-assessed learning. Using learner self-generated data to enhance learner engagement can have widespread applicability and benefit for use in design of educational curricula.
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Affiliation(s)
- Su-Ting T Li
- Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis (S-TT Li), Sacramento, Calif.
| | - Erika Abramson
- Pediatrics and Population Health Sciences, Department of Pediatrics, Weill Cornell Medical College (E Abramson), New York, NY
| | - Sarah Hilgenberg
- Division of Pediatric Hospital Medicine, Department of Pediatrics, Stanford University School of Medicine (S Hilgenberg), Palo Alto, Calif
| | - Cara Lichtenstein
- Department of Pediatrics, George Washington University School of Medicine and Health Sciences, Children's National Hospital (C Lichtenstein), Washington, DC
| | - Tai Lockspeiser
- Department of Pediatrics, University of Colorado, School of Medicine (T Lockspeiser), Aurora, Colo
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Affiliation(s)
- Joslyn W. Fisher
- Joslyn W. Fisher, MD, MPH, is Associate Professor of Medicine, Co-Chair, Faculty & Staff Development Mentor Academy, Department of Medicine, Baylor College of Medicine
| | - Barbara W. Trautner
- Barbara W. Trautner, MD, PhD, is Professor of Medicine, Baylor College of Medicine, and Center for Quality, Effectiveness and Safety (IQuESt), Michael E. DeBakey Veterans Affairs Medical Center
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Integrating Graduates of a National Faculty Development Program Into a Community of Practice. Acad Pediatr 2022; 22:143-150. [PMID: 34052468 DOI: 10.1016/j.acap.2021.04.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 03/29/2021] [Accepted: 04/04/2021] [Indexed: 11/23/2022]
Abstract
PURPOSE The Educational Scholars Program (ESP) started as a national 3-year faculty development (FD) program for pediatric educators. Fourteen years later, the ESP has grown into a larger community of practice (CoP). The purpose of this study was to identify programmatic processes that serve as bridges or barriers to integrating ESP graduates into the CoP. METHODS A cross-sectional survey was sent to 126 ESP graduates. Based on their self-reported level of engagement, graduates were categorized into 4 groups: Core, Active, Peripheral, and Outsider groups. Factors contributing to engagement with the ESP community, and the impact of varying levels of engagement on outcomes related to the organization and the graduate were ascertained. RESULTS Half of the ESP graduates completed the survey. Thirty-five percent of the respondents were in the Core or Active groups. Almost all ESP graduates in the Core and Active groups felt a sense of belonging to the ESP community. Opportunities provided to network, collaborate, and receive mentorship were reported as highly significant influences on their decision to remain engaged. CONCLUSION Purposeful integration of graduates of an FD program within a CoP, by allowing varying levels of involvement, enhances engagement within the CoP.
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Tung J, Nahid M, Rajan M, Logio L. The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention. BMC MEDICAL EDUCATION 2021; 21:468. [PMID: 34474670 PMCID: PMC8414755 DOI: 10.1186/s12909-021-02899-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 08/22/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants' (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. METHOD Participants from the 2013-2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar's tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. RESULTS There were significant improvements in almost all self-ratings on program surveys (p < 0.05). Greatest improvements were seen in "understand the promotions process" (36% vs. 94%), "comfortable negotiating" (35% vs. 74%), and "time management" (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p = 0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16-2.23, p-value = 0.004). There was significant difference found in time-to-departure (p < 0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16-0.34, p < 0.0001). CONCLUSIONS LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.
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Affiliation(s)
- Judy Tung
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 505 East 70th Street HT408, New York, NY 10021 USA
| | - Musarrat Nahid
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 420 East 70th Street LH332, New York, NY 10021 USA
| | - Mangala Rajan
- Division of General Internal Medicine, Department of Medicine, Weill Cornell Medicine, 420 East 70th Street LH348, New York, NY 10021 USA
| | - Lia Logio
- Department of Medicine, Case Western Reserve University School of Medicine, 10900 Euclid Avenue, Cleveland, OH 44106 USA
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Turner TL, Zenni EA, Balmer DF, Lane JL. How Full Is Your Tank? A Qualitative Exploration of Faculty Volunteerism in a National Professional Development Program. Acad Pediatr 2021; 21:170-177. [PMID: 32619544 DOI: 10.1016/j.acap.2020.06.140] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/01/2020] [Revised: 06/20/2020] [Accepted: 06/27/2020] [Indexed: 11/19/2022]
Abstract
OBJECTIVE Professional development programs (PDPs) within academic professional organizations rely on faculty volunteers, but little is known about the volunteering process and experience. Our aim was to gain insights into the initial decision to volunteer, the experience of volunteering and the decision to re-volunteer or not (ie, remain or leave as a volunteer). The study setting was a PDP of the Academic Pediatric Association, the Educational Scholars Program. METHODS In 2014, 13 Educational Scholars Program faculty members participated in semistructured phone interviews. The authors performed a general inductive analysis of the data, inductively created codes, and analyzed coded data for emergent themes that led to the creation of a model for recruiting and sustaining volunteers. RESULTS Four themes related to the initial volunteer decision and the decision to re-volunteer or not (self-interest and altruism, reputation of the program, relevant skill set, and doability), and 4 themes related to the experience of volunteering (emotional impact, career advancement and professional recognition, professional growth, and doability) emerged. The relationship among the themes led to the creation of a model of volunteering, involving a metaphorical volunteerism "tank" that is full when faculty initially volunteer and subsequently fills or empties as a result of dynamic interplay between the themes for each individual. CONCLUSIONS Leaders of PDPs may find our model of volunteering beneficial for enhancing the emotional and tangible benefits and minimizing the logistical issues of volunteering. This information should contribute to success in recruiting and retaining the volunteers who are essential for developing and sustaining PDPs.
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Affiliation(s)
- Teri L Turner
- Department of Pediatrics, Baylor College of Medicine, One Baylor Plaza and Texas Children's Hospital (TL Turner), Houston, Tex; Center for Research, Innovation, and Scholarship in Medical Education, Texas Children's Hospital (TL Turner), Houston, Tex.
| | - Elisa A Zenni
- Department of Pediatrics, University of Florida College of Medicine - Jacksonville (EA Zenni)
| | - Dorene F Balmer
- Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania and the Children's Hospital of Philadelphia (DF Balmer)
| | - J Lindsey Lane
- Department of Pediatrics, University of Colorado School of Medicine, Children's Hospital Colorado (JL Lane), Aurora, Colo
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Sanfilippo F, Markwood P, Bailey DN. Retaining the Value of Former Department Chairs: The Association of Pathology Chairs Experience. Acad Pathol 2020; 7:2374289520981685. [PMID: 33457498 PMCID: PMC7783871 DOI: 10.1177/2374289520981685] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Accepted: 11/23/2020] [Indexed: 11/16/2022] Open
Abstract
Serving as a clinical department chair in an academic health center is an
increasingly complex and difficult position. In 2014, the Association of
Pathology Chairs engaged former chairs to assist its members by establishing an
ad hoc committee of “Senior Fellows,” which then became a permanent Senior
Fellows Group. The Senior Fellows Group currently includes more than 50 former
chairs, many of whom subsequently served as deans, medical center executives,
and in other leadership roles. The primary mission of the Senior Fellows Group
has been to provide advice, consultation, and mentoring to members of the
Association of Pathology Chairs, especially new chairs and faculty interested in
leadership roles. All new chairs are asked if they wish to select or be assigned
a Senior Fellow advisor. Each Senior Fellow is listed on the Association of
Pathology Chairs website with the areas of advice they are willing to provide,
which include: “on-boarding” issues and opportunities facing a new chair;
strategy (eg, departmental priorities, mission balance); administration (eg,
financial, operational); institutional reviews of chairs/departments;
interaction with institutional leaders (eg, other chairs, deans, hospital
leadership); fundraising; faculty management (eg, recruitment, retention, annual
evaluations, productivity, dismissal); and personal issues (eg, work–life
balance, stepping down, retirement). The Senior Fellows Group also has
participated actively in essentially all Association of Pathology Chairs
programs, committees, fundraising, and projects. The organized structure and
function of the Senior Fellows Group has been of significant value to the
membership of the Association of Pathology Chairs, as well as to the
participating former chairs, and may provide a model for other academic
organizations to utilize this important resource.
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Affiliation(s)
- Fred Sanfilippo
- Department of Pathology and Laboratory Medicine, Emory University, Atlanta, GA, USA
| | | | - David N Bailey
- Department of Pathology, University of California, San Diego, La Jolla, CA, USA
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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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Kordestani Moghaddam A, Mirzazadeh A. Medical Education Scholars Program: an approach to development of scholars in education in Tehran University of Medical Sciences. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2019; 10:373-378. [PMID: 31239800 PMCID: PMC6554523 DOI: 10.2147/amep.s196424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/04/2018] [Accepted: 05/15/2019] [Indexed: 06/09/2023]
Abstract
Objectives: Medical Education Scholars Program (MESP) has been implemented with the aim of creating and enhancing the knowledge and skills of educational leaders and faculty members, as well as providing the basis for the development of training in academic departments at Tehran University of Medical Sciences. Methods: The program planned for this 8-month course was offered in two sections. Fourteen faculty members participated in the two courses. The first part, which was a once-a-week workshop, included a 3-day workshop on "how to write a developmental proposal in education" and a 3-day "educational leadership" workshop. In the second part, which was a half-day course, was allocated to presenting the project progress report, the educational journal club, the workshops requested by participants on educational leadership, individual studies and counseling with mentors. Results: In a poll, it was concluded that participants were satisfied with the curriculum of MESP and expressed that the program could not only expand their knowledge and skills on how to manage change and educational leadership, but also improve their viewpoint in this regard. Conclusion: MESP can enhance the faculty members' knowledge and skills in their educational leadership and scholarly activities as a teacher, and increase their accountability as an educational leader. It seems that holding this program and similar programs is essential to improve the quality of education and educational leadership at universities.
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Affiliation(s)
| | - Azim Mirzazadeh
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Department of Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
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Shieh C, Cullen DL. Mentoring Nurse Faculty: Outcomes of a Three-Year Clinical Track Faculty Initiative. J Prof Nurs 2019; 35:162-169. [DOI: 10.1016/j.profnurs.2018.11.005] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Revised: 11/08/2018] [Accepted: 11/28/2018] [Indexed: 10/27/2022]
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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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Howell LP, Markwood PS, Zander DS. The Association of Pathology Chairs' Pathology Leadership Academy: Experience From the First 2 Years. Acad Pathol 2019; 6:2374289519826309. [PMID: 30793023 PMCID: PMC6376530 DOI: 10.1177/2374289519826309] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2018] [Revised: 12/22/2018] [Accepted: 01/02/2019] [Indexed: 11/21/2022] Open
Abstract
Leadership development and succession planning are critical to ensure continued strength of academic pathology. The Association of Pathology Chairs developed the Pathology Leadership Academy to prepare future academic leaders. The purpose of this report is to describe: (1) Pathology Leadership Academy’s development and curriculum, (2) how Pathology Leadership Academy has met leadership development needs for individuals and academic departments in its first 2 years, (3) Pathology Leadership Academy’s future directions based on program feedback. Results were analyzed from pre- and postprogram needs assessment surveys of pathology chairs and from evaluations from Pathology Leadership Academy participants in the first 2 years. Pathology Leadership Academy curriculum was developed from topics identified as priorities in the chairs’ survey. Twenty-eight (90%) of 31 responding participants were very satisfied/satisfied with Pathology Leadership Academy. Of the 18 responding chairs who sent a participant to Pathology Leadership Academy, 11 (61%) reported that Pathology Leadership Academy met their faculty development goal. Of all responding chairs, 13 (32%) of 41 reported uncertainty as to whether Pathology Leadership Academy is meeting chairs’ goals. Chairs reported that Pathology Leadership Academy provided value to their faculty through preparation for a future leadership role, enhancing skills for a current role, and enhancing understanding of opportunities and challenges in academic medicine. Most chairs (27/43, 66%) said Pathology Leadership Academy should be offered again; 13 (32%) of 43 were uncertain, and 1 (2%) of 43 said no. Initial experience of Pathology Leadership Academy is positive and promising and provides opportunity for leadership succession planning in academic pathology. Pathology Leadership Academy will use participant and chair feedback for ongoing curricular development to ensure topics continue to address major needs of academic pathology.
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Affiliation(s)
- Lydia Pleotis Howell
- Department of Pathology and Laboratory Medicine, School of Medicine, University of California, Davis, Sacramento, CA, USA
| | | | - Dani S Zander
- Department of Pathology and Laboratory Medicine, University of Cincinnati, Cincinnati, OH, USA
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Balmer DF, Darden A, Chandran L, D'Alessandro D, Gusic ME. How Mentor Identity Evolves: Findings From a 10-Year Follow-up Study of a National Professional Development Program. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1085-1090. [PMID: 29465451 DOI: 10.1097/acm.0000000000002181] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE Despite academic medicine's endorsement of professional development and mentoring, little is known about what junior faculty learn about mentoring in implicit curricula of professional development programs, and how their mentor identity evolves in this context. The authors explored what faculty-participants in the Educational Scholars Program implicitly learned about mentoring and how the implicit curriculum affected mentor identity transformation. METHOD Semistructured interviews with 19 of 36 former faculty-participants were conducted in 2016. Consistent with constructivist grounded theory, data collection and analysis overlapped. The authors created initial codes informed by Ibarra's model for identity transformation, iteratively revised codes based on incoming data patterns, and created visual representations of relationships amongst codes to gain a holistic, shared understanding of the data. RESULTS In the implicit curriculum, faculty-participants learned the importance of having multiple mentors, the value of peer mentors, and the incremental process of becoming a mentor. The authors used Ibarra's model to understand how the implicit curriculum worked to transform mentor identity: Faculty-participants reported observing mentors, experimenting with different ways to mentor and to be a mentor, and evaluating themselves as mentors. CONCLUSIONS The Educational Scholars Program's implicit curriculum facilitated faculty-participants taking on mentor identity via opportunities it afforded to watch mentors, experiment with mentoring, and evaluate self as mentor, key ingredients for identity construction. Leaders of professional development programs can develop faculty as mentors by capitalizing on what faculty-participants learn in the implicit curriculum and deliberately structuring postgraduation mentoring opportunities.
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Affiliation(s)
- Dorene F Balmer
- D.F. Balmer is associate professor of pediatrics, Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0001-6805-4062. A. Darden is director of faculty development, Department of Pediatrics, and director, Academy of Teaching Scholars, College of Medicine, Oklahoma University Health Sciences Center, Oklahoma City, Oklahoma. L. Chandran is vice dean for academic and faculty affairs and Distinguished Teaching Professor, Stony Brook University School of Medicine, Stony Brook, New York. D. D'Alessandro is professor of pediatrics, Department of Pediatrics, University of Iowa College of Medicine, Iowa City, Iowa. M.E. Gusic is senior advisor for educational affairs and professor of medical education, University of Virginia School of Medicine, Charlottesville, Virginia
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Sklar DP. Just Because I Am Teaching Doesn't Mean They Are Learning: Improving Our Teaching for a New Generation of Learners. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1061-1063. [PMID: 28742551 DOI: 10.1097/acm.0000000000001808] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
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