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Soemantri D, Findyartini A, Greviana N, Mustika R, Felaza E, Wahid M, Steinert Y. Deconstructing the professional identity formation of basic science teachers in medical education. Adv Health Sci Educ Theory Pract 2023; 28:169-180. [PMID: 35915274 DOI: 10.1007/s10459-022-10150-6] [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: 01/02/2022] [Accepted: 07/23/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The role of basic science teachers (BSTs) in medical education has been changing dynamically. Less is known, however, about how BSTs perceive their professional identity and what factors influence its formation. This study aims to explore how the professional identity of BSTs is formed and what factors influence this professional identity formation (PIF) using the 4S ("Situation, Self, Support, Strategies") Schlossberg framework. METHOD A qualitative descriptive study using focus groups (FGs) was conducted. Maximum variation sampling was used to purposively select BSTs. A rigorous thematic analysis was completed, including independent thematic analysis, intermittent checking and iterative discussions among researchers, and member checking. RESULTS Nine FGs, involving 60 teachers, were conducted. The findings highlighted four major themes reflecting the 4S framework: the self as internal driver, early-career events and opportunities, individual and institutional support, and active participation in continuing professional development. Both the "Self" and the "Situation" components prompted the BSTs to utilize supports and enact strategies to become professional teachers. Although the BSTs in this study were primarily internally driven, they relied more on existing support systems rather than engaging in various strategies to support their growth. CONCLUSION It is important to address the PIF of BSTs given their dynamic roles. Looking through the lens of the 4S framework, PIF is indeed a transition process. A structured, stepwise faculty development program, including mentorship, reflective practice, and a community of practice designed to foster BSTs' identities, should be created, taking into consideration the diverse factors influencing the PIF of BSTs.
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Affiliation(s)
- Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
| | - Ardi Findyartini
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia.
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia.
| | - Nadia Greviana
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
| | - Rita Mustika
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
| | - Estivana Felaza
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
| | - Mardiastuti Wahid
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
- Medical Education Center Indonesia Medical Education and Research Institute (IMERI), Faculty of Medicine, Universitas Indonesia, Jalan Salemba 6, Jakarta, Indonesia
| | - Yvonne Steinert
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, Canada
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Kayser JD, Mielke-Christensen A, Østergaard D, Dieckmann P. Promoting medical student engagement through co-development and peer-assisted learning: a new patient safety course as a case study. Adv Simul (Lond) 2022; 7:17. [PMID: 35668450 PMCID: PMC9169342 DOI: 10.1186/s41077-022-00212-5] [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] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 05/15/2022] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Peer-assisted learning programs have been focused on providing students with competencies to deliver lectures and facilitate workshops, whereas involvement of students as co-developers of educational programmes has been relatively under-described in the literature. Likewise, the use of students as facilitators in simulation-based training and debriefing is also scarce. In this paper, we describe how medical students were co-developers of a novel course on patient safety and how they were trained as student facilitators to conduct simulation-based training and debriefing, as well as workshops. METHODS Medical students co-developed a course in patient safety consisting of three simulation-based scenarios and three workshops. The students were educated in relevant patient safety topics. They were trained to become student facilitators to conduct workshops, simulations and debriefings at a patient safety course for medical students. A questionnaire was developed to evaluate the course participants´ perception of the learning objectives and the student facilitators following the latest course in 2020. In addition, semi-structured interviews with the student facilitators were conducted to explore their perceptions of being part of the course. RESULTS A total of 92% of the course participants completed the evaluation of the course. The majority of the course participants found that the student facilitators created a safe learning environment and had the necessary skills to teach. The learning objectives for the course were found to be useful. A total of 10 interviews with the student facilitators were conducted. We found that the student facilitators were motivated to teach in the course, as a way of improving their teamwork, leadership qualities and communication skills, as well as their resume. Some of the student facilitators mentioned that they were able to create a safe learning environment, whereas others mentioned a feeling of inadequacy for their teacher role. In addition to developing their teaching skills, they mentioned that they developed their medical expertise, alongside their communication-, collaboration-, leadership- and professional skills. CONCLUSION This study illustrates how medical students were involved in the co-development, delivery and implementation of a course in patient safety. The evaluation of the course shows that student facilitators succeeded in creating a safe learning environment. The interviews of the student facilitators reveal their various motivations for teaching, in addition to different perceptions of their experience as a student facilitator. Some expressed a positive feeling of being able to establish a safe learning environment, whilst others expressed a feeling of inadequacy when facilitating peers. In addition, the student facilitators indicated that they developed themselves both professionally and personally.
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Affiliation(s)
- Jesper Dybdal Kayser
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark. .,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark. .,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.
| | - Anne Mielke-Christensen
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark
| | - Doris Østergaard
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark.,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark.,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.,Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
| | - Peter Dieckmann
- Copenhagen Academy for Medical Education and Simulation (CAMES), Herlev Hospital, Borgmester Ib Juuls Vej 1, Entrance 1, 25th floor, DK-2730, Copenhagen, Herlev, Denmark.,Faculty of Health and Medical Sciences, University Copenhagen, Copenhagen, Denmark.,Faculty of Health Sciences, University Stavanger, Stavanger, Norway.,Department of Clinical Medicine, University of Copenhagen, Copenhagen, Denmark
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Affiliation(s)
| | - Asta B. Schram
- School of Health Sciences, University of Iceland, Reykjavik, Iceland
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Affiliation(s)
| | - Asta B. Schram
- School of Health Sciences, University of Iceland, Reykjavik, Iceland
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Snook AG, Schram AB, Arnadottir SA. 'We have different needs': Specifying support for classroom and clinical sessional educators. Med Educ 2020; 54:748-757. [PMID: 32080879 DOI: 10.1111/medu.14135] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Revised: 02/01/2020] [Accepted: 02/14/2020] [Indexed: 06/10/2023]
Abstract
CONTEXT Both classroom and clinical sessional educators are often overlooked in faculty development, even though they play an important role in student learning. Our aim was to contrast classroom and clinical sessional educators´ experiences of and perceived needs for connectedness, appreciation and support, in relation to their teaching quality. We then utilised these results to make suggestions for supporting these educators. METHODS The participants (11 physical therapy sessional educators: four clinical; seven clinical, and classroom) took part in three focus groups. We based the interview guide questions on previous survey results, used a critical theory research paradigm and performed thematic analysis. RESULTS We identified four emerging differences between physical therapy sessional educators with experience in the classroom and clinic. Classroom sessional educators needed: (a) more connectedness; (b) more appreciation; (c) more access to the learning management system, and (d) both different and similar faculty development when compared to clinical sessional educators. Differences were greater in classroom sessional educators who taught more hours. We also saw similarities in the need for feedback on teaching, orientations and communication, a better salary and clinical workplace support their role of an educator. Suggestions for context-dependent support for sessional educators were designed to address these similarities and differences. CONCLUSIONS Talking to various types of sessional educators about their teaching needs is the first step in providing effective faculty development. Varying needs for connectedness, appreciation, pedagogy and access to the learning management system amongst physical therapy sessional educators highlighted the need for an investment in classroom educators who teach multiple hours and want to grow as health science educators. Differences between classroom and clinical sessional educators brought to the forefront the importance of individualised, contextual faculty development and administrative or departmental action that supports sessional educators. The resulting context-dependent suggestions for improvement of support of sessional educators have the potential to improve the quality of health science teaching overall.
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Affiliation(s)
- Abigail Grover Snook
- Department of Physical Therapy, Faculty of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Asta B Schram
- School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | - Solveig A Arnadottir
- Department of Physical Therapy, Faculty of Medicine, School of Health Sciences, University of Iceland, Reykjavik, Iceland
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Affiliation(s)
- Abigail Grover Snook
- Department of Physical Therapy, Faculty of Medicine, Health Sciences School, University of Iceland, Reykjavik, Iceland
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