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Bindayel IA, Alahmad SA. Perception of faculty in the community health sciences colleges towards simulation-based education in clinical nutrition undergraduate practical courses. BMC Med Educ 2024; 24:402. [PMID: 38605334 PMCID: PMC11007933 DOI: 10.1186/s12909-024-05338-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 03/21/2024] [Indexed: 04/13/2024]
Abstract
BACKGROUND Simulation now is widely used for training and education in different fields including healthcare education. Medicine and healthcare students can be trained in a secure, efficient, and engaging setting by Simulation-based Education (SBE). Therefore, this study aimed to assess the perception of faculty members in the community health departments towards SBE to be used in practical subjects for clinical nutrition undergraduate courses. METHOD This cross-sectional survey was conducted among community health sciences faculty members. The perception was assessed using a self-administered questionnaire that included three sections. RESULTS This questionnaire was completed by 125 faculty members, of whom 36 (28.8%) were male and 89 (71.2%) were female. Overall, faculty members had positive perceptions, with a mean score of 3.86 ± 0.74, but a high level of anxiety toward SBE, with a mean score of 3.42 ± 0.75. There was a statistically significant difference between the responses of the faculty members based on the training they received in simulation (P = 0.001). CONCLUSION The study results indicate that community health sciences faculty members' perception of SBE in Saudi Arabia is generally positive. However, the results show high levels of anxiety among faculty members toward SBE.
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Affiliation(s)
- Iman Abdullah Bindayel
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
| | - Shahad Ahmed Alahmad
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
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Santee J, Addo-Atuah J, Arellano R, Arif S, DeVuyst-Miller S, Edwards A, Estes FG, Hatcher T, Kadakia N, Kawaguchi-Suzuki M, Nonyel NP, Seo SW. Working environment for historically marginalized faculty, administrators, and librarians in pharmacy education. Curr Pharm Teach Learn 2024:S1877-1297(24)00076-5. [PMID: 38570221 DOI: 10.1016/j.cptl.2024.03.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 12/31/2023] [Accepted: 03/15/2024] [Indexed: 04/05/2024]
Abstract
INTRODUCTION Promoting diversity among faculty, administrators, and librarians in schools and colleges of pharmacy (SCOP) would be beneficial for the recruitment and retention of students from diverse backgrounds. Graduating such diverse pharmacists could assist in reducing healthcare disparities. Promoting diversity requires a climate that is inclusive of people from all backgrounds. The goal of this study was to examine the working environment of historically marginalized faculty, administrators, and librarians within pharmacy education. METHODS An electronic survey was administered to all faculty, administrators, and librarians listed in the American Association of Colleges of Pharmacy roster. RESULTS Responses from 339 participants were analyzed. Twenty-seven percent of these participants either observed or personally experienced misconduct during the previous five years. When action was taken, it resulted in the cessation of the misconduct only 38% of the time. Respondents most frequently identified the following as ways to make it easier to address misconduct: support from supervisors, support from peers, and education on how to address misconduct. CONCLUSIONS Exclusionary, intimidating, offensive, and/or hostile communication/behaviors towards historically marginalized faculty, administrators, and librarians do exist in SCOP. The academy should work towards promoting diversity, equity, and inclusion in SCOP through education and provide administrative and peer support for reporting and managing professional misconduct.
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Affiliation(s)
- Jennifer Santee
- University of Missouri - Kansas City School of Pharmacy, 2464 Charlotte Street, Kansas City, MO 64108, United States of America.
| | - Joyce Addo-Atuah
- Touro University, College of Pharmacy, New York, 230 West 125(th) Street, New York, NY 10027, United States of America.
| | - Regina Arellano
- Midwestern University College of Pharmacy - Downers Grove Campus, 555 31(st) Street, Downers Grove, IL 60515, United States of America.
| | - Sally Arif
- Midwestern University College of Pharmacy-Downers Grove, 555 31(st) Street, Downers Grove, IL 60515, United States of America.
| | - Susan DeVuyst-Miller
- Ferris State University College of Pharmacy, 1201 South State Street, Big Rapids, MI 49307, United States of America.
| | - Akesha Edwards
- St. John Fisher University Wegmans School of Pharmacy, 3690 East Avenue, Rochester, NY 14618, United States of America.
| | - Flora G Estes
- Texas Southern University Joan M. LaFleur College of Pharmacy and Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States of America.
| | - Tiffany Hatcher
- Duquesne University School of Pharmacy, 600 Forbes Avenue, Pittsburg, PA 15282, United States of America.
| | - Nira Kadakia
- University of Findlay College of Pharmacy, 1000 North Main Street, Findlay, OH 45840, United States of America.
| | - Marina Kawaguchi-Suzuki
- Pacific University School of Pharmacy, 2043 College Way, Forest Grove, OR 97116, United States of America.
| | - Nkem P Nonyel
- Howard University College of Pharmacy, 2300 4(th) Street, Washington, D.C. 20059, United States of America.
| | - See-Won Seo
- Albany College of Pharmacy and Health Sciences, 106 New Scotland Avenue, Albany, NY 12208, United States of America.
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Brazeau GA, Robinson ET, Wolcott J, Jones CB. Ghosts and Ghosting in Digital Communications. Am J Pharm Educ 2024; 88:100692. [PMID: 38552716 DOI: 10.1016/j.ajpe.2024.100692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Revised: 03/20/2024] [Accepted: 03/22/2024] [Indexed: 04/06/2024]
Abstract
Ghosting, professionally and personally, occurs when there is an abrupt end to communication between 2 individuals without any explanation or when an individual does not follow through on commitments to others associated with their communication. The increase in the available communication channels and speed at which messages can now be transmitted between individuals is resulting in a greater incidence of ghosting or perceived ghosting in our colleges/schools of pharmacy. The impact of ghosting is the disruption of effective communication and communication strategies that are essential to the development of positive and thriving cultures and subcultures in our institutions. The causes of ghosting (real or perceived) in our pharmacy academy could be attributed to increased workload and speed of communication, increased workload and productivity expectations, and increased workload and information volume. The consequences of ghosting in our colleges/schools can result in decreased psychological safety in our cultures, adversely impacting individual well-being, resiliency, grit, and satisfaction and adversely impacting student academic performance and success. There are simple steps that individuals and institutions can implement to minimize ghosting or the perception of ghosting that may occur with online communication channels used by our faculty, staff, students, and outside individuals.
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Affiliation(s)
- Gayle A Brazeau
- Marshall University, School of Pharmacy, Department of Pharmaceutical Sciences, Huntington, WV, USA; Editor - American Journal of Pharmaceutical Education, USA.
| | - Evan T Robinson
- Creighton University, School of Pharmacy and Health Professions, Omaha, NE, USA
| | - Janet Wolcott
- Cabell-Huntington Hospital Department of Pharmacy, Huntington, WV, USA
| | - Cynthia B Jones
- Marshall University, School of Pharmacy, Department of Pharmaceutical Sciences, Huntington, WV, USA
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Shah S, Mahboob U, Junaid SM, Siddiqui S, Jamil B, Rehman S. Challenges faced by teachers of postgraduate health professions blended learning programs: a qualitative analysis. BMC Med Educ 2024; 24:251. [PMID: 38454399 PMCID: PMC10921785 DOI: 10.1186/s12909-024-05213-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2023] [Accepted: 02/22/2024] [Indexed: 03/09/2024]
Abstract
INTRODUCTION Blended learning, which integrates classroom face-to-face teaching with both asynchronous and synchronous online learning elements, has swiftly gained acceptance in educational environments. However, the implementation of blended learning presents challenges that impact all stakeholders, necessitating thoughtful consideration. Teachers play a central role in shaping the instructional experience among these stakeholders. To fully realize the potential of comprehensive blended learning, it is imperative to identify the challenges faced by these teachers and develop strategies that sensibly address and overcome them. METHODOLOGY A qualitative exploratory study was conducted with twelve teachers involved in the postgraduate blended learning health professions program at Khyber Medical University, Peshawar in 2022. One-on-one semi-structured Interviews were conducted via WhatsApp/ZOOM, transcribed by Otter AI, coded on NVivo & analyzed using Braun/Clarke's Thematic Analysis. RESULTS Three themes of challenges faced by teachers of postgraduate blended learning programs were constructed namely (1) Skills, such as (i) digital, (ii) instructional, and (iii) online class management, and (2) Administrative barriers in terms of (iv) resources (iv) training, and (3) Faculty resistance. CONCLUSION This study provides profound insights into the daunting challenges that postgraduate blended learning program teachers encounter in terms of skills, administrative barriers, and faculty resistance. These findings offer a valuable opportunity for program directors to identify the critical requirements of these faculties in their pursuit of effective teaching and learning, ultimately transforming the landscape of blended education. This study emphasizes the need for ongoing faculty development and institutional support to address the identified challenges and improve the quality of postgraduate blended-learning programs.
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Affiliation(s)
- Sana Shah
- Islam Medical College, Sialkot, Pakistan
| | | | | | - Sana Siddiqui
- National University of Medical Sciences, Rawalpindi, Pakistan
| | | | - Saadia Rehman
- Abbottabad International Medical Institute, Abbottabad, Pakistan
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Anderson B, Shannon K, Baca K, Crouse J, Ferguson A, Margrave A, Meyers M, Percuoco K, Schneider P, Smith J, VanNatta M, Wells B, Nightingale L, Salsbury SA. A scoping review to identify barriers and facilitators of research participation among chiropractic faculty. J Chiropr Educ 2024; 38:50-59. [PMID: 38180293 DOI: 10.7899/jce-23-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 09/20/2023] [Accepted: 09/25/2023] [Indexed: 01/06/2024]
Abstract
OBJECTIVE To describe peer-reviewed literature on chiropractic faculty participation in research and identify important barriers and facilitators. METHODS We conducted a scoping review using comprehensive searches of relevant databases from inception through November 2022. English language publications of any design were included, with search terms consisting of subject headings specific to each database and free text words related to chiropractic, faculty, and research. Primary and secondary reviewer teams performed article screening and data abstraction using Covidence software, with primary reviewers responsible for consensus. Data were entered into evidence tables and analyzed descriptively. RESULTS A total of 330 articles were screened, with 14 deemed eligible including 8 cross-sectional/correlational studies and 6 narrative reviews/editorials. Article publication dates ranged from 1987 to 2017. No intervention studies were identified. Facilitators of chiropractic faculty research included research assignment as primary role, institutional culture promoting research, and dedicated release time. Barriers included teaching/clinic assignments, lack of incentives and mentorship, and teaching load. Qualitative results identified 5 domains impacting faculty research: demographics/professional roles; personal empowerment; research culture; institutional setting/policies; and research training. CONCLUSION Our scoping review found a paucity of recently published articles on chiropractic faculty participation in research. Educational institutions building research capacity among chiropractic faculty must establish cultural environments where scholarship is expected, rewarded, and valued. Tangible support, such as research policies, resources, and space, advanced training, funding, and release time, must be available. Faculty are encouraged to build upon key facilitators, evaluate interventions to address barriers to chiropractic faculty research, and publish their results.
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Rayburn WF. Diversity in Academic Obstetrics and Gynecology. Obstet Gynecol Clin North Am 2024; 51:181-191. [PMID: 38267127 DOI: 10.1016/j.ogc.2023.11.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
Institutional transformation and moving diversity from the periphery to the core of excellence have increased the representation of both female and racial and ethnic minoritized populations in academic obstetrics and gynecology (OB/GYN). Enabling the recruitment and retention of diverse residents and faculty, measuring their contributions to the department academic and social missions, and providing a supportive environment will be important in the coming years as the changing OB/GYN workforce progresses through their careers.
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Affiliation(s)
- William F Rayburn
- Department of Obstetrics and Gynecology, Medical University of South Carolina, 171 Ashley Avenue, Charleston, SC 29425, USA.
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Malcom DR, Park SK, Lebovitz L, Attarabeen OF, Castleberry A, Dey S, DiVall MV, Kirkwood C, Lee KC, Medina M, Sheaffer EA, Weldon D. A National Survey of Perceptions Around Conditions Associated With Pharmacy Faculty Workload Equity. Am J Pharm Educ 2024; 88:100664. [PMID: 38311215 DOI: 10.1016/j.ajpe.2024.100664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Revised: 01/22/2024] [Accepted: 01/27/2024] [Indexed: 02/10/2024]
Abstract
OBJECTIVE To assess pharmacy faculty members' perceptions of conditions associated with workload equity and factors that can improve workload equity. METHODS A 26-item survey instrument was developed and distributed via email to members of the American Association of Colleges of Pharmacy Council of Faculties. Questions pertained to the workload distribution, fairness in assignment, and perception of the conditions associated with workload equity (transparency, context, credit, clarity, norms, and accountability) as well as institutional and individual demographics. RESULTS A total of 662 responses were obtained (response rate 15.9%). Respondents' demographics were comparable to available national data. Approximately 41% of respondents reported their institutions did not have a written faculty workload policy. Most respondents reported their workload assignment was fair (highest with research/scholarship) but reported only moderate alignment between assigned and actual workloads. The rating level for what domains the primary decision maker uses to assign workload was highest for context, followed by credit, clarity, and transparency. Transparency was reported as the most needed condition to improve faculty perception of workload equity. Respondents also rated increasing trust between leadership and faculty and increasing productivity and accountability as the most important reasons to minimize workload inequities. CONCLUSION This was the first national survey of pharmacy faculty perceptions around the conditions associated with workload equity. Though additional research is needed in this area, programs can work to implement strategies associated with all of the conditions, particularly transparency, to improve faculty perceptions of equity.
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Affiliation(s)
- Daniel R Malcom
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, Baltimore, MD, USA
| | - Lisa Lebovitz
- University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Omar F Attarabeen
- University of Maryland Eastern Shore School of Pharmacy and Health Professions, Princess Anne, MD, USA
| | | | - Surajit Dey
- Roseman University of Health Sciences, Henderson, NV, USA
| | - Margarita V DiVall
- Northeastern University Bouvé College of Health Sciences, Boston, MA, USA
| | - Cynthia Kirkwood
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, USA
| | - Kelly C Lee
- University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences, San Diego, CA, USA
| | - Melissa Medina
- University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, OK, USA
| | | | - David Weldon
- William Carey University School of Pharmacy, Biloxi, MS, USA
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Schnall R. Examining who is conducting and leading National Institute of Health-funded research in U.S. schools of nursing. Nurs Outlook 2024; 72:102146. [PMID: 38428061 DOI: 10.1016/j.outlook.2024.102146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/24/2024] [Accepted: 01/30/2024] [Indexed: 03/03/2024]
Abstract
BACKGROUND Nursing science is essential for generating a unique body of knowledge that is foundational to the academic discipline of nursing. PURPOSE The goal of this analysis is to detail the education and licensing of faculty and leadership in research-intensive schools of nursing and to present the current data on the National Institute of Health (NIH) funding patterns in schools of nursing. METHODS The faculty composition analysis focused on the 40 U.S. schools of nursing receiving the most NIH funding through faculty serving as PIs on grants awarded in 2023. For the NIH funding patterns analysis, data were extracted from the NIH RePORTER database. DISCUSSION Of the top 30 NIH-funded Schools of Nursing, all the Deans and Associate Deans of Academic Affairs are educated or licensed as nurses; whereas only 55% of Associate Deans of Research are educated or licensed as nurses. In 2022, nearly half of the top-ranked schools of nursing had less than half of their NIH funding awarded to faculty who are trained and licensed as nurses CONLUSION: The current trends in the research enterprise in schools of nursing implore us to assess if we are adequately training nurses to advance nursing science and more importantly to serve as leaders of nursing science.
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Bashir A, McTaggart IJ, Tufail S, Mustafa N, Rauf A. Negative faculty role modelling - is it a reflection of deteriorating societal values? Med Teach 2024:1-7. [PMID: 38306677 DOI: 10.1080/0142159x.2024.2306844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 01/15/2024] [Indexed: 02/04/2024]
Abstract
BACKGROUND Negative faculty role modelling is an area of growing concern especially due to its implications on medical professionalism. The study aims to explore the impacts of negative role modelling on professionalism of medical students in the context of Pakistan. METHODS This qualitative study is part of a larger study exploring impacts of role modelling on professionalism of students. It is based on Constructivist Grounded Theory involving six semi-structured interviews with clinical faculty and three focus group discussions with 22 students. Initial, focused, selective coding and thematic analysis was used to find the core category. RESULTS Three overarching categories were developed: traits observed with negative role models; impact of negative role modelling; factors promoting negative role modelling. Subcategories of impacts included negative impact on professionalism, emotional impact, and its paradoxical positive impact. Negative role modelling, a manifestation of declining professionalism, was attributed to deteriorating societal values; further compounded by the lack of required mechanisms by institutions and the regulatory authority at their respective levels. CONCLUSIONS In the absence of a strong moral platform at societal level, the burden of responsibility rests with the faculty and more importantly with institutions and regulatory bodies to discourage negative role modelling and educate students to recognize, reflect on and avoid negative behaviours and adopt strong professional values.
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Affiliation(s)
- Adeela Bashir
- Department of Health Professions Education, National University of Medical Sciences, Rawalpindi, Pakistan
| | | | - Shazia Tufail
- Department of Obstetrics & Gynaecology, CMH Lahore Medical College, National University of Medical Sciences, Lahore, Pakistan
| | - Nilofar Mustafa
- Department of Obstetrics & Gynaecology, CMH Lahore Medical College, National University of Medical Sciences, Lahore, Pakistan
| | - Ayesha Rauf
- Department of Health Professions Education, National University of Medical Sciences, Rawalpindi, Pakistan
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Haramati A, Bonaminio G, Osheroff N. Professional Identity Formation of Medical Science Educators: An Imperative for Academic Medicine. Med Sci Educ 2024; 34:209-214. [PMID: 38510409 PMCID: PMC10948639 DOI: 10.1007/s40670-023-01922-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/06/2023] [Indexed: 03/22/2024]
Abstract
Medical schools increasingly seek the expertise of talented medical science faculty to engage in the educational mission of the school; yet, the professional identity of these individuals is in flux. As courses and departments have become more integrated and less discipline-based, faculty with doctorates in biomedical science disciplines who primarily teach may suffer a loss of connection to their discipline, either in the courses they are teaching or in their home departments. Recent reports suggest that most medical science educators transitioned from the laboratory to the classroom by happenstance-not the most ideal way to build this key segment of the faculty. This article addresses the importance of foundational sciences in medical training, highlights the unique contributions of science educators in medical schools, and makes a case for why the professional identity of medical science educators should be studied. An imperative for academic medicine is to understand the factors that underpin the professional identity formation of medical science educators and to invest in training and nurturing this group of faculty members that are vital to educating the next generation of health professionals.
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Affiliation(s)
- Aviad Haramati
- Department of Biochemistry, Molecular & Cellular Biology, Georgetown University School of Medicine, Washington, DC 20057 USA
- Center for Innovation and Leadership in Education (CENTILE), Georgetown University School of Medicine, Washington, DC 20057 USA
| | - Giulia Bonaminio
- Department of Family Medicine and Community Health, The University of Kansas School of Medicine, Kansas City, KS USA
| | - Neil Osheroff
- Departments of Biochemistry and Medicine, Vanderbilt University School of Medicine, Nashville, TN USA
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Khalil S, Olds A, Chin K, Erkmen CP. Implementation of Well-Being for Cardiothoracic Surgeons. Thorac Surg Clin 2024; 34:63-76. [PMID: 37953054 DOI: 10.1016/j.thorsurg.2023.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2023]
Abstract
Well-being is a quality of positive physical, mental, social, and environmental experiences. Well-being enables thoracic surgeons to achieve their full potential across personal and work domains. Evidence-based guidelines to promote individual well-being include (1) progress toward a goal; (2) actions commensurate with experience, interest, mission; (3) interconnectivity with others; (4) social relatedness of the work one does; (5) safety; and (6) autonomy. Successful pursuit of well-being includes the development of individual skills of mindfulness, resilience, and connection with others. However, well-being among individuals cannot be achieved without support of workplace leaders and durable institutional infrastructure.
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Affiliation(s)
- Sarah Khalil
- Department of General Surgery, Western Michigan University, Homer Stryker MD School of Medicine, 1000 Oakland Drive, Kalamazoo, MI 49008, USA
| | - Anna Olds
- Division of Cardiac Surgery, Department of Surgery, Keck School of Medicine of USC, University of Southern California, 1520 San Pablo Street, Suite 4300, Los Angeles, CA 90033, USA
| | - Kristine Chin
- Lewis Katz School of Medicine at Temple University, 3500 North Broad Street, Philadelphia, PA 19140, USA
| | - Cherie P Erkmen
- Department of Thoracic Medicine and Surgery, Lewis Katz School of Medicine at Temple University, 3401 North Broad Street, Suite 501, Parkinson Pavilion, Philadelphia, PA 19140, USA.
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Khan MOF, Rashrash M, Khan F, Sawesi S, Kader A. The Status of Students, Faculty, and Leadership Diversities in US Pharmacy Schools/Colleges. Am J Pharm Educ 2024; 88:100654. [PMID: 38242501 DOI: 10.1016/j.ajpe.2024.100654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 12/20/2023] [Accepted: 01/09/2024] [Indexed: 01/21/2024]
Abstract
OBJECTIVE The purpose of this research is to address knowledge gaps on diversity in the United States (US) population, pharmacy students, faculty, and school/college leadership. METHOD The population data were collected from the US Census Bureau. The pharmacy student and faculty data were collected from the American Association of Colleges of Pharmacy enrollment and faculty profiles to compute Diversity Indices (DIs). To delve further into observed DI values, different ratios were calculated by dividing the total number of people in a racial/ethnic group of a particular category (eg, students) by the total number of people in the same racial/ethnic group in a different category (eg, faculty). Two factors (ratios among racial groups and changes in ratios over time) ANOVA without replication was conducted using Excel. RESULTS The students are the most diverse category (average DI = 69%), followed by the US population (average DI = 58%), faculty diversity (average DI = 54%), assistant/associate dean (average DI = 42%) and dean (average DI = 31%). The ratio analyses among student, faculty, and leadership categories reveal a disproportionately high representation of White individuals in faculty and leadership roles when compared to other racial groups, resulting in low DI values in these categories. CONCLUSION A significant ratio difference was found among various racial groups each year. However, there was no significant change observed in ratios over time. The academic community must develop hiring practices that increase the DI values among faculty and leadership categories to reduce the gap and promote student success.
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Affiliation(s)
| | | | - Fahmida Khan
- Southwestern Oklahoma State University, Weatherford, OK, USA
| | - Suhila Sawesi
- Grand Valley State University, Grand Rapids, MI, USA
| | - Anwar Kader
- North Carolina School of Science and Mathematics, Durham, NC, USA
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Wollen J, El-Desoky R, Stroud A, Abdelhakiem AK. Developing and Validating the Diversity, Equity, Inclusion, and Antiracism Faculty Perceptions of College Climate (DEIA FPCC) Scale in Pharmacy Faculty. Am J Pharm Educ 2024; 88:100647. [PMID: 38237685 DOI: 10.1016/j.ajpe.2024.100647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Revised: 11/21/2023] [Accepted: 01/03/2024] [Indexed: 01/26/2024]
Abstract
OBJECTIVE This work's objective was to demonstrate acceptable reliability and consistency within and across each domain of the survey tool. METHODS A survey with 16 questions was distributed to faculty from the AACP membership list and contained 4 domains: DEIA. The survey responses were analyzed using factor analysis and reliability analysis. RESULTS A total of 877 subjects' responses met inclusion criteria and were used in the analysis. The results demonstrated that the survey had high reliability and discriminating validity within each domain and overall as a scale. CONCLUSION The finalized tool provides a practical, standardized measure to evaluate faculty perceptions of DEIA efforts in institutions of pharmacy education. This tool can help identify areas of improvement and guide the advancement of DEIA initiatives in colleges of pharmacy. Further research is needed to validate the survey in other populations. Future efforts will also explore predictors of survey scores.
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Affiliation(s)
- Joshua Wollen
- University of Houston College of Pharmacy, Houston, TX, USA.
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14
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Sevak RJ, Sanz RM, Patel RA, O'Dell KM. Impact of the COVID-19 Pandemic on US Pharmacy Academia Per Perspectives of Faculty and Administrators. Am J Pharm Educ 2024; 88:100635. [PMID: 38128615 DOI: 10.1016/j.ajpe.2023.100635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 11/28/2023] [Accepted: 12/12/2023] [Indexed: 12/23/2023]
Abstract
OBJECTIVE The COVID-19 pandemic has markedly affected academic and administrative facets of pharmacy education. However, to date, no study has systematically summarized pandemic-related changes at pharmacy schools across the United States. This study aimed to evaluate US pharmacy school faculty and administrators' perspectives on the pandemic's impact on pharmacy academia. METHODS A web-based survey was sent to US pharmacy school faculty and administrators in August 2020. The survey included questions assessing the pandemic's impact on the faculty's teaching, the school's financial status, administrative aspects, and mental well-being of faculty and administrators. Descriptive statistics and 1-sample Z tests were used for conducting statistical analyses. RESULTS The survey was sent to 6177 individuals, of whom 1068 participated (17.3% response rate). In total, 931 respondents (759 faculty and 172 administrators) completed the entire survey. Both faculty and administrators experienced increased workload while their mental health and job satisfaction declined. Faculty's teaching satisfaction, research productivity, and service activity worsened. Administrators identified decreases in revenue sources and increases in expenses associated with the pandemic. Administrators also indicated the negative impact of the pandemic on an array of administrative and academic aspects within their pharmacy schools. The qualitative analysis identified several overlapping themes highlighting the negative effects of the pandemic on the faculty's teaching. CONCLUSION Present findings indicate the negative effects of the COVID-19 pandemic on a variety of academic and administrative aspects at US pharmacy schools. These findings could provide useful information to stakeholders in pharmacy academia.
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Affiliation(s)
- Rajkumar J Sevak
- University of the Pacific, Thomas J. Long School of Pharmacy, Department of Pharmacy Practice, Stockton, CA, USA.
| | - Reina Marie Sanz
- Global regulatory affairs, Oncology at Novartis Institute for Biomedical Research, Cambridge, MA, USA
| | - Rajul A Patel
- University of the Pacific, Thomas J. Long School of Pharmacy, Department of Pharmacy Practice, Stockton, CA, USA
| | - Kate M O'Dell
- University of the Pacific, Thomas J. Long School of Pharmacy, Department of Pharmacy Practice, Stockton, CA, USA
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15
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Reid L, Button D, Breaden K, Brommeyer M. Nursing Informatics: Competency Challenges for Nursing Faculty. Stud Health Technol Inform 2024; 310:1196-1200. [PMID: 38270004 DOI: 10.3233/shti231154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
Nursing is the largest workforce in health care with nurses increasingly required to work with digital health technologies. However, despite the adoption of nursing informatics in Australia in the mid-1980s, nursing graduates are not being adequately equipped to use these technologies in a way that benefits the profession and improves patient care. Using a scoping review approach, this paper presents an analysis of contemporary published literature and describes the barriers to faculty engagement with digital health technologies in undergraduate nursing education. Thirty five articles were included and identified faculty lack of understanding of nursing informatics and resistance to technologies, limited infrastructure and expenditure, and limited educational resources and best practice recommendations as significant barriers to the integration of nursing informatics into undergraduate nursing curricula. Recommendations for faculty development will be explored.
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Affiliation(s)
- Lisa Reid
- College of Nursing and Health Sciences, Flinders University, Australia
- Flinders Digital Health Research Centre, Flinders University, Australia
| | - Didy Button
- College of Nursing and Health Sciences, Flinders University, Australia
- Flinders Digital Health Research Centre, Flinders University, Australia
| | - Katrina Breaden
- College of Nursing and Health Sciences, Flinders University, Australia
| | - Mark Brommeyer
- College of Business, Government and Law, Flinders University, Australia
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Australia
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16
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Fedkiv V, Delic J, Hollands JM, Pasciolla S, Pontiggia L, Bingham AL. Prevalence and Value of Board Certification Among Pharmacy Practice Faculty in the United States. Am J Pharm Educ 2024; 88:100623. [PMID: 37951575 DOI: 10.1016/j.ajpe.2023.100623] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 10/29/2023] [Accepted: 11/06/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE To determine the prevalence of board certification among pharmacy practice faculty in the United States, motivators and barriers to certification, and association between board certification and professional achievements and accomplishments that may support career advancement. METHODS In phase I, the prevalence of board-certified pharmacy practice faculty in the United States was determined by cross-referencing lists of faculty and board-certified pharmacists. In phase II, faculty were stratified by rank and invited to participate in a survey regarding professional characteristics, motivators and barriers to board certification, and professional achievements and accomplishments that may support career advancement for pharmacy practice faculty. RESULTS The prevalence of board certification among the 3276 pharmacy practice faculty was 56%. The prevalence was the highest among assistant professors (61%). A total of 746 faculty completed the survey (33% response rate). Of those respondents, 73% reported being currently certified, 23% never certified, and 4% previously certified. Overall, to be recognized as an expert in the field was identified as the most commonly perceived reason faculty obtain board certification (44%). Currently and previously certified faculty ranked the desire to be recognized as an expert in the field as the most common reason they obtained board certification (61%). There was a positive correlation between board certification and certain professional accomplishments. CONCLUSION The prevalence of board-certified pharmacy practice faculty has increased since 2011, but motivators and barriers for board certification remain similar. Board certification may support career advancement for pharmacy practice faculty.
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Affiliation(s)
- Volodymyra Fedkiv
- Saint Francis Hospital, Department of Pharmacy, Wilmington, DE, USA.
| | - Justin Delic
- Cooper University Health Care, Department of Pharmacy, Camden, NJ, USA
| | - James M Hollands
- Saint Joseph's University, Philadelphia College of Pharmacy, Department of Pharmacy Practice, Philadelphia, PA, USA
| | - Stacy Pasciolla
- Saint Joseph's University, Philadelphia College of Pharmacy, Department of Pharmacy Practice, Philadelphia, PA, USA
| | - Laura Pontiggia
- Thomas Jefferson University, College of Health Professions, Philadelphia, PA, USA
| | - Angela L Bingham
- Saint Joseph's University, Philadelphia College of Pharmacy, Department of Pharmacy Practice, Philadelphia, PA, USA
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17
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Bond R, Gibson CM, Talasaz AH, Van Tassell BW. Analysis of Gender and Race in Pharmacy Faculty and Administrators. Am J Pharm Educ 2024; 88:100585. [PMID: 37673177 DOI: 10.1016/j.ajpe.2023.100585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 06/20/2023] [Accepted: 08/07/2023] [Indexed: 09/08/2023]
Abstract
OBJECTIVE The objective of this report is to identify and characterize the relative likelihood of women and racially minoritized pharmacy faculty being promoted, advancing within leadership roles, and earning comparable salaries. METHODS Data from the 2010-2021 American Association of Colleges of Pharmacy Profile of Pharmacy Faculty surveys were analyzed to compare odds ratios for promotion, leadership roles, and salary gaps of pharmacy faculty according to race and gender. Changes in the odds ratios over time were characterized by linear regression and predictions about when and if equality would be achieved according to current trends were calculated. RESULTS Compared to White male counterparts, faculty identifying as women, Black, Hispanic, or Asian had a significantly lower odds ratio of promotion to associate or full professor. Women and Asian faculty also had a lower likelihood of promotion from assistant to associate or Chief Executive Officer (CEO) dean. No demographics studied were more likely than White men to advance in rank or attain associate or CEO dean leadership positions. Furthermore, negative salary gaps for women emerge after promotion from assistant professor, becoming significant and continuing to widen at the associate (-$20,419) and CEO dean (-$37,495) level. CONCLUSION Despite attention to matters of diversity, equity, and inclusion, female and racially minoritized faculty continue to experience lower rates of promotion, leadership advancement, and wages compared to White male colleagues. These results have negative consequences for recruiting and retaining talented faculty and students, and compromise the benefits that a diverse faculty is known to provide on student learning outcomes.
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Affiliation(s)
- Rucha Bond
- Virginia Commonwealth University, School of Pharmacy, Richmond, VA, USA.
| | - Caitlin M Gibson
- Virginia Commonwealth University, School of Pharmacy, Richmond, VA, USA
| | - Azita H Talasaz
- Virginia Commonwealth University, School of Pharmacy, Richmond, VA, USA
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18
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Zeeman JM, Pickering ES, Nana AA, Harris SC. Assessing Workplace Factors That Influence Burnout and Identifying Recommendations to Support Well-being in Pharmacy Faculty. Am J Pharm Educ 2024; 88:100628. [PMID: 37981071 DOI: 10.1016/j.ajpe.2023.100628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 10/30/2023] [Accepted: 11/13/2023] [Indexed: 11/21/2023]
Abstract
OBJECTIVE Creating environments that promote well-being is critical as studies have shown that burnout, and thus poor well-being, results in poor health outcomes and declining workplace retention. While studies have measured the prevalence of burnout in pharmacy faculty, a gap exists regarding workplace factors that impact faculty well-being. The purpose of this study was to assess factors influencing pharmacy faculty burnout and identify recommendations to improve faculty well-being. METHODS Full-time pharmacy faculty were invited to participate in this exploratory study. Focus groups were divided by faculty rank (ie, assistant, associate, full professor). A semistructured interview format was used to identify factors contributing to faculty burnout and fulfillment as well as solicit suggestions for strategies to improve well-being. Inductive coding was used to identify themes. RESULTS Eleven faculty participated in 4 focus groups: 6 assistant professors in 2 focus groups (n = 3 faculty/focus group), 3 associate professors in 1 focus group, and 2 full professors in 1 focus group. Common factors influencing faculty burnout included overwhelming workload, workplace inefficiencies, and unexpected factors. Factors contributing to faculty fulfillment included impact, having a passion for work, and connecting with others. Recommendations for improving well-being included school-level well-being initiatives from leadership, encouraging work-life balance, and implementing intentional well-being initiatives and resources. CONCLUSION Participants identified several workplace factors that contribute to burnout and faculty fulfillment. This study fills a critical gap in the literature regarding factors that influence pharmacy faculty well-being and burnout and can inform strategies for fostering faculty well-being in pharmacy education.
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Affiliation(s)
- Jacqueline M Zeeman
- University of North Carolina at Chapel Hill, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Emily S Pickering
- University of North Carolina at Chapel Hill, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Akina A Nana
- University of North Carolina at Chapel Hill, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Suzanne C Harris
- University of North Carolina at Chapel Hill, University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA.
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19
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Gupta N, Sareen P, Kumar S, Negi M. Assessment of awareness and knowledge regarding nuclear medicine and appropriate use of Nuclear medicine modalities, among medical students and faculty members in two academic medical institutes in North India: A Cross sectional Study. Asia Ocean J Nucl Med Biol 2024; 12:73-85. [PMID: 38164240 PMCID: PMC10757062 DOI: 10.22038/aojnmb.2023.71375.1497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 08/18/2023] [Accepted: 10/25/2023] [Indexed: 01/03/2024]
Abstract
Objectives Despite significant progress in the field of nuclear medicine, basic nuclear medicine awareness and understanding among clinicians remains unsatisfactory, leading to under utilization of nuclear medicine modalities. To evaluate the awareness and knowledge regarding nuclear medicine and appropriate use of Nuclear medicine modalities, among medical students and faculty members. Method In this descriptive cross sectional study, a self timer limited objective questionnaire based on Google forms was distributed to the study population and scores obtained by the participants were analyzed. Results Percent scores range for intern, residency trainees, and senior resident/faculty groups for general awareness were 16-46%, 37-58% and 62-91% and for knowledge and appropriate use were 7-21%, 28-43%, and 35-85% respectively. Overall, 61% of the participants had poor awareness and knowledge regarding nuclear medicine modalities. None of the participants had received nuclear medicine exposure or education during their academics or training. Only 49% of the participants considered utilizing nuclear medicine modalities for their patient management. Conclusion Undergraduate interns and residency trainees had a poor to fair level of awareness and knowledge regarding nuclear medicine. Hence creating more awareness in early stages of their career by incorporating Nuclear medicine basic education in medical undergraduate curriculum is required. The senior residents/faculty members had a moderate to good level of awareness and knowledge but still improvement in their knowledge would lead to a more appropriate and better utilization of nuclear medicine modalities for optimum patient management in a variety of clinical settings.
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Affiliation(s)
- Nitin Gupta
- Department of Nuclear medicine, Dr Rajendra Prasad Government medical college, Kangra at Tanda Himachal Pradesh, India
| | - Priya Sareen
- Department of Repertory, Homeopathic medical college, Chandigarh, India
| | - Sudesh Kumar
- Department of ENT/oto laryngology Dr Rajendra Prasad Government medical college, Kangra at Tanda Himachal Pradesh, India
| | - Muninder Negi
- Department of radiation Oncology, All India institute of medical sciences, Bilaspur, Himachal Pradesh, India
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20
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Aslam K, Khan RA, Aslam MA, Zaidi FZ. Curriculum implementation challenges: Development and validation of an integrated curriculum implementation challenges tool. Pak J Med Sci 2024; 40:89-94. [PMID: 38196468 PMCID: PMC10772420 DOI: 10.12669/pjms.40.1.7258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Revised: 01/11/2023] [Accepted: 08/29/2023] [Indexed: 01/11/2024] Open
Abstract
Objective To develop an instrument to identify the challenges faced by faculty while implementing an integrated curriculum in an undergraduate dentistry program. Methods The study was conducted between September 2020 and October 2021 at the University College of Medicine and Dentistry (UCMD), University of Lahore (UOL). A preliminary questionnaire, developed through literature review and faculty interviews was sent to 10 medical education experts for content validation via the Delphi technique. Content Validity Index (CVI) was calculated for individual items (I-CVI) as well as for the composite scale (S-CVI). A panel agreement of more than 75% was considered as the criterion for the inclusion of items in the questionnaire. Cognitive pretesting of five faculty members was conducted and pilot testing was subsequently done with 27 faculty members. The reliability of the tool was determined by Cronbach's alpha. Results After the Delphi process, the final Integrated Curriculum Implementation Challenges (ICIC) questionnaire had 42 items. S-CVI was 0.87 and the cut-off value for I-CVI was taken as 0.78 as the criterion for item deletion. Cognitive interviews and pretesting revealed good item interpretation. Cronbach's alpha for this tool was 0.87. Conclusion ICIC is a useful instrument with good reliability and content validity. It can be used to identify the presence and extent of challenges faced by the faculty while implementing an integrated curriculum.
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Affiliation(s)
- Kinza Aslam
- Kinza Aslam, BDS, MMEd, Department of Medical Education, The University of Lahore, Lahore, Pakistan
| | - Rehan Ahmed Khan
- Rehan Ahmed Khan, MBBS, FCPS, FRCS, PhD HPE Department of Surgery & Department of Medical Education, Riphah International University, Rawalpindi, Pakistan
| | - Mohammad Annas Aslam
- Mohammad Annas Aslam, BDS, MSc Department of Oral Medicine, Rashid Latif Dental College, Lahore, Pakistan
| | - Fatima Zia Zaidi
- Fatima Zia Zaidi, MBBS, MPhil, MMEd, Department of Medical Education, The University of Lahore, Lahore, Pakistan
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Nkurunziza A, Mukeshimana M, Endale T, Habtu M, Uwera YDN, Rutayisire R, Bagirisano J, Hitayezu JBH, Ishimwe MLB, de Dieu Uwimana J. Perceived self-efficacy and willingness to teach family planning among nursing and midwifery faculty in higher learning institutions in Rwanda. BMC Med Educ 2023; 23:984. [PMID: 38124102 PMCID: PMC10734191 DOI: 10.1186/s12909-023-04941-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Accepted: 12/05/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Promoting family planning (FP) is a key strategy for health, economic and population growth, and achieving sustainable development goals (SDGs) especially SDG 3, which promotes health and well-being for all. The quality of FP services depends on the training of competent nursing and midwifery graduates before entering the workforce. In order to ensure graduates are well-trained and capable of meeting the needs of the population, their teachers need to demonstrate high self-efficacy and willingness to teach FP. However, there is a lack of research on the capacity and willingness of nursing and midwifery faculty to teach FP at higher learning institutions (HLIs) in Rwanda. The objective is to investigate and articulate the perceived self-efficacy and willingness of the nursing and midwifery faculty to instruct HLIs students on FP. RESEARCH DESIGN/METHODOLOGY We conducted a mixed methods study using a sequential explanatory design among almost all the HLIs (n = 6, 1 institution declined) that train nurses and midwives in Rwanda. One hundred thirty-six nursing and midwifery faculty who were actively teaching FP either in class, simulation lab, or clinical practice were invited to participate in a self-administered questionnaire and four qualitative focused group discussions. Participants answered questions ranking their self-efficacy in four domains from 0 - not confident to 3 - completely confident. Scores were calculated for each domain. A semi-structured interview guide was developed based on quantitative survey findings to gain a deep understanding of the ability and willingness to teach FP. Data were analyzed using thematic analysis. Ethical approval was obtained from the University of Rwanda, College of Medicine and Health Sciences Institutional Review Board. RESULTS A total number of 89 nursing and midwifery faculty participated in the study and only 85 completed the questionnaires fully, yielding a response rate of 95.5%. The mean age was 40.39 and there were more females (62.4%) compared to their male counterparts (37.6%). Respondents scored highest for perceived self-efficacy in course preparation (mean = 2.37), evaluation and examination (mean = 2.12) and instructor behavior and delivery (mean = 2.35). However, the score was low for clinical practices (mean = 1.79). There was a significant correlation among the four items of self-efficacy (p < 0.05). Being a female, a midwife, and having more years of experience in nursing education were each significantly associated with perceived self-efficacy to teach FP (p < 0.05). In the qualitative phase, 32 study participants participated in four focus group discussions. Four themes were identified: (a) educational background as a determinant of confidence to teach FP; (b) willingness to teach FP; (c) enabling factors of teaching FP; and (d) structural challenges. CONCLUSION Nursing and midwifery faculty reported inadequate self-confidence in teaching FP in clinical practice. Addressing personal and structural challenges in teaching FP should be a top priority. This requires a collective effort between nursing and midwifery faculty and HLIs to dismantle individual and systemic barriers that hinder self-efficacy and willingness to teach FP. There is a need for HLIs and different stakeholders to invest in training the nursing and midwifery faculty on FP practical skills to have a nursing and midwifery workforce providing up-to-date clinical FP services that will help Rwanda reach the SDGs.
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Affiliation(s)
- Aimable Nkurunziza
- Arthur Labatt Family School of Nursing, Faculty of Health Sciences, London, Canada.
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda.
- Lawrence Bloomberg Faculty of Nursing, University of Toronto, Toronto, Canada.
| | - Madeleine Mukeshimana
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Tamrat Endale
- The Center for International Reproductive Health Training, University of Michigan, (CIRHT-UM), Michigan, USA
| | - Michael Habtu
- School of Public Health, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Yvonne Delphine Nsaba Uwera
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Reverien Rutayisire
- School of Health Sciences, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Justine Bagirisano
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | - Jean Bosco Henri Hitayezu
- School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda
| | | | - Jean de Dieu Uwimana
- Center for Teaching and Learning Enhancement(CTLE), University of Rwanda, Kigali, Rwanda
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22
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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 Med Educ 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] [What about the content of this article? (0)] [Affiliation(s)] [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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Alexander LC, Demeter E, Hall-Hertel K, Rasmussen LM. Developing faculty research mentors: Influence of experience with diverse mentees, gender, and mentorship training. Account Res 2023:1-23. [PMID: 37955058 DOI: 10.1080/08989621.2023.2280234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Accepted: 11/02/2023] [Indexed: 11/14/2023]
Abstract
Effective mentoring is crucial for early-career researchers, and formal mentor training programs have demonstrated benefits for participating faculty. To determine how mentor training generalizes to different contexts and populations, we delivered mentor training and evaluated its impact on faculty's self-perceived mentoring skills. We also assessed whether mentor experience with diverse mentee populations or mentor gender influences mentors' self-perceived skills and if training interacted with these self-perceptions. We found mentors with more experience with diverse mentees were more likely to rate their mentoring skills higher than mentors with less experience across most areas assessed. Women rated themselves more highly than men at addressing diversity within the mentoring relationship. Mentors with less experience with diverse mentees gained the most training-related benefits in fostering independence skills. Training improved faculty self-perceived mentoring skills in all areas assessed. These results suggest while mentor training can benefit all involved, it can be especially useful for those newer to mentoring.
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Affiliation(s)
- Louie C Alexander
- Department of Bioinformatics and Genomics, University of North Carolina at Charlotte, Charlotte, USA
| | - Elise Demeter
- Office of Assessment and Accreditation, University of North Carolina at Charlotte, Charlotte, USA
| | | | - Lisa M Rasmussen
- Department of Philosophy, University of North Carolina at Charlotte, Charlotte, USA
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Campbell KM, Ogbeide SA, Echiverri A, Guillaume G, Henderson JE, Jackson N, Marquez CM, Miranda C, Montoya M, Oni K, Pierre G, Semenya AM, Scott L, Udezi V, Flattes VJ, Rodríguez JE, Washington JC. Are committee experiences of minoritized family medicine faculty part of the minority tax? a qualitative study. BMC Med Educ 2023; 23:862. [PMID: 37957655 PMCID: PMC10644420 DOI: 10.1186/s12909-023-04848-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 11/06/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND AND OBJECTIVES Because much of the work in academic medicine is done by committee, early career URiM faculty, are often asked to serve on multiple committees, including diversity work that may not be recognized as important. They may also be asked to serve on committees to satisfy a diversity "check box," and may be asked more often than their non-URiM peers to serve in this capacity. We sought to describe the committee experiences of early career URiM faculty, hypothesizing that they may see committee service as a minority tax. METHODS Participants in the Leadership through Scholarship Fellowship (LTSF) were asked to share their experiences with committee service in their careers after participating in a faculty development discussion. Their responses were analyzed and reported using qualitative, open, axial, and abductive reasoning methods. RESULTS Four themes, with eight sub-themes (in parenthesis), emerged from the content analysis of the LTSF fellows responses to the prompt: Time commitment (Timing of committee work and lack of protected time for research and scholarship), URiM Committee service (Expectation that URiM person will serve on committees and consequences for not serving), Mentoring issues (no mentoring regarding committee service, faculty involvement is lacking and the conflicting nature of committee work) and Voice (Lack of voice or acknowledgement). CONCLUSIONS Early career URiM faculty reported an expectation of serving on committees and consequences for not serving related to their identity, but other areas of committee service they shared were not connected to their URiM identity. Because most of the experiences were not connected to the LTSF fellows' URiM identity, this group has identified areas of committee service that may affect all early career faculty. More research is necessary to determine how committee service affects URiM and non-URiM faculty in academic family medicine.
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Affiliation(s)
| | - Stacy A Ogbeide
- University of Texas Health Sciences Center at San Antonio, San Antonio, USA
| | | | - Gina Guillaume
- North by Northeast Community Health Center, Portland, USA
| | | | | | | | | | | | - Keyona Oni
- Carolinas Healthcare System, Charlotte, USA
| | - Grant Pierre
- University of Massachusetts Medical School, Boston, USA
| | | | | | - Victoria Udezi
- University of Texas Southwestern Medical School, Dallas, USA
| | - Valerie J Flattes
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, 84112, Salt Lake City, UT, USA
| | - José E Rodríguez
- University of Utah Health, 26 S 2000 E, 5750B EHSEB, 84112, Salt Lake City, UT, USA.
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Church HR, Brown MEL, Govender L, Clark D. Beyond the bedside: protocol for a scoping review exploring the experiences of non-practicing healthcare professionals within health professions education. Syst Rev 2023; 12:207. [PMID: 37946279 PMCID: PMC10633985 DOI: 10.1186/s13643-023-02364-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Accepted: 09/29/2023] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND The number of healthcare professionals leaving clinical practice and transitioning to alternative careers in health professions education is increasing. Among these non-practicing healthcare professionals, concerns have been reported regarding tensions in relation to identity, role, and credibility in their new field. There are suggestions that this is a particularly pressing issue for minoritised professionals who make this transition. Support is critical to attract and retain diverse talent within health professions education teaching and research. The purpose of this scoping review is to explore the career experiences of non-practicing healthcare professionals who work in health professions education internationally. METHODS Arksey and O'Malley's framework has been utilised to guide the design of this scoping review process and will be used throughout the course of the review. A comprehensive search of seven electronic databases and limited search of Google Scholar will be conducted, as well as a hand search of eligible article reference lists. Two reviewers will independently screen all articles based on inclusion criteria, with conflicts resolved by a third reviewer. Data from included articles will be charted, collated, and analysed thematically. Meta-data will be summarised quantitatively. DISCUSSION This scoping review aims to explore the role and experiences of non-practicing healthcare professionals working within health professions education. The review will follow established scoping review guidelines and will include studies from various regions and languages, provided an English translation is available. The study remit will be broad, including both quantitative and qualitative studies, as well as reviews and opinion papers. Limitations may include the exclusion of non-English articles and potential difficulty of identifying papers which discuss the experiences of non-practicing clinicians. However, the review will provide insight into the current knowledge on what it is like to be a non-practicing clinician working within health professions education and identify gaps for both future research, and future support for those making this career transition. SYSTEMATIC REVIEW REGISTRATION Open Science Framework Registration https://doi.org/10.17605/OSF.IO/485Z3.
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Affiliation(s)
- Helen R Church
- Faculty of Medicine and Health Sciences, University of Nottingham, Medical School, Queen's Medical Centre, Nottingham, NG7 2UH, UK.
| | | | - Lynelle Govender
- Division of Anatomical Pathology, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
| | - Deborah Clark
- Division of Clinical Medicine, School of Medicine and Population Health, Faculty of Health, University of Sheffield, Sheffield, UK
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Elder KG, Crawford AN, Koenig RA. Work-Family Conflict and Wellbeing in US Pharmacy Faculty with Children. Am J Pharm Educ 2023; 87:100114. [PMID: 37914466 DOI: 10.1016/j.ajpe.2023.100114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 02/24/2023] [Accepted: 03/28/2023] [Indexed: 11/03/2023]
Abstract
OBJECTIVE Objectives of this study included characterization of the current landscape of work-family conflict (WFC), family-work conflict (FWC), wellbeing, and childcare-related factors in United States (US) pharmacy faculty members with children, as well as relationship determination between faculty characteristics and WFC, FWC, and wellbeing indices. METHODS A survey was developed and administered to US pharmacy faculty members with children in February 2022. Questions included demographic and childcare-related factors and the validated Netemeyer WFC and FWC scales, and World Health Organization (WHO-5) Wellbeing Index. Data were summarized using descriptive statistics, one-way analysis of variance and t tests, and multiple linear regression analysis. RESULTS The survey was completed by 368 faculty members with children. Respondents were primarily married females who identify as White or European American, with>90% having children less than 18 years of age. Respondents scored an average of 24.1 ± 7.2 points on the WFC scale, 19.5 ± 7.5 points on the FWC scale, and 56.8 ± 17.5 on the WHO-5 Wellbeing Index. Having dependent children resulted in statistically significantly higher WFC and FWC and lower wellbeing scores. Linear regression models for WFC, FWC, and wellbeing explained 20%, 8%, and 9% of the variability in scores, respectively. CONCLUSION This study identified the presence of WFC, FWC, and decreased wellbeing in pharmacy faculty members with children. Future research is needed to further qualify contributors to the indices and place findings into a larger context.
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Affiliation(s)
- Kimberly G Elder
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, United States.
| | - Alexis N Crawford
- Virginia Commonwealth University School of Pharmacy, Richmond, VA, United States
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Xia Y, Huang H, Yu Q, Halili X, Chen Q. Academic-practice partnerships in evidence-based nursing education: A theory-guided scoping review. Nurse Educ Pract 2023; 73:103839. [PMID: 37952473 DOI: 10.1016/j.nepr.2023.103839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 11/03/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
OBJECTIVE To provide a scoping review of the existing literature regarding academic-practice partnership in evidence-based nursing education, with the goal of gathering evidence to support the establishment of such partnerships. BACKGROUND Academic-practice partnerships play a crucial role in overcoming separation of theory and practice in evidence-based nursing education and promoting the adoption of evidence-based nursing practice. However, there is a lack of scoping review of related literature. DESIGN This scoping review was conducted following the Joanna Briggs Institute updated methodology for scoping reviews and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. METHODS We conducted a comprehensive search in PubMed, Web of Science, SCOPUS, Cochrane Library, CINAHL, EMBASE, Educational Resource Information Centre (ERIC) and five gray websites between November and December, 2022. A total of 10515 articles were retrieved, 26 articles were included in the scoping review. Two reviewers reviewed the articles, screened literature, and extracted data, independently. A third researcher was involved when consensus is needed. Practice-academic partnership logic model was used to analysis and synthesis the results. RESULTS Main themes included inputs (time, instructional resources, partnership agreement, key stakeholder commitment, shared mission, leadership support, common vision, instructional design, mutual respect, and instructional objectives), activities (ongoing communication and shared decision-making), outputs (action plan: evidence-based nursing project plans and educational resources), outcomes (improved evidence-based nursing competency, enhanced quality of nursing care, career advancement and personal development, increased evidence-based nursing projects, improve evidence-based nursing education, heightened academic achievement, increased engagement in evidence-based nursing, increased networking opportunities, and improved staff satisfaction), facilitators (sufficient inputs, effective activities, and clear partnership structure, ongoing feedback, and positive outcomes), and barriers (insufficient inputs). CONCLUSIONS Inputs and activities could lead to outputs and outcomes. Facilitators and barriers could influence the degree of outputs and outcomes. Academic-practice partnerships can overcome the barriers of disconnection between theory and practice in evidence-based nursing education, and further promote education and research by leveraging the strengths of both parties, resulting in a mutually beneficial collaboration.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Qiyan Yu
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China; Xiangya Research Center of Evidence-Based Healthcare, Central South University, Changsha, China.
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Mohammadi E, Salajegheh M. Exploring the viewpoint of faculty members of medical sciences universities about effective factors on their organizational retention: a qualitative study. BMC Med Educ 2023; 23:725. [PMID: 37789317 PMCID: PMC10548578 DOI: 10.1186/s12909-023-04707-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 09/20/2023] [Indexed: 10/05/2023]
Abstract
BACKGROUND AND AIM Faculty retention in medical sciences universities is one of the most important values for the survival of the educational system. This study aimed to explore the viewpoint of faculty members of medical sciences universities in Iran about effective factors affecting their organizational retention. METHODS Qualitative study using deep interviews collected by maximum variation sampling. A purposively selected sample of 15 faculty members was recruited throughout two Iranian medical sciences universities (Tehran University of Medical Sciences and Kerman University of Medical Sciences) during 2021-22. RESULTS Qualitative data analysis provided 3 main categories and 10 sub-categories. Three main categories were identified that affected the faculty's organizational retention included individual factors, institutional factors, and socio-political factors. CONCLUSION Factors that contribute to the improvement of faculty retention encompass various aspects. These include consideration given to the personal and social requirements of faculty members, support provided by the organization along with effective resource management, a fair and transparent organizational structure, and the maintenance of political stability both within the university and the nation.
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Affiliation(s)
- Elaheh Mohammadi
- Health Professions Education Research Center, Educational Development Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Mahla Salajegheh
- Department of Medical Education, Medical education development center, Kerman University of Medical Sciences, Kerman, Iran.
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Soncini R, Klein W. Surface tension in biological systems - a common problem with a variety of solutions. Comp Biochem Physiol A Mol Integr Physiol 2023; 284:111475. [PMID: 37421990 DOI: 10.1016/j.cbpa.2023.111475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 07/02/2023] [Accepted: 07/03/2023] [Indexed: 07/10/2023]
Abstract
Water is of fundamental importance to living organisms, not only as a universal solvent to maintain metabolic activity but also due to the effects the physical properties of water have on different organismal structures. In this review, we explore some examples of how living organisms deal with surfaces covered with or in contact with water. While we do not intend to describe all possible forms of interactions in every minute detail, we would like to draw attention to this intriguing interdisciplinary subject and discuss the positive and negative effects of the interaction forces between water molecules and organisms. Topics explored include locomotion on water, wettability of surfaces, benefits of retaining a film of air while submerged (Salvinia effect), surface tension of water inhibiting air-breathing, accumulation of water in small tubes, surface tension in non-mammalian and mammalian respiratory systems. In each topic, we address the importance of interactions with water and the adaptations seen in an organism to solve the surface-related challenges, trying to explore the different selective pressures acting onto different organisms allowing exploring or compensating these surface-related interactions.
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Affiliation(s)
- Roseli Soncini
- Instituto de Ciências Biomédicas, Universidade Federal de Alfenas, Alfenas, MG, Brazil
| | - Wilfried Klein
- Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil.
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Maciel CA, de Medeiros AM, Teixeira LC. University Professors' Communicative Competence and Its Relationship With Interpersonal Communication and Voice Symptoms. J Voice 2023:S0892-1997(23)00272-2. [PMID: 37783621 DOI: 10.1016/j.jvoice.2023.08.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 08/26/2023] [Accepted: 08/28/2023] [Indexed: 10/04/2023]
Abstract
OBJECTIVE To analyze the association between communicative competence self-assessment and interpersonal communication self-perception and voice symptoms in university professors. METHOD Cross-sectional, analytical, observational study in 322 professors, who answered sociodemographic and occupational questions and three self-perception protocols: Self-Assessment of Communication Competence (SACCom), Interpersonal Communication Competence Scale (ICCS), and Voice Symptom Scale (VoiSS). The dependent variable was SACCom's yes/no answers. Univariate and multivariate descriptive and inferential data analyses were performed through logistic regression. RESULTS Most professors were females (55.3%), worked 40 hours (96.6%), and self-reported voice symptoms (72.7%). The largest portion had been in the career for 11-22 years (38.2%). The final multivariate model demonstrated that better self-assessed communicative competence among professors (SACCom) is related to an absence of voice complaints (odds ratio (OR) = 2.17; 95% confidence interval (CI) 1.29-3.65) and better self-perceived interpersonal communication (ICCS) (OR = 1.05; 95% CI 1.02-1.08). The older the professor (OR = 1.03; 95% CI 1.01-1.06), the better their communicative competence (SACCom). CONCLUSIONS Study professors' self-assessed communicative competence is predominantly high. Those with a better communicative competence self-assessment are older and vocally healthy and self-perceive greater interpersonal communication skills.
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Affiliation(s)
- Caroline Azevedo Maciel
- Department of Speech-Language-Hearing Sciences, Medical School, Federal University of Minas Gerais - UFMG, Belo Horizonte, Minas Gerais, Brazil.
| | - Adriane Mesquita de Medeiros
- Department of Speech-Language-Hearing Sciences, Medical School, Federal University of Minas Gerais - UFMG, Belo Horizonte, Minas Gerais, Brazil
| | - Letícia Caldas Teixeira
- Department of Speech-Language-Hearing Sciences, Medical School, Federal University of Minas Gerais - UFMG, Belo Horizonte, Minas Gerais, Brazil.
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Nawagi F, Munabi IG, Vyt A, Kiguli S, Mubuuke AG. Experiences of faculty and students regarding a locally developed framework for implementing interprofessional education during international electives in Sub-Saharan Africa. BMC Med Educ 2023; 23:702. [PMID: 37752506 PMCID: PMC10523611 DOI: 10.1186/s12909-023-04664-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 09/08/2023] [Indexed: 09/28/2023]
Abstract
BACKGROUND Given that there are hardly any comprehensive frameworks to guide institutions on approaches to use as they implement interprofessional education and collaborative practice during international electives, we developed and piloted a framework to address this gap. The purpose of this study, therefore, was to explore the experiences of faculty and students regarding the use of the developed interprofessional education and collaborative practice framework during international electives. METHODS This was an exploratory qualitative study. The study participants included faculty and students from four health training universities in Africa who participated in the pilot of international electives guided by the framework developed. Deductive thematic analysis was used to analyze the data. The codes were categorized as per the major themes. RESULTS The major themes regarding the framework included (1) The Strengths, (2) Weaknesses, (3) Opportunities, and (4) Threats. All participants perceived the framework as useful and appropriate to enable the acquisition of interprofessional education and collaborative practice skills objectives set. The framework's duration of the elective was seen as a weakness with the need for an increment in the duration. The opportunities the framework presented included: acting as a starting point to structure and implement interprofessional education across various training institutions in Africa, advancing research, and networking opportunities to share the best practices. The main threat included siloed training where the current training curriculum of the students does not have opportunities that allow the students to study with, from, and about each other. CONCLUSIONS The framework developed to guide the implementation of interprofessional education and collaborative practice during international electives is feasible and enabled students to achieve the interprofessional education and collaborative practice objectives set while appreciating the transcultural similarities and differences in another country.
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Affiliation(s)
- Faith Nawagi
- School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda.
| | - Ian Guyton Munabi
- School of Biomedical Sciences, Makerere University College of Health Sciences, Kampala, Uganda
| | - Andre Vyt
- Faculty of Medicine and Health Sciences, University of Ghent, Gent, Belgium
| | - Sarah Kiguli
- School of Medicine, Makerere University College of Health Sciences, Kampala, Uganda
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Erstad BL, Youmans SL, Crismon ML. Navigating the Path to Careers in Academic Pharmacy Administration. Am J Pharm Educ 2023; 87:100046. [PMID: 37714664 DOI: 10.1016/j.ajpe.2022.09.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 09/01/2022] [Accepted: 09/07/2022] [Indexed: 09/17/2023]
Abstract
The purpose of this commentary is to discuss the qualifications, responsibilities, and keys to success for pharmacy faculty considering a department (or division) chair (head) or dean (including assistant or associate dean) position. The perspectives are those of a department chair, vice dean, and past dean of colleges of pharmacy with extensive experience in pharmacy administration. The qualifications for these administrative positions vary by institution, particularly with respect to the institution's focus on research. Because the dean is the chief executive officer of a college of pharmacy, previous administrative experience is almost always a basic requirement for the position. For associate/assistant deans and department chairs, previous experience as a faculty member is a typical minimum requirement and may include experience as a department vice chair or director of a unit within the department or division. The dean has a fiduciary duty to university administration, as well as to other external and internal stakeholders, to educate and graduate competent pharmacists and to operate within budget. Associate/assistant deans often have responsibility for specific functions of the college, such as student or professional affairs, and it is common for deans to delegate authority, responsibility, and accountability to associate/assistant deans. Department chairs have a unique perspective with respect to college activities because they must not only think about the "big picture" when considering issues with other college administrators but must oversee the implementation and monitoring of strategic initiatives through the faculty and staff who report to them.
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Affiliation(s)
- Brian L Erstad
- Department of Pharmacy Practice & Science, University of Arizona R. Ken Coit College of Pharmacy, Tucson, Arizona, USA.
| | - Sharon L Youmans
- University of California San Francisco School of Pharmacy, San Francisco, CA, USA
| | - M Lynn Crismon
- College of Pharmacy, The University of Texas, Austin, TX, USA
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Shankar PR, Azhar T, Nadarajah VD, Er HM, Arooj M, Wilson IG. Faculty perceptions regarding an individually tailored, flexible length, outcomes-based curriculum for undergraduate medical students. Korean J Med Educ 2023; 35:235-247. [PMID: 37670520 PMCID: PMC10493402 DOI: 10.3946/kjme.2023.262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Revised: 04/26/2023] [Accepted: 05/16/2023] [Indexed: 09/07/2023]
Abstract
PURPOSE The perception of faculty members about an individually tailored, flexible-length, outcomes-based curriculum for undergraduate medical students was studied. Their opinion about the advantages, disadvantages, and challenges was also noted. This study was done to help educational institutions identify academic and social support and resources required to ensure that graduate competencies are not compromised by a flexible education pathway. METHODS The study was done at the International Medical University, Malaysia, and the University of Lahore, Pakistan. Semi-structured interviews were conducted from 1st August 2021 to 17th March 2022. Demographic information was noted. Themes were identified, and a summary of the information under each theme was created. RESULTS A total of 24 (14 from Malaysia and 10 from Pakistan) faculty participated. Most agreed that undergraduate medical students can progress (at a differential rate) if they attain the required competencies. Among the major advantages mentioned were that students may graduate faster, learn at a pace comfortable to them, and develop an individualized learning pathway. Several logistical challenges must be overcome. Providing assessments on demand will be difficult. Significant regulatory hurdles were anticipated. Artificial intelligence (AI) can play an important role in creating an individualized learning pathway and supporting time-independent progression. The course may be (slightly) cheaper than a traditional one. CONCLUSION This study provides a foundation to further develop and strengthen flexible-length competency-based medical education modules. Further studies are required among educators at other medical schools and in other countries. Online learning and AI will play an important role.
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Affiliation(s)
| | - Tayyaba Azhar
- Department of Medical Education, Fatima Memorial Hospital College of Medicine and Dentistry, Lahore, Pakistan
| | - Vishna Devi Nadarajah
- IMU Centre for Education, School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Hui Meng Er
- IMU Centre for Education, Faculty of Medicine Health, International Medical University, Kuala Lumpur, Malaysia
| | - Mahwish Arooj
- Department of Medical Education, University College of Medicine and Dentistry, Lahore, Pakistan
| | - Ian G. Wilson
- IMU Centre for Education, International Medical University, Kuala Lumpur, Malaysia
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Harada ND, Traylor L, Rugen KW, Bowen JL, Smith CS, Felker B, Ludke D, Tonnu-Mihara I, Ruberg JL, Adler J, Uhl K, Gardner AL, Gilman SC. Interprofessional transformation of clinical education: The first six years of the Veterans Affairs Centers of Excellence in Primary Care Education. J Interprof Care 2023; 37:S86-S94. [PMID: 29461131 DOI: 10.1080/13561820.2018.1433642] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Revised: 10/24/2017] [Accepted: 01/24/2018] [Indexed: 10/18/2022]
Abstract
This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans. Using reports and data collected and maintained by the National Coordinating Center over the first six years of the project, we describe program inputs, the multicomponent intervention, activities undertaken to develop the intervention, and short-term outcomes. The findings have implications for lessons learned that can be considered by others seeking large-scale transformation of education within the clinical workplace and the development of interprofessional clinical learning environments. Within the VA, the CoEPCE has laid the foundation for IPE and collaborative practice, but much work remains to disseminate this work throughout the national VA system.
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Affiliation(s)
- Nancy D Harada
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
- David Geffen School of Medicine, University of California, Los Angeles, Los Angeles, CA, USA
| | - Laural Traylor
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
- Department of Social Work, California State University, Long Beach, Long Beach, CA, USA
| | - Kathryn Wirtz Rugen
- Jesse Brown VA Medical Center, Chicago, IL, USA
- College of Nursing, University of Illinois at Chicago, Chicago, IL, USA
| | - Judith L Bowen
- Schools of Medicine and Nursing, Oregon Health and Science University, Portland, OR, USA
| | - C Scott Smith
- Boise VA Medical Center, Boise, ID, USA
- School of Medicine, University of Washington, Seattle, WA, USA
| | - Bradford Felker
- VA Puget Sound Healthcare System, Seattle, WA, USA
- School of Medicine, University of Washington, Seattle, WA, USA
| | - Deborah Ludke
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
| | | | - Joshua L Ruberg
- VA San Diego Healthcare System, San Diego, CA, USA
- School of Medicine, University of California, San Diego, San Diego, CA, USA
| | - Jayson Adler
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
| | - Kimberly Uhl
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
| | - Annette L Gardner
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA, USA
| | - Stuart C Gilman
- Office of Academic Affiliations, Department of Veterans Affairs (VA), Washington, DC, USA
- School of Medicine, University of California, Irvine, Irvine, CA, USA
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Oguro M, Horiuchi S, Sakurai S, Awng N, Eto H, Holzemer WL. Evaluation of knowledge related to competency of nurse educators after participating in international outreach seminar for continuing nursing education in Myanmar. Heliyon 2023; 9:e19262. [PMID: 37654453 PMCID: PMC10465934 DOI: 10.1016/j.heliyon.2023.e19262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Revised: 07/12/2023] [Accepted: 08/16/2023] [Indexed: 09/02/2023] Open
Abstract
Background and aims With the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar. Methods We conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar. Results The seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators. Conclusions The participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators. Tweetable abstract A two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators.
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Affiliation(s)
- Michiko Oguro
- School of Nursing, Tokyo Healthcare University, Funabashi City, Chiba, Japan
| | - Shigeko Horiuchi
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
| | - Sachiko Sakurai
- Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan
| | - Nang Awng
- University of Nursing, Mandalay, Myanmar
| | - Hiromi Eto
- Institute of Biomedical Sciences, Nagasaki University, Nagasaki, Japan
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Tamarelli C, Baumhauer J, Fay B, Malas N, Schultz H. Publishing on a Shoestring: Understanding Barriers, Challenges, and Unique Opportunities to Academic Productivity in Psychiatry. Curr Psychiatry Rep 2023; 25:327-335. [PMID: 37395937 DOI: 10.1007/s11920-023-01433-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/22/2023] [Indexed: 07/04/2023]
Abstract
PURPOSE OF REVIEW Clinical track faculty within psychiatry may struggle to meet goals for academic scholarship, particularly publishing. In this review, we explore potential barriers to publication and solutions to support early career psychiatrists. RECENT FINDINGS Current evidence highlights challenges for faculty throughout academic practice, including barriers at the individual and systems levels. Within psychiatry, publication has favored biological studies with significant gaps in the literature serving as both an opportunity and challenge. Interventions underscore the importance of mentorship and propose incentivization to facilitate academic scholarship among clinical track faculty. Barriers to publication within psychiatry exist at the level of the individual, system, and field itself. This review shares potential solutions from across the medical literature and an example of an intervention from our own department. More studies are needed within the field of psychiatry to understand how to best support early career faculty members in their academic productivity, growth, and development.
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Affiliation(s)
- Carrie Tamarelli
- Department of Psychiatry, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Jennifer Baumhauer
- Department of Psychiatry, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Bailey Fay
- Department of Psychiatry, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Nasuh Malas
- Department of Psychiatry, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA
- Department of Pediatrics, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA
| | - Heather Schultz
- Department of Psychiatry, University of Michigan Medical School, University of Michigan, UH 9C, 1500 E. Medical Center Dr, Ann Arbor, MI, 48109, USA.
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Ogunsola FT, Sekoni A, Akanmu AS, Adeyemo WL, Osuntoki A, Manga-Atangana B, Afolabi BB, Okubadejo NU, Emmanuel M, Caleb-Adepoju SO, Folarin O, Okonkwo P, Murphy RL, Kanki P. Achieving a robust mentoring and research capacity program in a LMIC - the BRAINS faculty development model. BMC Med Educ 2023; 23:522. [PMID: 37474931 PMCID: PMC10360245 DOI: 10.1186/s12909-023-04488-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 06/30/2023] [Indexed: 07/22/2023]
Abstract
BACKGROUND A research and training program (RTP) was carried out to build the capacity of faculty and improve the culture of research in the College of Medicine, University of Lagos (CMUL), Nigeria. METHODS Realist-guided mixed methods evaluation of the BRAINS project was carried out using secondary data generated during the 5-years (2015 - 2020) of project implementation. Capacity building workshops and mentored research activities targeted at faculty in the CMUL were conducted. Overall, 1,418 participants attended the workshops in batches. Among the participants, forty-five faculty received grants and were mentored by senior professionals (local & international) to conduct research. Data were extracted from all project-related documents including coursework biodata, workshop evaluation forms, quarterly project reports, and end- of-project reports, submitted by the mentees, minutes of meetings, and the proposal submitted for funding. It was in the form of continuous variables and prose (sentences & stories). Quantitative data were analysed with IBM SPSS statistics version 20. Mean knowledge score and mean difference was calculated, paired t-test was carried out using p < 0.05 to determine statistical significance. The prose was thematically analysed to generate themes and narratives. Both were subsequently combined for interpretation and used to refine the initial programme theory into an evidence-informed theory. RESULTS Twelve courses were deployed, and 1,418 participants (47.8% males and 52.2% females) from medical, nursing, and allied medical departments were trained. Eighty participants were trained in Responsible Conduct of Research and eighty-one on Manuscript Writing over three years. A comparison of the pre/post-test knowledge scores showed a positive mean difference. Thematic analysis of workshop data produced three thematic domains representing effectiveness and gains namely: cognitive, reward, and behavioural. 45 trainees were awarded grants and mentored, and analysis of mentee's data generated 4 themes: Achieving a robust mentoring program; Benefits of the mentoring program; Resilience in research; Improving the mentoring program. CONCLUSION By contributing to the body of knowledge available on RTPs, this evaluation identified key components that contributed to the success of the project and developed a model for achieving a robust training and mentoring program which can be replicated in other LMICs.
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Affiliation(s)
| | - Adekemi Sekoni
- Department of Community Health and Primary Care, University of Lagos, Lagos, Nigeria.
| | - Alani Sulaimon Akanmu
- Department of Haematology and Blood Transfusion, University of Lagos, Lagos, Nigeria
| | - Wasiu Lanre Adeyemo
- Department of Oral and Maxillofacial Surgery, University of Lagos, Lagos, Nigeria
| | | | | | | | | | - Madonna Emmanuel
- BRAINS Initiative, College of Medicine, University of Lagos, Lagos, Nigeria
| | | | - Olalekan Folarin
- BRAINS Initiative, College of Medicine, University of Lagos, Lagos, Nigeria
| | - Prosper Okonkwo
- Central Administration, APIN Public Health Initiatives, Abuja, Nigeria
| | - Robert L Murphy
- Havey Institute for Global Health, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA
| | - Phyllis Kanki
- Department of Immunology and Infectious Diseases, Harvard TH Chan School of Public Health, Boston, MA, USA
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Lebovitz L, Darley A, Fulford MJ. Benchmark Report on Utilization of Faculty Workload Models in Colleges and Schools of Pharmacy. Am J Pharm Educ 2023; 87:100002. [PMID: 37380274 DOI: 10.1016/j.ajpe.2023.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/30/2023]
Abstract
This commentary offers a call to action to develop equity-minded, evidence-based faculty workload policies and practices within colleges and schools of pharmacy. The University of Maryland School of Pharmacy sponsored an investigation to characterize and compare peer schools' models for measuring and using faculty workload data. An external consulting group selected 28 colleges and schools of pharmacy based on characteristics similar to the University of Maryland School of Pharmacy and collected information, feedback, and data on how these programs assessed faculty workload. Exploratory emails and phone interviews were used to collect these data. Nine of the 28 programs participated in additional follow-up discussions. These interviews identified common themes, although there was wide variability in design and implementation of workload models, even among comparable institutions. These findings align with the national Faculty Workload and Rewards Project that explored how faculty workload models can perpetuate inequities and undermine productivity, satisfaction, and retention.
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Affiliation(s)
- Lisa Lebovitz
- University of Maryland, School of Pharmacy, Baltimore, MD, USA.
| | - Andrew Darley
- University of Georgia, College of Pharmacy, Athens, GA, USA
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Snider A, Dunnahoe K, Brunson A, Payakachat N, Paic S, Boehmer K, Franks AM. Analysis of Teaching-Related Criteria Within Promotion and Tenure Documents from US Pharmacy Schools. Am J Pharm Educ 2023; 87:100100. [PMID: 37380267 DOI: 10.1016/j.ajpe.2023.100100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 08/24/2022] [Accepted: 08/29/2022] [Indexed: 06/30/2023]
Abstract
OBJECTIVE To describe teaching-related criteria within promotion and tenure (PT) guidance documents from US-based colleges/schools of pharmacy. METHODS PT guidance documents were retrieved from college/school websites or via electronic mail. Institutional characteristics were compiled using available online data. Using qualitative content analysis, a systematic review of PT guidance documents was conducted to identify how teaching and teaching excellence were considered in decision of promotion and/or tenure at each institution. RESULTS PT guidance documents were analyzed from 121 (85%) colleges/schools of pharmacy. Of these, 40% included a requirement that faculty must achieve excellence in teaching for promotion and/or tenure, though excellence was infrequently defined (14% of colleges/schools). Criteria specific to didactic teaching were most frequently included (94% of institutions). Criteria specific to experiential (50%), graduate student (48%), postgraduate (41%), and interprofessional (13%) teaching were less frequently included. Institutions frequently required student (58%) and peer (50%) evaluations of teaching to be considered in PT decisions. Most institutions acknowledged many teaching accomplishments as examples indicating teaching success rather than strictly requiring specific criteria to be fulfilled. CONCLUSION Teaching-related criteria within PT criteria of colleges/schools of pharmacy often lack clear guidance regarding quantitative or qualitative requirements for advancement. This lack of clearly specified requirements may result in faculty members' inability to self-assess for readiness for promotion and inconsistent application of criteria in PT decisions by review committees and administrators.
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Affiliation(s)
- Allen Snider
- University of Kansas Health System, Kansas City, Kansas, USA
| | - Kacey Dunnahoe
- Ochsner LSU Health Shreveport, Shreveport, Louisiana, USA
| | | | - Nalin Payakachat
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Stefan Paic
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Kaci Boehmer
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA
| | - Amy M Franks
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, Arkansas, USA.
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Yarbrough JRW, Sell K, Weiss A, Salazar LR. Cyberbullying and the Faculty Victim Experience: Perceptions and Outcomes. Int J Bullying Prev 2023:1-15. [PMID: 37361637 PMCID: PMC10244080 DOI: 10.1007/s42380-023-00173-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/18/2023] [Indexed: 06/28/2023]
Abstract
Cyberbullying affects US youth, adolescents, and adults and can occur in various settings. Among the academic literature exploring cyberbullying, most discuss cyberbullying of youth and adolescents within the K-12 academic setting. While some studies address cyberbullying targeting adults, a limited amount of research has been conducted on the topic of cyberbullying among adults within the higher education context. Of the studies that explore cyberbullying in higher education, a considerable proportion focus on cyberbullying incidents between college students. Less discussed, however, are the experiences of university faculty who have been cyberbullied by either their students, fellow faculty, or administrators. Few, if any, studies address cyberbullying of faculty as the phenomenon relates to the COVID-19 pandemic. The following qualitative study aims to fill this gap through examining the lived experiences of faculty victims of cyberbullying. Utilizing the theoretical lens of disempowerment theory, researchers recruited a diverse population of twenty-five university faculty from across the USA who self-reported being victims of cyberbullying. The study analyzes participants' interview responses to determine common experiences of faculty and overarching themes concerning cyberbullying in the academic workplace, particularly within the context of the COVID-19 pandemic. The research team applied disempowerment theory to support thematic analysis. In addition, the present article offers potential solutions for supporting faculty as they navigate virtual learning environments. The study's findings hold practical implications for faculty, administrators, and stakeholders in institutions of higher education who seek to implement research-driven policies to address cyberbullying on their campuses.
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Affiliation(s)
| | - Katelynn Sell
- Nova Southeastern University, 3300 S. University Drive, Fort Lauderdale, FL 33328-2004 USA
| | - Adam Weiss
- Bilingual and ESL Education, West Texas A&M University, 2501 4th Ave, Canyon, TX 79016 USA
| | - Leslie Ramos Salazar
- Business Communication, West Texas A&M University, 2501 4th Ave, Canyon, TX 79016 USA
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Lee KC, Park SK, Lebovitz L, Wang ZA, Hall-Lipsy E, Hardy YM, Dey S. We Must Do Better to Ensure Equity, Transparency, and Clarity in Service Workload. Am J Pharm Educ 2023; 87:100092. [PMID: 37316126 DOI: 10.1016/j.ajpe.2023.100092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Revised: 03/07/2023] [Accepted: 03/13/2023] [Indexed: 06/16/2023]
Abstract
Assessment of faculty workload is challenging due to the diverse set of definitions and expectations at individual schools/colleges of pharmacy. The service component of faculty workload is complicated to assess and evaluate due to institutional variances in policies and procedures for assigning service commitments and lack of clarity in how service is regarded toward promotion and tenure decisions. This commentary discusses the challenges of service as a component of faculty workload including lack of clear definitions and time dedicated to service. The commentary also presents potential solutions that schools/colleges should consider in defining service expectations. These solutions include strategies on how administrators should: set expectations, engage faculty at all ranks and series, and measure outcomes to ensure equity of service workload to build a culture of collective citizenship.
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Affiliation(s)
- Kelly C Lee
- University of California, San Diego, CA, USA.
| | - Sharon K Park
- Notre Dame of Maryland University, Baltimore, MD, USA
| | | | | | | | | | - Surajit Dey
- Roseman University of Health Sciences, Henderson, NV, USA
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Johnson C, Thigpen J, Franks AM. Strengthen Academic Pharmacy by Protecting Self-Expression. Am J Pharm Educ 2023; 87:100112. [PMID: 37316123 DOI: 10.1016/j.ajpe.2023.100112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Revised: 03/03/2023] [Accepted: 03/22/2023] [Indexed: 06/16/2023]
Abstract
Pharmacy, including academic pharmacy, is affected by several important issues. Additionally, we deal with these issues in a society that is increasingly polarized in beliefs and siloed in interactions. Within this important juncture, pharmacy faculty may be prone to employ restrictions on freedom of expression, particularly around viewpoints they do not endorse. This tendency will likely have unintended effects and inhibit the ability of the profession to find solutions to its current challenges. We implore the Academy to actively work to increase viewpoint diversity, open inquiry, and academic freedom.
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Affiliation(s)
- Chris Johnson
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR, USA
| | - Jonathan Thigpen
- Samford University McWhorter School of Pharmacy, Birmingham, AL, USA
| | - Amy M Franks
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR, USA.
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Fenn NE, Shoair OA, Luke JD, Willson M, Aranda J, Deng B. Pharmacy faculty experiences and perceptions of academic dishonesty. Curr Pharm Teach Learn 2023:S1877-1297(23)00103-X. [PMID: 37198091 DOI: 10.1016/j.cptl.2023.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2022] [Revised: 03/23/2023] [Accepted: 05/09/2023] [Indexed: 05/19/2023]
Abstract
INTRODUCTION Academic dishonesty (AD) continues to be an area of concern in pharmacy education. While studies have been conducted evaluating various forms and interventions to address AD, few have looked at faculty experiences and perceptions of AD in doctor of pharmacy (PharmD) programs in the United States. METHODS A 52-item survey was distributed electronically to pharmacy faculty at 129 colleges of pharmacy (COP). Faculty perceptions and experiences related to AD were recorded using a six-point Likert-type scale. Data were reported as the percentage of respondents for each level of agreement in addition to the mean and SD of the agreement level for each survey item. RESULTS Responses were received from 775 faculty from 126 COP (14.2% response rate). Faculty agreed that AD was an issue in pharmacy education in general (76%) and at their institution (70%), however respondents also agreed that AD was quickly addressed by their institution (72%) and were confident in their institution's ability to manage AD infractions (68%). Faculty agreed that it is both difficult (82.5%) and frustrating (75.2%) to report AD infractions at their institution. Female faculty (P = .006) and those who spent more time in classroom (P < .001) agreed more that they witnessed AD in the classroom. Findings were further stratified by gender, faculty rank, time in class, and terminal degree. CONCLUSIONS AD was perceived as an issue in pharmacy education. Transparency in the AD handling process and increased student education about AD were identified as potential solutions to reduce AD occurrences.
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Affiliation(s)
- Norman E Fenn
- Department of Pharmacy Practice, Manchester University College of Pharmacy and Health Sciences, 10627 Diebold Road, Fort Wayne, IN 46845, United States.
| | - Osama A Shoair
- Pharmaceutical Sciences and Health Outcomes, The University of Texas at Tyler Fisch College of Pharmacy, 3900 University Blvd, WTB 346, Tyler, TX 75703, United States.
| | - Jeffrey D Luke
- CPS-PACT, VA Texas Valley Coastal Bend Corpus Christi Outpatient Clinic, 5293 Old Brownsville Road, Corpus Christi, TX 78405, United States.
| | - Megan Willson
- Pharmacotherapy Washington State University College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
| | - Josephine Aranda
- Inland Empire Health Plan, 10801 Sixth St, Rancho Cucamonga, CA 91730, United States.
| | - Bin Deng
- West Coast University School of Pharmacy, 590 N Vermont Ave, Los Angeles, CA 90004, United States.
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Cate G, Barnes J, Cherney S, Stambough J, Bumpass D, Barnes CL, Dickinson KJ. Current status of virtual reality simulation education for orthopedic residents: the need for a change in focus. Global Surg Educ 2023; 2:46. [PMID: 38013875 PMCID: PMC10032253 DOI: 10.1007/s44186-023-00120-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 02/23/2023] [Accepted: 03/06/2023] [Indexed: 03/24/2023]
Abstract
Introduction Advances in technology are changing surgical education. Simulation provides an important adjunct to operative experience. This pedagogy has arguably become more important in light of the COVID-19 pandemic, with resultant reduction in operative exposure for trainees. Virtual reality (VR) simulators may provide significant contribution to experiential learning; however, much of the investigative focus to date has, correctly, been on establishing validity evidence for these constructs. The aim of this work was to perform a scoping review to assess the current status of VR simulation education to determine curricular development efforts for orthopedic residents. Methods With a trained medical librarian, searches of PubMed, EMBASE, and Web of Science were conducted for all articles in the last 10 years (September 2011-September 2021). Controlled vocabulary Medical Subject Headings (MeSH) terms and natural language developed with subject matter experts describing virtual reality or VR simulation and orthopedic training were used. Two trained reviewers evaluated all abstracts for inclusion. Exclusion criteria were all articles that did not assess VR simulation education involving orthopedic residents. Data were extracted from the included full-text articles including: study design, type of participants, type of VR simulation, simulated orthopedic skill, type of educational event, learner assessment including Kirkpatrick's level, assessment of quality using the Medical Education Research Study Quality Instrument (MERSQI), and level of effectiveness (LoE). Results Initial search identified 1,394 articles, of which 61 were included in the final qualitative synthesis. The majority (54%) were published in 2019- 2021, 49% in Europe. The commonest VR simulator was ArthroS (23%) and the commonest simulated skill was knee arthroscopy (33%). The majority of studies (70%) focused on simulator validation. Twenty-three studies described an educational module or curriculum, and of the 21 (34%) educational modules, 43% were one-off events. Most modules (18/21, 86%) assessed learners at Kirkpatrick level 2. With regard to methodological quality, 44% of studies had MERSQI 11.5-15 and 89% of studies had LoE of 2. Two studies had LoE of 3. Conclusion Current literature pertaining to VR training for orthopedic residents is focused on establishing validity and rarely forms part of a curriculum. Where the focus is education, the majority are discrete educational modules and do not teach a comprehensive amalgam of orthopedic skills. This suggests focus is needed to embed VR simulation training within formal curricula efforts guided by the work of Kern, and assess the efficacy of these against patient outcomes.
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Affiliation(s)
- Graham Cate
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Jack Barnes
- Department of Orthopedics, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Steven Cherney
- Department of Orthopedics, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Jeffrey Stambough
- Department of Orthopedics, University of Arkansas for Medical Sciences, Little Rock, USA
| | - David Bumpass
- Department of Orthopedics, University of Arkansas for Medical Sciences, Little Rock, USA
| | - C. Lowry Barnes
- Department of Orthopedics, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Karen J. Dickinson
- Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, AR USA
- Office of Interprofessional Education, University of Arkansas for Medical Sciences, Little Rock, USA
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Moore SE, Coleman CL, Hughes TL, Dorsen C, Smith SK, Bower KM, Clochesy JM, Clark K, Sherman ADF. A systematic review of US nursing faculty's knowledge, awareness, inclusion, and perceived importance of sexual and gender minority-related content in nursing curricula. Nurs Outlook 2023; 71:101950. [PMID: 36924597 PMCID: PMC10363215 DOI: 10.1016/j.outlook.2023.101950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 02/17/2023] [Accepted: 02/17/2023] [Indexed: 03/17/2023]
Abstract
BACKGROUND In the US, sexual and gender minority (SGM) individuals continue to experience health inequities, and nursing curricula content and nursing faculty with SGM health expertise in the US remain limited. Addressing health disparities begins with the preparation of future nurses-US nursing faculty must be supported to meet these growing needs. PURPOSE To describe, appraise, and synthesize research from 2000-2020 on US nursing faculty knowledge, awareness, inclusion, and perceived importance of SGM health content. METHODS Following PRISMA 2020 guidelines, we registered a systematic review and appraisal protocol in PROSPERO, and then executed the protocol and synthesized the literature. DISCUSSION We found an empirical evidence base surrounding US nursing faculty and SGM health much more limited than expected. Only four cross-sectional, descriptive empirical articles fit the a priori inclusion criteria. The studies were of moderate quality at best and often relied on unvalidated or older measures. In general, the studies focused on examining characteristics of nursing programs, faculty comfort with content, faculty perceptions of content importance, and hours dedicated to content. CONCLUSION Since the close of the review, new commentaries and editorials expanding the call for change in the US were published-the time for commentary has passed. It remains unclear whether US nursing faculty are adequately prepared to educate future nurses about SGM health issues-and an unprepared healthcare workforce is yet another barrier to SGM health equity. The evidence base supporting US nursing faculty development desperately needs more studies using rigorous methodologies.
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Affiliation(s)
- Scott Emory Moore
- Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, OH.
| | | | | | | | - Sheila K Smith
- School of Nursing, University of Minnesota, Minneapolis, MN
| | - Kelly M Bower
- Johns Hopkins University, School of Nursing, Baltimore, MD
| | - John M Clochesy
- School of Nursing and Health Studies, University of Miami, Coral Gables, FL
| | - Kristen Clark
- College of Health and Human Services, University of New Hampshire, The University of New Hampshire, Durham, NH
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Chiropractic Educators Research Forum. Rise of Faculty Scholars: Building Capacity for a Stronger Future. Chiropractic Educators Research Forum (CERF), December 3, 2022. J Chiropr Educ 2023; 37:82-6. [PMID: 36656325 DOI: 10.7899/JCE-22-26] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 3, 2022. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to education research and building faculty scholarship and research capacity. During the December 2022 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to enhance research and scholarship capacity.
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Ehsani M, Farzi S, Farzi F, Babaei S, Heidari Z, Mohammadi F. Nursing students and faculty perception of academic incivility: A descriptive qualitative study. J Educ Health Promot 2023; 12:44. [PMID: 37113423 PMCID: PMC10127509 DOI: 10.4103/jehp.jehp_473_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 06/05/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND Incivility is one of the significant challenges that affect nursing education. Uncivil behaviors have a significant upward trend compared to the past in nursing education. This study was conducted to explore academic incivility from the perspective of nursing students and faculty. MATERIALS AND METHODS This study was conducted in 2021 using a descriptive qualitative method. Fifteen baccalaureate nursing students and six faculty were selected using purposeful sampling method. Data was collected through in-depth semi-structured interviews, and a qualitative content analysis was applied for data analysis. RESULTS Data analysis revealed four categories, namely, ineffective teaching-learning, inapposite/unreasonable requests, behaviors disrupting mutually respectful environment, and academic dishonesty, and 14 subcategories. CONCLUSION To reduce incivility, closer attention needs to be paid to the admission of faculty as well as training them to use effective communication techniques and interactive teaching methods. In addition, nursing students must be provided with the training about uncivil behaviors. Furthermore, clear and precise rules and regulations concerning incivility incidence should be developed and implemented in the universities.
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Affiliation(s)
- Maryam Ehsani
- Medical Surgical, Faculty of Nursing and Midwifery, Nursing Care Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Sedigheh Farzi
- Nursing and Midwifery Care Research Centre, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fatemeh Farzi
- Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Sima Babaei
- Nursing and Midwifery Care Research Centre, Department of Adult Health Nursing, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Zeinab Heidari
- Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Fatemeh Mohammadi
- Department of Midwifery and Reproductive Health, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Centre, Isfahan University of Medical Sciences, Isfahan, Iran
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Alhosani N, Alsheikh N, Opoku MP, Takriti R, Aljneibi NM, Elhoweris H, Garces-Bacsal RM. Affordances as experienced by university faculties during and after the sudden transition to online teaching. Heliyon 2023; 9:e13159. [PMID: 36713628 PMCID: PMC9867559 DOI: 10.1016/j.heliyon.2023.e13159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2022] [Revised: 01/13/2023] [Accepted: 01/18/2023] [Indexed: 01/23/2023] Open
Abstract
The ravaging effect of COVID-19 has been felt in all spheres of life. While countries are easing their restrictions, the remnants of COVID on education remain, with most universities formally embracing online teaching. Faculty have had to deal with this sudden and enduring transition to online teaching. Although some developments have been made with online education, enormous challenges are simultaneously reported in the literature. This mixed-method study aims to assess the essence of a faculty's bionetwork of lived experience after the sudden shift to online teaching due to the pandemic. Affordance theory was used as a theoretical lens to study the benefits, challenges, and opportunities associated with online education during and post-COVID. The study data comes from faculty members at one institution (n = 170) and follow-up interviews with a smaller subset of participants from the same pool (n = 10). Path analysis and mediation analysis revealed significant differences between the participants based on nationality and gender. While the findings supported two hypotheses, the third hypothesis was not supported. Overall, the findings showed both convergence and divergence between the qualitative and quantitative data. The study incorporates recommendations for online teaching, faculty well-being, and further research based on the results.
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Affiliation(s)
- Najwa Alhosani
- Curriculum and Method of Instruction, United Arab Emirates University, Al-Ain, United Arab Emirates
| | - Negmeldin Alsheikh
- Curriculum and Method of Instruction, United Arab Emirates University, Al-Ain, United Arab Emirates,Corresponding author
| | - Maxwell Peprah Opoku
- Special Education Department, United Arab Emirates University, Al-Ain, United Arab Emirates
| | - Rachel Takriti
- Curriculum and Method of Instruction, United Arab Emirates University, Al-Ain, United Arab Emirates
| | - Noof M. Aljneibi
- Emirates Centre for Happiness Research, UAE University, Al-Ain, United Arab Emirates
| | - Hala Elhoweris
- Special Education Department, United Arab Emirates University, Al-Ain, United Arab Emirates
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Abate LE, Greenberg L. Incivility in medical education: a scoping review. BMC Med Educ 2023; 23:24. [PMID: 36635675 PMCID: PMC9838055 DOI: 10.1186/s12909-022-03988-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 12/24/2022] [Indexed: 06/17/2023]
Abstract
Incivility in the workplace, school and political system in the United States has permeated mass and social media in recent years and has also been recognized as a detrimental factor in medical education. In this scoping review, we use the term incivility to encompass a spectrum of behaviors that occur across the continuum of medical education, and which include verbal abuse including rude or dismissive conduct, sexual and racial harassment and discrimination, and sexual and physical assault. We identified research on incivility involving medical students, residents and fellows, and faculty in North America to describe multiple aspects of incivility in medical education settings published since 2000. Our results reinforce that incivility is likely under-reported across the continuum of medical education and also confirmed incidences of incivility involving nursing personnel and patients, not emphasized in previous reviews. The authors suggest a zero-tolerance national policy if this problem is to be resolved.
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Affiliation(s)
- Laura E. Abate
- School of Medicine & Health Sciences, The George Washington University, 2300 Eye St NW, Washington, DC 20037 USA
| | - Larrie Greenberg
- School of Medicine & Health Sciences, The George Washington University, 2300 Eye St NW, Washington, DC 20037 USA
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Wang S, Yan D, Hu X, Liu J, Liu D, Wang J. Comparison of attitudes toward the medical student-led community health education service to support chronic disease self-management among students, faculty and patients. BMC Med Educ 2023; 23:17. [PMID: 36631772 PMCID: PMC9833023 DOI: 10.1186/s12909-023-04008-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 01/06/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Shortage of health professionals is one of the most important barriers for community health centers to provide quality primary care for chronic disease patients especially after the outbreak of COVID-19. Under such condition, medical students have been well-accepted as a force multiplier for community-based health service. Community service learning (CSL) based on medical student-led community health education service to support chronic disease self-management might be a valuable interactive learning tool in medical education. This study compared the attitudes toward medical student-led community health education service to support chronic disease self-management among three stakeholder roles in CSL, including medical students, faculty and patients. METHODS This cross-sectional comparative survey was conducted using a self-developed questionnaire among the convenience samples of undergraduate students and faculty members from the Medical College, Wuhan University of Science and Technology, as well as patient volunteers with chronic diseases recruited from a free on-site clinic offered by a community health center. Attitudes toward medical student-led community health education service to support chronic disease self-management were compared among students, faculty and patients. RESULTS A total of 515 valid questionnaires were obtained (342 were collected from medical students, 54 from faculty respondents, and 119 from patients). Overall positive attitudes toward medical student-led community health education service to support chronic disease self-management were positive. Among the three stakeholder roles, faculty and patients were more supportive of the current inadequate level of primary care provision within the community. However, patient respondents showed more negative attitudes towards using resources in higher medical education system to provide support for primary care practice, and participating in the medical student-led community health education service to support chronic disease self-management, and were most skeptical about the medical students' competency in supporting chronic disease self-management with their professional knowledge and skills. The educational value of CSL for medical undergraduates and the role of faculty instructors were most appreciated by faculty respondents. Additionally, > 62 years old and > 2 kinds of chronic diseases per patient exhibited significant correlations with positive patients' attitudes. CONCLUSIONS Medical students, faculty and patients had overall positive attitudes towards CSL based on medical student-led community health education service to support chronic disease self-management. However, more should be done to create higher expectations and enthusiasm of patients about CSL.
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Affiliation(s)
- Shi Wang
- Medical College, Wuhan University of Science and Technology, Wuhan, China
| | - Dan Yan
- Medical College, Wuhan University of Science and Technology, Wuhan, China
| | - Xianmin Hu
- Medical College, Wuhan University of Science and Technology, Wuhan, China
| | - Juan Liu
- Medical College, Wuhan University of Science and Technology, Wuhan, China
| | - Dan Liu
- Medical College, Wuhan University of Science and Technology, Wuhan, China
| | - Jun Wang
- Medical College, Wuhan University of Science and Technology, Wuhan, China.
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