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Cohen A, Kind T, DeWolfe C. A Qualitative Exploration of the Intern Experience in Assessing Medical Student Performance. Acad Pediatr 2021; 21:728-734. [PMID: 33127592 DOI: 10.1016/j.acap.2020.10.014] [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: 07/02/2020] [Revised: 10/23/2020] [Accepted: 10/25/2020] [Indexed: 11/17/2022]
Abstract
BACKGROUND Interns play a key role in medical student education, often observing behaviors that others do not. Their role in assessment, however, is less clear. Despite accreditation standards pertaining to residents' assessment skills, they receive little guidance or formal training in it. In order to better prepare residents for their role in medical student assessment, we need to understand their current experience. OBJECTIVE We aimed to describe the first-year resident experience assessing students' performance and providing input to faculty for student clinical performance assessments and grades in the inpatient setting. METHODS Pediatric interns at Children's National Hospital (CN) from February 2018 to February 2019 were invited to participate in semistructured interviews about their experience assessing students. Constant comparative methodology was used to develop themes. Ten interviews were conducted, at which point thematic saturation was reached. RESULTS We identified 4 major themes: 1) Interns feel as though they assess students in meaningful, unique ways. 2) Interns encounter multiple barriers and facilitators to assessing students. 3) Interns voice varying levels of comfort and motivation assessing different areas of student work. 4) Interns see their role in assessment limited to formative rather than summative assessment. CONCLUSIONS These findings depict the intern experience with assessment of medical students at a large pediatric residency program and can help inform ways to develop and utilize the assessment skills of interns.
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Affiliation(s)
- Adam Cohen
- Baylor College of Medicine, Texas Children's Hospital (A Cohen), Houston, Tex.
| | - Terry Kind
- George Washington University, Children's National Hospital (T Kind and C DeWolfe), Washington, DC
| | - Craig DeWolfe
- George Washington University, Children's National Hospital (T Kind and C DeWolfe), Washington, DC
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Salajegheh M, Gandomkar R, Mirzazadeh A, Sandars J. Identification of capacity development indicators for faculty development programs: A nominal group technique study. BMC MEDICAL EDUCATION 2020; 20:163. [PMID: 32448229 PMCID: PMC7245937 DOI: 10.1186/s12909-020-02068-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2019] [Accepted: 05/10/2020] [Indexed: 05/08/2023]
Abstract
BACKGROUND Although there have been many research studies of the effectiveness of faculty development in health profession education, the contribution of these programs to organizational development through capacity development has not been studied. Further understanding of capacity development requires appropriate indicators and no previous indicators for faculty development of health profession educators were identified. The aim of the study was to identify indicators of capacity development in the context of faculty development programs at Tehran University of medical sciences (TUMS). METHODS A nominal group technique session was conducted with key informants from faculty development program providers to generate and prioritize a list of capacity development indicators. RESULTS A list of 26 indicators was generated and five categories were identified: Development and innovation in teaching and learning process, Development and innovation in communication and collaboration at different levels, Development and sustaining faculty development programs, Development of educational leadership and management, Development in scholarship. CONCLUSIONS Capacity development for faculty development interventions of health profession educators is a process of engagement within a wider system, including individual and collective action, and involves the socialization of the teachers into suitable roles through professional identity development and participation within the wider system.
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Affiliation(s)
- Mahla Salajegheh
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran
| | - Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran
- Education Development Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
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Nor MZM. Contribution of faculty developmental programmes to professional identity development of medical educators in Malaysia: A phenomenological study. J Taibah Univ Med Sci 2019; 14:324-331. [PMID: 31488963 PMCID: PMC6717078 DOI: 10.1016/j.jtumed.2019.06.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Revised: 06/01/2019] [Accepted: 06/03/2019] [Indexed: 11/27/2022] Open
Abstract
OBJECTIVE Professional identity development (PID) of academicians is triggered by numerous elements, including faculty development programmes (FDP). The study aims at exploring how FDPs contribute to PID among junior medical educationists. METHODS A qualitative phenomenological study was carried out in six Malaysian public medical schools from 15th March to 15th April 2019. A total of 10 junior medical educationists participated in the study. A purposive sampling technique was utilised to select eligible participants. A series of semi-structured interviews was conducted to collect the data using a pre-determined interview protocol. The collected data were then analysed using open, axial, and selective coding methods assisted by ATLAS.ti software. RESULTS Three themes (i.e. personal growth, professional growth, and self-reflective practice) and nine sub-themes (i.e. self-awareness, intention, internal satisfaction, career pathway, maintaining professional skills, acquiring new knowledge, identifying strengths and weaknesses, and areas for improvement) emerged from the data analysis. CONCLUSION The study showed that PID could be developed through personal growth, professional growth, and self-reflective practice. Policymakers should focus on these characteristics during training sessions designed for the professional development of their medical faculty staff.
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Affiliation(s)
- Mohd Zarawi Mat Nor
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Health Campus, Kubang Kerian, Malaysia
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Philibert I. The International Literature on Teaching Faculty Development in English-Language Journals: A Scoping Review and Recommendations for Core Topics. J Grad Med Educ 2019; 11:47-63. [PMID: 31428259 PMCID: PMC6697281 DOI: 10.4300/jgme-d-19-00174] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 05/01/2019] [Accepted: 05/23/2019] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND With increasing physician mobility, there is interest in how medical schools and postgraduate medical education institutions across the world develop and maintain the competence of medical teachers. Published reviews of faculty development (FD) have predominantly included studies from the United States and Canada. OBJECTIVE We synthesized the international FD literature (beyond the US and Canada), focusing on FD type, intended audience, study format, effectiveness, differences among countries, and potential unique features. METHODS We identified English-language publications that addressed FD for medical faculty for teaching and related activities, excluding US and Canadian publications. RESULTS A search of 4 databases identified 149 publications, including 83 intervention studies. There was significant growth in international FD publications for the most recent decade, and a sizable number of studies were from developing economies and/or resulted from international collaborations. Focal areas echo those in earlier published reviews, suggesting the international FD literature addresses similar faculty needs and organizational concerns. CONCLUSIONS The growth in publications in recent years and a higher proportion of reporting on participant reactions, coupled with less frequent reporting of results, transfer to practice, and impact on learners and the organization, suggest this is an evolving field. To enhance international FD, educators and researchers should focus on addressing common needs expressed by faculty, including curriculum design and evaluation, small group teaching, assessing professionalism and providing feedback. Future research should focus on approaches for developing comprehensive institutional FD programs that include communities of learning and practice and evaluating their impact.
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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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Phillips C, Bassell K, Fillmore L. Transforming Nursing Education through Clinical Faculty Development. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2018.09.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Feehally J, Brusselmans A, Finkelstein FO, Harden P, Harris D, Manuzi G, Naicker S, Tonelli M, Cameron H. Improving global health: measuring the success of capacity building outreach programs: a view from the International Society of Nephrology. Kidney Int Suppl (2011) 2016; 6:42-51. [PMID: 30675419 DOI: 10.1016/j.kisu.2016.09.002] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Abstract
Capacity building is key to the advance of health care in the developing world, but capacity building can take several forms, and it is not yet clear which forms and funding models are most effective. The International Society of Nephrology (ISN) has developed and sustained a portfolio of global outreach programs that make a unique contribution at low cost to the appropriate training and continuing support of nephrologists throughout the developing world. We describe the programs and present encouraging findings of their outcomes. Finally, we reflect on how the ISN interventions and evaluations measure up against recommended approaches in the literature and consider lessons for ISN and other organizations involved in planning, evaluating, and benchmarking similar programs.
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Affiliation(s)
- John Feehally
- International Society of Nephrology, Brussels, Belgium
| | | | | | - Paul Harden
- International Society of Nephrology, Brussels, Belgium
| | - David Harris
- International Society of Nephrology, Brussels, Belgium
| | | | | | | | - Helen Cameron
- Centre for Medical Education, University of Edinburgh, Edinburgh, UK
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Steinert Y, Mann K, Anderson B, Barnett BM, Centeno A, Naismith L, Prideaux D, Spencer J, Tullo E, Viggiano T, Ward H, Dolmans D. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. MEDICAL TEACHER 2016; 38:769-86. [PMID: 27420193 DOI: 10.1080/0142159x.2016.1181851] [Citation(s) in RCA: 291] [Impact Index Per Article: 36.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices. Gains in knowledge and skills, and self-reported changes in teaching behaviors, were frequently noted. Observed behavior changes included enhanced teaching practices, new educational initiatives, new leadership positions, and increased academic output. Organizational changes were infrequently explored. Key features included evidence-informed educational design, relevant content, experiential learning, feedback and reflection, educational projects, intentional community building, longitudinal program design, and institutional support. CONCLUSION This review holds implications for practice and research. Moving forward, we should build on current success, broaden the focus beyond individual teaching effectiveness, develop programs that extend over time, promote workplace learning, foster community development, and secure institutional support. We should also embed studies in a theoretical framework, conduct more qualitative and mixed methods studies, assess behavioral and organizational change, evaluate transfer to practice, analyse key features, and explore the role of faculty development within the larger organizational context.
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Affiliation(s)
- Yvonne Steinert
- a Centre for Medical Education, Faculty of Medicine , McGill University , Montreal , Canada
| | - Karen Mann
- b Division of Medical Education, Faculty of Medicine , Dalhousie University , Halifax , Canada
| | - Brownell Anderson
- c International Programs , National Board of Medical Examiners , Philadelphia, PA , USA
| | - Bonnie Maureen Barnett
- d Department of Integrated Studies in Education, Faculty of Education , McGill University , Montreal , Canada
| | - Angel Centeno
- e Faculty of Biomedical Sciences , Austral University , Buenos Aires , Argentina
| | - Laura Naismith
- f HoPingKong Centre for Excellence in Education and Practice and The Wilson Centre , University Health Network , Toronto , Canada
| | - David Prideaux
- g Prideaux Centre for Research in Health Professions Education , School of Medicine, Flinders University , Adelaide , Australia
| | - John Spencer
- h School of Medical Education, Faculty of Medical Sciences , Newcastle University , Newcastle upon Tyne , UK
| | - Ellen Tullo
- i Newcastle NIHR Biomedical Research Centre in Ageing and Chronic Disease and Institute of Health and Society , Newcastle University , Newcastle upon Tyne , UK
| | | | - Helena Ward
- k Medicine Learning and Teaching Unit, School of Medicine , The University of Adelaide , Adelaide , Australia
| | - Diana Dolmans
- l School of Health Professions Education (SHE) , Maastricht University , Maastricht , The Netherlands
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Fayyaz Khan H, Farooq Danish K, Saeed Awan A, Anwar M. Identification of technical item flaws leads to improvement of the quality of single best Multiple Choice Questions. Pak J Med Sci 2013; 29:715-8. [PMID: 24353614 PMCID: PMC3809311 DOI: 10.12669/pjms.293.2993] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2012] [Revised: 05/15/2013] [Accepted: 05/18/2013] [Indexed: 11/15/2022] Open
Abstract
Objective: The purpose of the study was to identify technical item flaws in the multiple choice questions submitted for the final exams for the years 2009, 2010 and 2011. Methods: This descriptive analytical study was carried out in Islamic International Medical College (IIMC). The Data was collected from the MCQ’s submitted by the faculty for the final exams for the year 2009, 2010 and 2011. The data was compiled and evaluated by a three member assessment committee. The data was analyzed for frequency and percentages the categorical data was analyzed by chi-square test. Results: Overall percentage of flawed item was 67% for the year 2009 of which 21% were for testwiseness and 40% were for irrelevant difficulty. In year 2010 the total item flaws were 36% and 11% testwiseness and 22% were for irrelevant difficulty. The year 2011 data showed decreased overall flaws of 21%. The flaws of testwisness were 7%, irrelevant difficulty were 11%. Conclusion: Technical item flaws are frequently encountered during MCQ construction, and the identification of flaws leads to improved quality of the single best MCQ’s.
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Affiliation(s)
- Humaira Fayyaz Khan
- Dr. Humaira Fayyaz Khan, MBBS, FCPS, Assistant Professor Physiology, Islamic International Medical College, Rawalpindi, Pakistan
| | - Khalid Farooq Danish
- Dr. Khalid Farooq Danish, MBBS, FCPS, Professor and Head of Surgery, Islamic International Medical College, Rawalpindi, Pakistan
| | - Azra Saeed Awan
- Dr. Azra Saeed Awan, MBBS, FCPS, Professor of Gynaecology and Obstetrics, Islamic International Medical College, Rawalpindi, Pakistan
| | - Masood Anwar
- Maj. Gen.(R) Masood Anwar, MBBS, FCPS, Principal, Islamic International Medical College, Rawalpindi, Pakistan
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Wang KE, Fitzpatrick C, George D, Lane L. Attitudes of affiliate faculty members toward medical student summative evaluation for clinical clerkships: a qualitative analysis. TEACHING AND LEARNING IN MEDICINE 2012; 24:8-17. [PMID: 22250930 DOI: 10.1080/10401334.2012.641478] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
BACKGROUND Summative evaluation of medical students is a critical component of the educational process. Despite extensive literature on evaluation, few studies have centered on affiliate faculty members' attitudes toward summative evaluation of students, though it has been suggested that these attitudes influence their effectiveness as evaluators. PURPOSE The objective is to examine affiliate faculty members' attitudes toward clinical clerkship evaluation using primarily qualitative research methods. METHODS The study used a nonexperimental research design and employed mixed methods. Data were collected through interviews, focus groups, and a questionnaire from 11 affiliate faculty members. RESULTS Themes emerging from the data fell into three broad categories: (a) factors that influence grading, (b) consequences of negative evaluations, and (c) disconnections in the grading process. The quantitative portion of the study revealed important discrepancies supporting the use of qualitative methods. CONCLUSIONS The study highlights faculty members' struggles with the evaluative process and emphasizes the need for improvements in evaluation tools and faculty development.
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Affiliation(s)
- Karen E Wang
- Pediatrics, Reading Hospital and Medical Center, Reading, Pennsylvania 19611, USA.
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