1
|
Verhees MJM, Engbers RE, Landstra AM, Bouwmans GAM, Koksma JJ, Laan RFJM. Optimizing teacher basic need satisfaction in distributed healthcare contexts. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1581-1595. [PMID: 34218366 PMCID: PMC8610950 DOI: 10.1007/s10459-021-10061-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 06/26/2021] [Indexed: 05/09/2023]
Abstract
Optimizing teacher motivation in distributed learning environments is paramount to ensure high-quality education, as medical education is increasingly becoming the responsibility of a larger variety of healthcare contexts. This study aims to explore teaching-related basic need satisfaction, e.g. teachers' feelings of autonomy, competence and relatedness in teaching, in different healthcare contexts and to provide insight into its relation to contextual factors. We distributed a digital survey among healthcare professionals in university hospitals (UH), district teaching hospitals (DTH), and primary care (PC). We used the Teaching-related Basic Need Satisfaction scale, based on the Self-Determination theory, to measure teachers' basic needs satisfaction in teaching. We studied relations between basic need satisfaction and perceived presence of contextual factors associated with teacher motivation drawn from the literature. Input from 1407 healthcare professionals was analyzed. PC healthcare professionals felt most autonomous, UH healthcare professionals felt most competent, and DTH healthcare professionals felt most related. Regardless of work context, teachers involved in educational design and who perceived more appreciation and developmental opportunities for teaching reported higher feelings of autonomy, competence, and relatedness in teaching, as did teachers who indicated that teaching was important at their job application. Perceived facilitators for teaching were associated with feeling more autonomous and related. These results can be utilized in a variety of healthcare contexts for improving teaching-related basic need satisfaction. Recommendations for practice include involving different healthcare professionals in educational development and coordination, forming communities of teachers across healthcare contexts, and addressing healthcare professionals' intentions to be involved in education during job interviews.
Collapse
Affiliation(s)
- M J M Verhees
- Radboudumc Health Academy, Radboudumc, Gerard van Swietenlaan 2, 6525 GB, Nijmegen, The Netherlands.
| | - R E Engbers
- Radboudumc Health Academy, Radboudumc, Gerard van Swietenlaan 2, 6525 GB, Nijmegen, The Netherlands
| | | | - G A M Bouwmans
- Radboudumc Health Academy, Radboudumc, Gerard van Swietenlaan 2, 6525 GB, Nijmegen, The Netherlands
| | - J J Koksma
- Radboudumc Health Academy, Radboudumc, Gerard van Swietenlaan 2, 6525 GB, Nijmegen, The Netherlands
| | - R F J M Laan
- Radboudumc Health Academy, Radboudumc, Gerard van Swietenlaan 2, 6525 GB, Nijmegen, The Netherlands
| |
Collapse
|
2
|
Lu Y, Xia Q, Yang J. Assessment of Medical Laboratory Undergraduates Training in Different School Year Systems. Lab Med 2021; 52:93-101. [PMID: 32754741 DOI: 10.1093/labmed/lmaa033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVE To assess the effect of the change from the 5-year system of coursework to a 4-year system on the achievements of medical laboratory undergraduates. METHODS We analyzed and then compared the topics of training and the test scores among all subject individuals in the 5-year vs the 4-year undergraduate program. RESULTS Five-year-program undergraduates and 4-year-program undergraduates were required to complete 50 courses. The average weekly education time in the 4-year program (27.05 lesson-hours/week) was greater than that in the 5-year program (22.99 lesson-hours/week). The proportion of clinical practice in the hospital setting in the 4-year program (26.8%) was higher than that in the 5-year program (24.5%). The average, excellent, and good scores among 4-year-program undergraduates in general education courses, professional basic courses, professional courses, all courses, and common courses were lower than those scores among the 5-year-program undergraduates. CONCLUSIONS The 5-year undergraduate program should be adapted to help boost the achievements and practical skills among its students, in helping them adapt quickly to the new, 4-year training plan (which presented a serious challenge in our cohort).
Collapse
Affiliation(s)
- Yajun Lu
- Key Laboratory of Tropical Translational Medicine, Ministry of Education, and School of Tropical Medicine and Laboratory Medicine, Hainan Medical University, Haikou, China
| | - Qianfeng Xia
- Key Laboratory of Tropical Translational Medicine, Ministry of Education, and School of Tropical Medicine and Laboratory Medicine, Hainan Medical University, Haikou, China
| | - Jun Yang
- Key Laboratory of Tropical Translational Medicine, Ministry of Education, and School of Tropical Medicine and Laboratory Medicine, Hainan Medical University, Haikou, China
| |
Collapse
|
3
|
Sundbom M, Hellstrom P, Graf W. A New Hybrid Concept, Combining Lectures and Case-Seminars, Resulted in Superior Ratings from Both Undergraduate Medical Students and Teachers. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:597-605. [PMID: 34104038 PMCID: PMC8179757 DOI: 10.2147/amep.s309344] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 05/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Due to declining student ratings, a new teaching method was applied to a course in gastrointestinal diseases for undergraduate medical students. Problem-based learning was replaced with our new concept, consisting of a theory week with traditional lectures and case seminars. METHODS In this retrospective study, we compared student-ratings from the problem-based learning era to a new hybrid concept. The students evaluated the concepts by rating (1-6, 6 = best) nine different subject areas. Additional free text comments were possible. Teachers working with both concepts did likewise. Statistical differences between the two periods were studied by Mann Whitney U-test. RESULTS The study group consisted 621 students (57% females, total response rate of 52%). Scores for lectures (4.9 vs.3.8) and teaching stimulation and feedback (4.6 vs 3.6, and 3.7 vs 3.4, respectively), and to what extent the contents reflected learning goals (5.2 vs 4.3, p<0.05 for all) were instantly improved, which also prevailed in the following semesters. At the end of the study period, a significant improvement in case seminars (4.8 vs 4.3) and practical training (4.9 vs 3.8, p<0.05 for both) was seen. Free text answers revealed that the students felt more prepared for their clinical rotation. Teachers rated the new hybrid concept higher (4.7 vs 3.5, p<0.05) and especially praised the new lectures. CONCLUSION The new learning concept resulted in both improved student-ratings and more satisfied teachers. We believe that the hybrid concept, combining lectures and case-seminars, facilitated learning and improved the learning climate. The subsequent uninterrupted practical training also received improved scores.
Collapse
Affiliation(s)
- Magnus Sundbom
- Department of Surgical Sciences, Uppsala University, Uppsala, Sweden
| | - Per Hellstrom
- Department of Medical Sciences, Uppsala University, Uppsala, Sweden
| | - Wilhelm Graf
- Department of Surgical Sciences, Uppsala University, Uppsala, Sweden
| |
Collapse
|
4
|
Bendermacher GW, De Grave WS, Wolfhagen IH, Dolmans DH, oude Egbrink MG. Shaping a Culture for Continuous Quality Improvement in Undergraduate Medical Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1913-1920. [PMID: 32287081 PMCID: PMC7678663 DOI: 10.1097/acm.0000000000003406] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
PURPOSE This study sought to identify key features of an organizational quality culture and explore how these features contribute to continuous quality improvement of undergraduate medical education. METHOD Between July and December 2018, researchers from Maastricht University in the Netherlands conducted a multicenter focus group study among 6 education quality advisory committees. Participants were 22 faculty and 18 student representatives affiliated with 6 medical schools in the Netherlands. The group interviews focused on quality culture characteristics in relation to optimizing educational development, implementation, evaluation, and (further) improvement. Template analysis, a stepwise type of thematic analysis, was applied to analyze the data. RESULTS Five main themes resembling quality culture constituents to continuous educational improvement were identified: (1) fostering an open systems perspective, (2) involving stakeholders in educational (re)design, (3) valuing teaching and learning, (4) navigating between ownership and accountability, and (5) building on integrative leadership to overcome tensions inherent in the first 4 themes. A supportive communication climate (which can be fueled by the organization's leaders) contributes to and is integrated within the first 4 themes. CONCLUSIONS The results call for a shift away from static quality management approaches with an emphasis on control and accountability toward more flexible, development-oriented approaches focusing on the 5 themes of a culture for continuous quality improvement. The study provides new insights in the link between theory and practice of continuous quality improvement. Specifically, in addition to quality management systems and structures, faculty's professional autonomy, collaboration with peers and students, and the valuing of teaching and learning need to be amplified.
Collapse
Affiliation(s)
- Guy W.G. Bendermacher
- G.W.G. Bendermacher is educational policy advisor, Institute for Education, and a PhD candidate, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-7804-4594
| | - Willem S. De Grave
- W.S. De Grave is an educational psychologist, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands
| | - Ineke H.A.P. Wolfhagen
- I.H.A.P. Wolfhagen is associate professor, Department of Educational Development and Research, and deputy director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands
| | - Diana H.J.M. Dolmans
- D.H.J.M. Dolmans is professor of innovative learning arrangements, Department of Educational Research and Development, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-4802-1156
| | - Mirjam G.A. oude Egbrink
- M.G.A. oude Egbrink is professor of implementation of educational innovations, Department of Physiology, and scientific director, Institute for Education, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, the Netherlands; ORCID: https://orcid.org/0000-0002-5530-6598
| |
Collapse
|
5
|
Engbers R, Fluit CRMG, Bolhuis S, de Visser M, Laan RFJM. Implementing medical teaching policy in university hospitals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:985-1009. [PMID: 27853908 PMCID: PMC5579150 DOI: 10.1007/s10459-016-9737-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2016] [Accepted: 11/07/2016] [Indexed: 05/13/2023]
Abstract
Within the unique and complex settings of university hospitals, it is difficult to implement policy initiatives aimed at developing careers in and improving the quality of academic medical teaching because of the competing domains of medical research and patient care. Factors that influence faculty in making use of teaching policy incentives have remained underexplored. Knowledge of these factors is needed to develop theory on the successful implementation of medical teaching policy in university hospitals. To explore factors that influence faculty in making use of teaching policy incentives and to develop a conceptual model for implementation of medical teaching policy in university hospitals. We used the grounded theory methodology. We applied constant comparative analysis to qualitative data obtained from 12 semi-structured interviews conducted at the Radboud University Medical Center. We used a constructivist approach, in which data and theories are co-created through interaction between the researcher and the field and its participants. We constructed a model for the implementation of medical teaching policy in university hospitals, including five factors that were perceived to promote or inhibit faculty in a university hospital to make use of teaching policy incentives: Executive Board Strategy, Departmental Strategy, Departmental Structure, Departmental Culture, and Individual Strategy. Most factors we found to affect individual teachers' strategies and their use of medical teaching policy lie at the departmental level. If an individual teacher's strategy is focused on medical teaching and a medical teaching career, and the departmental context offers support and opportunity for his/her development, this promotes faculty's use of teaching policy incentives.
Collapse
Affiliation(s)
- Rik Engbers
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, P.O. Box 9101, NL-6500 HB, Nijmegen (43), The Netherlands.
| | - Cornelia R M G Fluit
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, P.O. Box 9101, NL-6500 HB, Nijmegen (43), The Netherlands
| | - Sanneke Bolhuis
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, P.O. Box 9101, NL-6500 HB, Nijmegen (43), The Netherlands
| | - Marieke de Visser
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, P.O. Box 9101, NL-6500 HB, Nijmegen (43), The Netherlands
| | - Roland F J M Laan
- Department for Research in Learning and Education, Radboudumc Health Academy, Radboud University Medical Center, P.O. Box 9101, NL-6500 HB, Nijmegen (43), The Netherlands
| |
Collapse
|
6
|
van Lankveld T, Schoonenboom J, Kusurkar RA, Volman M, Beishuizen J, Croiset G. Integrating the teaching role into one's identity: a qualitative study of beginning undergraduate medical teachers. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2017; 22:601-622. [PMID: 27318712 PMCID: PMC5498609 DOI: 10.1007/s10459-016-9694-5] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2015] [Accepted: 06/07/2016] [Indexed: 05/13/2023]
Abstract
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.
Collapse
Affiliation(s)
- T van Lankveld
- Academic Centre for Human Behaviour and Movement, Faculty of Behavioural and Movement Sciences, LEARN!, VU University Amsterdam, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands.
- VUmc School of Medical Sciences Amsterdam, LEARN!, VU University Medical Center, Amsterdam, The Netherlands.
| | - J Schoonenboom
- Academic Centre for Human Behaviour and Movement, Faculty of Behavioural and Movement Sciences, LEARN!, VU University Amsterdam, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
- Department of Education, University of Vienna, Vienna, Austria
| | - R A Kusurkar
- VUmc School of Medical Sciences Amsterdam, LEARN!, VU University Medical Center, Amsterdam, The Netherlands
| | - M Volman
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
| | - J Beishuizen
- Academic Centre for Human Behaviour and Movement, Faculty of Behavioural and Movement Sciences, LEARN!, VU University Amsterdam, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands
| | - G Croiset
- VUmc School of Medical Sciences Amsterdam, LEARN!, VU University Medical Center, Amsterdam, The Netherlands
| |
Collapse
|