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Blanchard RD, Belforti RK. Evaluation of a Health Professions Teaching Academy Through the Lens of Social Capital. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:53-59. [PMID: 33929356 DOI: 10.1097/ceh.0000000000000357] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Academies of health professions educators can amplify members' social capital, promoting educational innovation and organizational change. However, research in this area is limited. This article attempts to close the gap in literature with the results of a program evaluation of our interprofessional teaching academy through the lens of social capital and organizational culture. METHODS A program evaluation using a cross-sectional survey was conducted with all members of the Baystate Education Research and Scholarship of Teaching (BERST) Academy. The survey drew on a conceptual framework from previous literature on social capital, communities of practice, and faculty development evaluation. Data were analyzed with descriptive statistics and analysis of variance. RESULTS Overall survey response rate was 54%. More than 90% of respondents have applied the skills learned through BERST Academy into their practice. Social capital was defined with five items (Cronbach alpha = 0.87), and we found no significant difference between profession and social capital, suggesting that perceptions of social capital did not significantly differ by membership in a specific profession. DISCUSSION Our results showed that BERST Academy members were able to cultivate social capital through high-quality connections. An academy can serve as a unique culture within an institution to foster collaborative relationships that increase social capital, for members of different professions. In addition, an academy can also provide members with a community that benefits them in the greater organizational culture.
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Affiliation(s)
- Rebecca D Blanchard
- Dr. Blanchard: Senior Director of Education, Baystate Health, Assistant Dean for Education and Associate Professor, UMMS-Baystate, Springfield, MA. Dr. Belforti: Associate Program Director, Baystate Medical Center, Director of PURCH Curriculum and Assistant Professor, UMMS-Baystate, Springfield, MA
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Uijtdehaage S, Ho MJ, Harvey E, Dorris CS, Huggett KN. Academies in Health Professions Education: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1476-1483. [PMID: 33983143 DOI: 10.1097/acm.0000000000004161] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Thirty years ago, academies were conceived as a sociocultural approach to revitalize the teaching mission of medical schools and to promote educators' career advancement. The academy movement has grown rapidly and now reaches a broad range of health professions education organizations. The authors conducted a scoping review to map the literature and describe the evidence that guides the formation of new academies and justifies the continuation of existing ones. METHOD The authors searched MEDLINE (via Ovid), Embase (via Elsevier and Ovid), CINAHL (via EBSCOhost), and Web of Science (via Clarivate Analytics) from inception through March 6, 2020, for publications regarding academy-like organizations. They mapped the relevant literature using logic modeling as an organizing framework and included the mission, resources, activities, output, outcomes, and impact of the included academies. RESULTS Of the 513 publications identified, 43 met the inclusion criteria, the oldest of which was published in 2000. Most publications were either case reports or perspective/opinion pieces (26, 57.8%), while studies presenting empirical findings were less common (11, 24.4%). Publications showed that academies were diversifying and increasingly were part of a broad range of organizations, including departments, hospitals, health science campuses, and national organizations. The mission, resources, and activities were similar across academies. Evaluation studies were largely limited to process measures, and rigorous studies examining outcomes (i.e., changes in academy participants) and impact on the organization at large were rare. CONCLUSIONS The increase in the number of academy-related publications parallels the accelerating speed of the academy movement. To sustain this movement, rigorous studies must provide evidence that academies contribute to the revitalization of organizations' teaching mission and bring about an academic culture where educators thrive and where education is a legitimate career path.
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Affiliation(s)
- Sebastian Uijtdehaage
- S. Uijtdehaage is professor, Department of Medicine, and associate director, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: https://orcid.org/0000-0001-8598-4683
| | - Ming-Jung Ho
- M.-J. Ho is professor of family medicine and associate director, Center for Innovation and Leadership in Education, and director for education research, MedStar Health, Washington, DC; ORCID: https://orcid.org/0000-0003-1415-8282
| | - Emily Harvey
- E. Harvey is research and teaching associate, Center for Health Professions Education, Uniformed Services University of the Health Sciences, and contractor, Henry M. Jackson Foundation for the Advancement of Military Medicine, Bethesda, Maryland; ORCID: https://orcid.org/0000-0002-3685-6279
| | - C Scott Dorris
- C.S. Dorris is librarian, Dahlgren Memorial Library, Georgetown University Medical Center, Washington, DC; ORCID: https://orcid.org/0000-0002-4664-6793
| | - Kathryn N Huggett
- K.N. Huggett is Robert Larner, MD Professor of Medical Education, director, Teaching Academy, and assistant dean, Larner College of Medicine, University of Vermont, Burlington, Vermont; ORCID: https://orcid.org/0000-0002-3061-3006
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Gupta PB, McRae AE, Franke JL, Saba JA, Soroosh GP, Solomon BS, Cofrancesco J. The Distinguished Teaching Society at the Johns Hopkins University School of Medicine: A Student-Led Initiative to Recognize Clinical Educators. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1160-1163. [PMID: 33298695 PMCID: PMC11000633 DOI: 10.1097/acm.0000000000003873] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PROBLEM Some focus on recognizing excellence in clinical teaching has been lost with the increasing emphasis placed on clinical efficiency and value. Clinical teaching awards and academies of educators aim to address this problem. In 2015, medical student leaders at the Johns Hopkins University School of Medicine created the Distinguished Teaching Society (DTS), a student-driven program to recognize the best clinical educators. APPROACH Medical students designed a comprehensive scoring rubric focusing on 3 domains: feedback and evaluation, role model behavior, and teaching process. A student committee solicits student nominations providing narratives endorsing faculty or house staff for potential inclusion in the DTS. Using the rubric, student judges score each deidentified narrative nomination, as well as an application from finalists and comments about finalists submitted by the student body. Inductees are recognized at an annual ceremony. OUTCOMES From academic years 2015-2016 to 2018-2019, students nominated 254 unique candidates, and 82 nominees (32%) were inducted into the DTS. The majority of inductees were faculty and male. In 2017-2018 and 2018-2019, nearly half of inductees were female, and less than 10% of inductees self-reported as underrepresented in medicine and/or LGBTQ+. The Department of Internal Medicine had the greatest departmental representation. There were no statistically significant differences in the proportional representation within the nomination and inductee cohorts by gender, rank, and department. Several process changes were made in response to student feedback and to increase nominee and inductee diversity. NEXT STEPS Next steps include adding a diversity and inclusion chair to the student committee and collecting survey data on student and DTS inductee opinions on how to improve learner-teacher engagement and the clinical learning environment. Future activities may include educational workshops, panel discussions, mentorship programs, and networking events. Other medical schools may find value in considering similar structures.
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Affiliation(s)
- Pranjal Bodh Gupta
- P.B. Gupta is a first-year resident, Emergency Medicine, Stanford University School of Medicine, Palo Alto, California. At the time of writing, the author was a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Ashlyn Elizabeth McRae
- A.E. McRae is a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Jennifer Lynn Franke
- J.L. Franke is a third-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - James A Saba
- J.A. Saba is a fourth-year student, Medical Scientist Training Program, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Garshasb Parkhideh Soroosh
- G.P. Soroosh is a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Barry S Solomon
- B.S. Solomon is assistant dean for medical student affairs and professor of pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Joseph Cofrancesco
- J. Cofrancesco Jr is Johns Hopkins Institute for Excellence in Education professor of medicine and director, Institute for Excellence in Education, Johns Hopkins University School of Medicine, Baltimore, Maryland
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Donnelly J, Ray A, Lo MC, Wardrop RM, Ficalora R, Amin A. Common Cause and Common Purpose: Strategies to Increase Engagement in Faculty Development Activities. Am J Med 2021; 134:691-698. [PMID: 33571480 DOI: 10.1016/j.amjmed.2021.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Accepted: 01/20/2021] [Indexed: 10/22/2022]
Affiliation(s)
- John Donnelly
- Medical Education, Department of Medicine, ChristianaCare, Newark Del; Departments of Internal Medicine and Pediatrics, Sidney Kimmel Medical College of Thomas Jefferson University, Newark Del.
| | - Alaka Ray
- Department of Medicine, Division of General Internal Medicine, Massachusetts General Hospital, Harvard Medical School, Boston
| | - Margaret C Lo
- Department of Medicine, Division of Internal Medicine, University of Florida College of Medicine, Gainesville
| | - Richard M Wardrop
- Department of Medicine, University of Mississippi Medical Center, Jackson; Division of Hospital Medicine, St. Dominic Hospital, Jackson, Miss
| | | | - Alpesh Amin
- Department of Medicine, University of California, Irvine, Orange
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Triemstra JD, Iyer MS, Hurtubise L, Poeppelman RS, Turner TL, Dewey C, Karani R, Fromme HB. Influences on and Characteristics of the Professional Identity Formation of Clinician Educators: A Qualitative Analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:585-591. [PMID: 33177319 DOI: 10.1097/acm.0000000000003843] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE Professional identity formation is the process of internalizing the ideals, values, and beliefs of a profession. In recent years, research on clinician-educator (CE) identity formation has expanded, yet gaps exist in understanding initial influences on an educator identity, sustainment throughout a career, and development of successful pathways for early CEs. This study explored the initial influences on and characteristics of the professional identity formation of CEs in an age-diverse, multispecialty population in the United States. METHOD This was a cross-sectional qualitative study of a purposive sample of medical educators at 6 institutions across the United States between 2018 and 2019. Focus groups were conducted to obtain participants' perspectives on their career choice and subsequent formation of their professional identity as CEs. The authors used a thematic analysis of focus group data to identify themes and domains through an iterative process. RESULTS Twelve focus groups were conducted with a total of 93 participants. Responses were categorized into 5 domains: community supportive of medical education, culture of institution and training, personal characteristics, facilitators, and professionalization of medical education. Themes highlighted the importance of role models and mentors, an affinity and aptitude for teaching and education, specific facilitators for entry into a career in medical education, the evolution from a layperson, importance of formalized training programs, and a supportive academic community. CONCLUSIONS Clinicians experienced a variety of factors that influenced their initial career choice in medical education and subsequent professional identity formation as a CE. This study confirms and expands the current understanding of this process in an age-diverse, multispecialty population of CEs. Educators and administrators designing career development programs across the continuum of medical education should consider these aspects as they mentor and support their learners and faculty.
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Affiliation(s)
- Justin D Triemstra
- J.D. Triemstra is assistant professor of pediatrics and human development, and associate program director, Pediatric Residency Program, Department of Pediatrics and Human Development, Helen DeVos Children's Hospital, Michigan State University College of Human Medicine, Grand Rapids, Michigan
| | - Maya S Iyer
- M.S. Iyer is assistant professor of clinical pediatrics and director, pediatric emergency medicine faculty development, Nationwide Children's Hospital and The Ohio State University College of Medicine, Columbus, Ohio
| | - Larry Hurtubise
- L. Hurtubise is director, Office of Educational Innovation and Scholarship, College of Pharmacy, The Ohio State University, Columbus, Ohio
| | - Rachel Stork Poeppelman
- R.S. Poeppelman is a pediatric critical care fellow, Nationwide Children's Hospital, The Ohio State University College of Medicine, Columbus, Ohio
| | - Teri Lee Turner
- T.L. Turner is professor of pediatrics, and vice chair of education, Section of Academic General Pediatrics, Baylor College of Medicine, Houston, Texas
| | - Charlene Dewey
- C. Dewey is professor of medicine and medical education and administration; assistant dean of educator development; and director, Center for Professional Health, Vanderbilt University Medical School/Vanderbilt University Medical Center, Nashville, Tennessee
| | - Reena Karani
- R. Karani is professor of medicine and medical education; senior associate dean of medical education and curricular affairs; and director, Institute for Medical Education, Icahn School of Medicine at Mt. Sinai, New York, New York
| | - H Barrett Fromme
- H.B. Fromme is professor of pediatrics and associate dean for faculty development in medical education, The University of Chicago Pritzker School of Medicine, Chicago, Illinois
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Papp KK, Altose MD, Wilson-Delfosse AL, Thomas PA. Scholarship in Teaching: An Approach to Enhancing the Value and Academic Standing of Teaching. MEDICAL SCIENCE EDUCATOR 2020; 30:1585-1590. [PMID: 34457826 PMCID: PMC8368649 DOI: 10.1007/s40670-020-01082-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/11/2020] [Indexed: 06/13/2023]
Abstract
BACKGROUND In our effort to increase the value and academic standing of teaching, we implemented an initiative focused on scholarship in teaching. Our program was narrowly focused, project-based, peer-reviewed, resource-neutral, and open to all faculty. Faculty members are invited annually to submit a description of their educational projects in keeping with Glassick's criteria. Our purpose was to assess the effects of this award program. METHOD We reviewed the distribution of applications over a 3-year period and determined the academic departments, academic rank of applicants, and focus of projects. A questionnaire assessed applicants' perceptions of the value of participation, its contribution to promotion and advancement, and its role in subsequent dissemination activities. RESULTS Slightly fewer than half (60 of 124, 48%) of the applications submitted during 2016 through 2018 were judged by peer review to meet Glassick's criteria for scholarship and received the award. Most applicants were junior faculty, and most applications were from the department of medicine though all departments who taught students in core clinical rotations were represented during the years studied. The projects that were awarded were more likely to be disseminated when compared with those who were not awarded. LESSONS LEARNED Our scholarship in teaching program seemingly advanced educational scholarship among teaching faculty and provided a way of recognizing projects that advanced educational initiatives. Further efforts are required to promote support from departmental leadership, to enhance faculty participation, and to encourage success through mentoring and assistance in project preparation.
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Affiliation(s)
- K. K. Papp
- Department of General Medical Sciences, Case Western Reserve University School of Medicine, Cleveland, OH USA
- School of Medicine, Case Western Reserve University, Health Education Campus, 10900 Euclid Avenue, Cleveland, OH 44106 USA
| | - M. D. Altose
- Department of Medicine, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - A. L. Wilson-Delfosse
- Department of Pharmacology, Case Western Reserve University School of Medicine, Cleveland, OH USA
| | - P. A. Thomas
- Case Western Reserve University School of Medicine, Cleveland, OH USA
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Steinert Y, O'Sullivan PS, Irby DM. Strengthening Teachers' Professional Identities Through Faculty Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:963-968. [PMID: 30844931 DOI: 10.1097/acm.0000000000002695] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
Although medical schools espouse a commitment to the educational mission, faculty members often struggle to develop and maintain their identities as teachers. Teacher identity is important because it can exert a powerful influence on career choice, academic roles and responsibilities, and professional development opportunities. However, most faculty development initiatives focus on knowledge and skill acquisition rather than the awakening or strengthening of professional identity. The goal of this Perspective is to highlight the importance of faculty members' professional identities as teachers, explore how faculty development programs and activities can support teachers' identities, and describe specific strategies that can be used in professional development. These strategies include the embedding of identity and identity formation into existing offerings by asking questions related to identity, incorporating identity in longitudinal programs, building opportunities for community building and networking, promoting reflection, and capitalizing on mentorship. Stand-alone faculty development activities focusing on teachers' identities can also be helpful, as can a variety of approaches that advocate for organizational change and institutional support. To achieve excellence in teaching and learning, faculty members need to embrace their identities as teachers and be supported in doing so by their institutions and by faculty development.
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Affiliation(s)
- Yvonne Steinert
- Y. Steinert is professor of family medicine, director, Centre for Medical Education, and Richard and Sylvia Cruess Chair in Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. P.S. O'Sullivan is professor of medicine and surgery and director of research and development, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California. D.M. Irby is professor emeritus of medicine and senior research scientist, Center for Faculty Educators, University of California, San Francisco School of Medicine, San Francisco, California
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Browne J. Academies of Medical Educators and Their Impact. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1366. [PMID: 28952993 DOI: 10.1097/acm.0000000000001884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Affiliation(s)
- Julie Browne
- Senior lecturer in academic practice, Centre for Medical Education, Cardiff University School of Medicine, Heath Park, Cardiff, Wales; ; ORCID: https://orcid.org/0000-0003-2712-3812
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