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Desselle SP, McDonagh G, O'Dea M, Schoen I. A comprehensive program in academic health professions to enhance faculty recruitment, mentoring, productivity, and retention: The case of RCSI's StAR program. Res Social Adm Pharm 2024; 20:539-546. [PMID: 38346916 DOI: 10.1016/j.sapharm.2024.01.014] [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: 01/15/2024] [Revised: 01/24/2024] [Accepted: 01/25/2024] [Indexed: 04/01/2024]
Abstract
Top faculty talent recruitment, mentoring, productivity, and retention are paramount for organizational success among institutions of higher learning. Programs would do well to treat these various aspects of faculty management/development as inextricably linked to one another, rather than viewing recruitment or retention in a vacuum. The Strategic Academic Recruitment (StAR) program at the Royal College of Surgeons in Ireland (RCSI) University of Medicine and Health Sciences in Dublin was founded to bear these things, along with best practices in faculty development, in mind to enhance organizational effectiveness. This paper provides some background, description, and outcomes of the program thus far, revealing positive trends in scholarly productivity, teaching, program faculty commitment, and the development of future leaders for the institution, even while further evaluation and continued quality improvement for the StAR initiative are called for. It is hoped that the details provided here can be helpful for other academic organizations as they consider any of various initiatives aimed to attract high-quality labor capital, position those faculty for success, and enhance organizational effectiveness and reputation.
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Affiliation(s)
- Shane P Desselle
- College of Pharmacy, Touro University California, Vallejo, CA, 94952, USA.
| | - Gráinne McDonagh
- Insights & Planning Office, Royal College of Surgeons in Ireland, 121 St Stephen's Green, Dublin 2, Ireland
| | - Mark O'Dea
- Department of Human Resources, Royal College of Surgeons in Ireland, 121 St. Stephen's Green, Ireland
| | - Ingmar Schoen
- School of Pharmacy and Biomolecular Sciences, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin 2, Ireland
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Cooley J, Frederick KD. Could coping with your inner critic be the key to unlocking your scholarly writing? Curr Pharm Teach Learn 2024:S1877-1297(24)00083-2. [PMID: 38575502 DOI: 10.1016/j.cptl.2024.03.013] [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: 09/21/2023] [Revised: 03/07/2024] [Accepted: 03/26/2024] [Indexed: 04/06/2024]
Abstract
INTRODUCTION Though various barriers to productive writing habits exist in academia, scholarship is a critical part of faculty expectations. One barrier that has not been well addressed in the literature is the presence and interference of a negative inner critic, an internal voice or dialogue that criticizes work, halts creativity, and paralyzes writing. COMMENTARY The purpose of this commentary is to describe the limited evidence-base and anecdotal strategies shown to support increased writing productivity by acknowledging and navigating the inner critic. With strategies such as proper identification, acknowledgment, strong mentor-mentee relationships, personifying the inner critic, embracing a growth mindset, and considering the distinct phases of writing, faculty can cope with their critical inner voice and reclaim control of their scholarly writing productivity. IMPLICATIONS With such a heavy emphasis on writing productivity for faculty, faculty are encouraged to more formally explore and implement professional development strategies to help navigate their inner critic and bolster writing productivity.
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Affiliation(s)
- Janet Cooley
- The University of Arizona R. Ken Coit College of Pharmacy, 1295 N. Martin Ave, PO Box 210202, Tucson, AZ 85721, United States of America.
| | - Kelsey D Frederick
- The University of Tennessee Health Science Center College of Pharmacy, 301 S. Perimeter Park Drive, Suite 220, Nashville, TN 37211, United States of America.
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Bryant BH, Anderson SR, Brissette M, Childs JM, Gratzinger D, Johnson K, Powell DE, Zein-Eldin Powell S, Timmons CF, McCloskey CB. Leveraging faculty development to support validation of entrustable professional activities assessment tools in anatomic and clinical pathology training. Acad Pathol 2024; 11:100111. [PMID: 38560424 PMCID: PMC10978475 DOI: 10.1016/j.acpath.2024.100111] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 01/26/2024] [Accepted: 02/03/2024] [Indexed: 04/04/2024] Open
Abstract
Entrustable professional activities (EPAs) are observable activities that define the practice of medicine and provide a framework of evaluation that has been incorporated into US medical school curricula in both undergraduate and graduate medical education. This manuscript describes the development of an entrustment scale and formative and summative evaluations for pathology EPAs, outlines a process for faculty development that was employed in a pilot study implementing two Anatomic Pathology and two Clinical Pathology EPAs in volunteer pathology residency programs, and provides initial validation data for the proposed pathology entrustment scales. Prior to implementation, faculty development was necessary to train faculty on the entrustment scale for each given activity. A "train the trainer" model used performance dimension training and frame of reference training to train key faculty at each institution. The session utilized vignettes to practice determination of entrustment ratings and development of feedback for trainees as to strengths and weaknesses in the performance of these activities. Validity of the entrustment scale is discussed using the Messick framework, based on concepts of content, response process, and internal structure. This model of entrustment scales, formative and summative assessments, and faculty development can be utilized for any pathology EPA and provides a roadmap for programs to design and implement EPA assessments into pathology residency training.
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Affiliation(s)
- Bronwyn H. Bryant
- University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA
| | - Scott R. Anderson
- University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA
| | - Mark Brissette
- University of Colorado Anschutz Medical Campus, Department of Pathology, Aurora, CO, USA
| | - John M. Childs
- Geisinger Medical Center, Department of Pathology, Danville, PA, USA
| | - Dita Gratzinger
- Stanford University School of Medicine, Department of Pathology, Stanford, CA, USA
| | | | - Deborah E. Powell
- University of Minnesota Medical School, Department of Laboratory Medicine and Pathology, Minneapolis, MN, USA
| | | | - Charles F. Timmons
- UT Southwestern Medical Center, Department of Pathology, Dallas, TX, USA
| | - Cindy B. McCloskey
- University of Oklahoma College of Medicine, Department of Pathology, Oklahoma City, OK, USA
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Collazo A, Walcher CM, Campbell KM. Underrepresented in medicine (URiM) faculty development: Trends in biomedical database publication. J Natl Med Assoc 2024; 116:165-169. [PMID: 38220585 DOI: 10.1016/j.jnma.2024.01.005] [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: 08/06/2023] [Revised: 10/03/2023] [Accepted: 01/02/2024] [Indexed: 01/16/2024]
Abstract
BACKGROUND Biomedical databases create an educational platform that allows institutions to share innovations and research discoveries. Identifying literature in biomedical databases that inform the faculty development experiences of faculty underrepresented in medicine (URiM) can help institutions identify resources to promote career advancement for this group. The authors sought to determine biomedical database trends in publications related to faculty development experiences of URiM faculty over the last twenty years. METHODS An electronic search for literature published between January 2003 to Dec 2022 was conducted in the databases CINAHL, PubMed, Scopus, and PsycInfo using keywords underrepresented minority, faculty development, career development, professional development, academic medicine, and workforce in the title, abstract, or body of the manuscript. Growth rates were calculated for each database. The statistical significance difference in median numbers of publication per database was evaluated using Krusksal Wallis and Dunn's test post hoc. RESULTS Search results found 1516 publications over the twenty-year period. Scopus published the most literature with 1,372 publications with a mean number of 68.6 per year (SD 83.47). Both Scopus and PubMed had increased growth rates at 41% and 25%, respectively. There were statistically significant differences in median publication numbers between Scopus, CINAHL, and PsycInfo (p < 0.001) but not PubMed (p 0.062). CONCLUSION Trends in publications related to URiM faculty development have increased over the last twenty years, most noted in the Scopus and PubMed biomedical databases.
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Affiliation(s)
- Ashley Collazo
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States
| | - Christen M Walcher
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States
| | - Kendall M Campbell
- University of Texas Medical Branch, 301 University Blvd, Galveston, TX 77555-1123, United States.
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Poretti MG, Monti M, Fadda M. Exploring clinical teachers' beliefs about teaching in a newly established medical school in Southern Switzerland. BMC Med Educ 2024; 24:330. [PMID: 38519900 PMCID: PMC10960412 DOI: 10.1186/s12909-024-05299-0] [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: 09/12/2023] [Accepted: 03/12/2024] [Indexed: 03/25/2024]
Abstract
Academic social contexts and educational beliefs may influence teaching practices and teaching intentions. Insight into such beliefs represents an important source of information for medical schools to improve the quality of teaching and to guide content of faculty development programs. The aim of this study was to explore beliefs about teaching among prospective clinical teachers at a newly established medical school in Southern Switzerland and to estimate the relationship between these beliefs and intention to commit to teaching in the newly established medical curriculum using Fishbein's integrative model of behaviour prediction. We targeted a purposive sample of physicians working in hospital departments potentially involved in the clinical immersion of medical students enrolled in the program. We designed a cross-sectional quantitative study using an online questionnaire. The questionnaire included both items developed by the authors and items belonging to a previously validated questionnaire. Participants showed a high intention to commit to teaching in the newly established curriculum. We found that self-efficacy beliefs and two sets of behavioural beliefs, namely perceived importance and expectations, had a positive correlation with the intention to commit. On the other hand, we pointed out a number of normative beliefs that in the long run could hinder the maintenance of this commitment, which should be addressed both at the levels of both faculty development and institutional policy rules. Our study also highlights the importance of reinforcing teachers' perceived self-efficacy in providing clinical supervision, strengthening their perceived importance of the clinical supervision, and incentivising the commitment of teachers by ensuring they have protected time to devote to this activity.
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Affiliation(s)
- Marilù Guigli Poretti
- Ente Ospedaliero Cantonale, Area Formazione Medica e Ricerca, Direzione Generale, Lugano, Switzerland.
- Medical Education Unit, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland.
| | - Matteo Monti
- Medical Education Unit, Faculty of Biology and Medicine, University of Lausanne, Lausanne, Switzerland
- Division of Internal Medicine, Lausanne University Hospital, Lausanne, Switzerland
| | - Marta Fadda
- Institute of Public Health, Faculty of Biomedical Sciences, Università della Svizzera italiana, Lugano, Switzerland
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Pålsson P, Cederborg A, Johansson M, Hult HV, Naredi S, Jood K. Clinical supervisors' experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study. BMC Med Educ 2024; 24:297. [PMID: 38491437 PMCID: PMC10943870 DOI: 10.1186/s12909-024-05211-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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2023] [Accepted: 02/22/2024] [Indexed: 03/18/2024]
Abstract
BACKGROUND Recently, all medical universities in Sweden jointly developed a framework for Entrustable Professional Activities (EPAs) for work-based training and assessment. This framework is now being introduced nationally in the new 6-year undergraduate medical programme that directly lead to a licence to practise. When EPAs are introduced, it is of central importance to gain clinical supervisors' acceptance to apply the framework in their supervision of students. The aim of this study was therefore to investigate how clinical supervisors, not familiar with EPAs, experience clinical supervision using the framework for EPAs. METHODS We used a purposive sampling to recruit clinical supervisors. They were given written information on EPAs with a selection of suitable EPAs and the Swedish observation rating scale for assessment of autonomy, and they were offered to attend a 30-minute introductory web course. The participants were informed that EPAs were to be tested, and the students were asked to participate. After the study period the clinical supervisors participated in semi-structured interviews. Inductive qualitative content analysis was used to analyse the transcribed interviews. RESULTS Three general themes emerged in the qualitative analysis: Promoting Feedback, Trusting Assessments and Engaging Stakeholders. The participants described benefits from using EPAs, but pointed out a need for preparation and adaptation to facilitate implementation. The structure was perceived to provide structured support for feedback, student involvement, entrustment decisions, enabling supervisors to allow the students to do more things independently, although some expressed caution to rely on others' assessments. Another concern was whether assessments of EPAs would be perceived as a form of examination, steeling focus from formative feedback. To understand the concept of EPA, the short web-based course and written information was regarded as sufficient. However, concern was expressed whether EPA could be applied by all clinical supervisors. Involvement and adaption of the workplace was pointed out as important since more frequent observation and feedback, with documentation requirements, increase the time required for supervision. CONCLUSIONS EPAs were accepted as beneficial, promoting structured feedback and assessments of the students' autonomy. Preparation of supervisors and students as well as involvement and adaptation of the workplace was pointed out as important.
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Affiliation(s)
- Paul Pålsson
- Department of Education, Region Västra Götaland, NU-hospital group, 46185, Trollhättan, Sweden.
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
| | - Anna Cederborg
- Institute of Medicine, Department of Molecular and Clinical Medicine, the Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Region Västra Götaland, Department of Internal Medicine, Sahlgrenska University Hospital, Gothenburg, Sweden
| | - Monica Johansson
- Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Helena Vallo Hult
- Department of Education, Region Västra Götaland, NU-hospital group, 46185, Trollhättan, Sweden
- School of Business, Economics and IT, Department of Informatics, University West, Trollhättan, Sweden
| | - Silvana Naredi
- Institute of Clinical Sciences, Department of Anaesthesiology and Intensive Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Katarina Jood
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Region Västra Götaland, Department of Neurology, Sahlgrenska University Hospital, Gothenburg, Sweden
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DeLuca J, Girand HL, Hilaire ML, Lindsey CC, Prescott WA. A Mixed Methods Study of Resources Available for the Professional Development of Mid-Career Faculty. Am J Pharm Educ 2024; 88:100661. [PMID: 38296032 DOI: 10.1016/j.ajpe.2024.100661] [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: 10/24/2023] [Revised: 01/19/2024] [Accepted: 01/19/2024] [Indexed: 02/13/2024]
Abstract
OBJECTIVE To determine what resources are available and useful for the professional development of mid-career faculty (MCF) in pharmacy education to foster career advancement. METHODS A 37-question survey was sent to 7236 members of the American Association of Colleges of Pharmacy, an estimated 4640 of whom represented the target population of associate professors, full professors, and administrators. Semi-structured focus groups involving these 3 groups of faculty were held to provide additional insight. RESULTS Of 4640 targeted pharmacy faculty, 825 completed the survey (18% response rate). At least one response was received from 98% of colleges and schools of pharmacy. Over 75% of MCF indicated a goal to advance to full professor, of whom only 55% were very or extremely confident they would be promoted. Clarity in expectations for advancement was identified as the most important factor for advancement; however, only 57% of MCF respondents agreed that their department/division has clearly delineated expectations for promotion. Protected time for research/scholarship was perceived by MCF as another important factor for advancement but was not provided as a resource to 61% of faculty. Thematic analysis of 7 focus groups including 31 faculty revealed 10 themes reinforcing the survey results. CONCLUSION This study identified misalignment between the needs of MCF and the resources available to facilitate development/advancement.
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Affiliation(s)
- Judith DeLuca
- Binghamton University, School of Pharmacy and Pharmaceutical Sciences, Johnson City, NY, USA.
| | - Heather L Girand
- Ferris State University College of Pharmacy, Big Rapids, MI, USA
| | | | | | - William Allan Prescott
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA; American Journal of Pharmaceutical Education, USA
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Campbell J, Miehe J, Tice M. Faculty Development on the Use of a Clinical Judgment Model in the Pre-licensure Nursing Curriculum. J Prof Nurs 2024; 51:9-15. [PMID: 38614679 DOI: 10.1016/j.profnurs.2024.01.004] [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: 04/24/2023] [Revised: 12/12/2023] [Accepted: 01/09/2024] [Indexed: 04/15/2024]
Abstract
Clinical judgment is an essential component of safe nursing practice that pre-licensure nursing students should develop by graduation from accredited nursing programs. For novice nurses, the consequences of underdeveloped clinical judgment skills that do not meet the demands of clinical practice are serious. This theory-practice gap correlates with increased numbers of errors occurring during care delivery, resulting in poorer patient outcomes. From a student perspective, this problem correlates with lower first-time pass rates on the NCLEX licensing exam. For nurse educators, there are uncertainties about how to resolve this complex and costly problem, but faculty development is one evidence-based solution to explore. The purpose of this article is to describe a three-pronged quality improvement project consisting of: 1) a faculty development session to teach faculty to implement the National Council State Boards of Nursing's Clinical Judgment Model (CJM) in their courses; 2) the use of the Clinical Judgment Tool; and 3) the implementation of a faculty champion to sustain and maintain ongoing faculty momentum to foster clinical judgment. This article focuses on how faculty can develop their own CJM faculty development session and use a CJM across the course curriculum.
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Affiliation(s)
- Jill Campbell
- St. Catherine University, School of Nursing, 2004 Randolph Avenue, Saint Paul, MN, 55105, United States of America.
| | - Jessica Miehe
- St. Catherine University, School of Nursing, 2004 Randolph Avenue, Saint Paul, MN, 55105, United States of America
| | - Maria Tice
- St. Catherine University, School of Nursing, 2004 Randolph Avenue, Saint Paul, MN, 55105, United States of America
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Gilbert M, Beroz ST, Loanzon P, Zyniewicz TL, Swoboda SM, O'Neal C, Gubrud P. Knowledge, skills, and attitudes (KSAs) of adaptable academic nurse educators. Nurse Educ Pract 2024; 76:103933. [PMID: 38457936 DOI: 10.1016/j.nepr.2024.103933] [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: 01/09/2024] [Revised: 02/20/2024] [Accepted: 02/24/2024] [Indexed: 03/10/2024]
Abstract
AIM Using the Knowledge, Skills, and Attitudes (KSAs) framework, the aim of this study was to explore the specific knowledge, skills and attitudes of adaptable nurse educators to help inform the preparation of current and future educators for smooth transitions during periods of change. BACKGROUND External events, such as hurricanes, earthquakes, floods and wildfires can force programs to relocate and suspend classes for several days or weeks. These natural disasters have the potential to have a negative impact on the number of nursing students graduating on time as well as the quality of the clinical education experience and preparation for practice. Many lessons about educator adaptability can be learned from the COVID-19 restrictions. Identifying the KSAs of adaptable nurse educators during the rapidly changing educational landscape provided the opportunity for a foundational needs assessment to guide the preparation of educators for seamless transitions during times of change. DESIGN To identify the KSA's of adaptable nurse educators, an exploratory qualitative study using focus groups was conducted. The study used thematic analysis. METHODS The research team developed, and pilot-tested focus group interview questions based on content areas identified in the literature. Targeted questions included queries specific to the KSAs necessary for adaptation and successful teaching using simulation. Educators from pre-licensure nursing programs in the United States participated in one of five 60-minute focus groups held virtually via a secure online meeting platform. RESULTS Adaptable nurse educators have knowledge of resources, ongoing assessment, evaluation and teaching strategies and an understanding of the skillsets of their colleagues. Their skills include leadership, teamwork, redesigning learning and assessment. They demonstrate qualities such as resilience, empathy, acceptance, openness and positivity. CONCLUSION With the current nursing workforce crisis, external events cannot be allowed to slow academic progression and graduation from nursing programs. In this exploratory qualitative study using focus groups, the KSAs held by adaptable nurse educators were explored. The findings of this study highlight the importance of collaboration and teamwork in academic institutes. The findings can be used as the foundation for nursing programs to prepare for future external events.
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Affiliation(s)
- Marie Gilbert
- Central California Center for Excellence in Nursing, California State University, Fresno, CA 93710, USA.
| | | | - Priscilla Loanzon
- Center for Advanced Medical Simulation in the City of New York, Icahn School of Medicine at Mount Sinai (ISMMS), USA
| | | | | | - Cynthia O'Neal
- University of Texas Health Science Center at San Antonio School of Nursing, USA
| | - Paula Gubrud
- Oregon Health & Science University School of Nursing, USA
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Wong AW, Imai TA. Becoming a Cardiothoracic Surgical Educator. Thorac Surg Clin 2024; 34:39-49. [PMID: 37953051 DOI: 10.1016/j.thorsurg.2023.08.004] [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
Cardiothoracic training continues to evolve and is a completely different teaching environment than prior. Cardiothoracic surgical educators are tasked to ensure that all levels of learners are appropriately trained. To be an effective surgical educator, one must expand their skills beyond being content experts but also acquire knowledge of educational theory and formal training in how to teach effectively. Furthermore, applying a scholarly approach and engaging in scholarship differentiate a cardiothoracic surgical educator from a teacher. Therefore, the surgical educator academic track is different from a surgical scientist track in terms of skills, work performed, documentation, and promotion requirements.
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Affiliation(s)
- Amelia W Wong
- Department of Surgery, Queen's University Health System / University of Hawaii, Honolulu, Hawaii
| | - Taryne A Imai
- Thoracic Surgery, Department of Surgery, Queen's University Health System / University of Hawaii, Honolulu, Hawaii.
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Edwards MA. Diversity in the Cardiothoracic Surgery Workforce: What I Can Do. Thorac Surg Clin 2024; 34:89-97. [PMID: 37953057 DOI: 10.1016/j.thorsurg.2023.08.011] [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
Within the cardiothoracic surgery workforce, there are significant gaps in the numbers of women and underrepresented in medicine minorities, but some progress has been made in gender diversity at the resident level. Individual surgeons play an important role in combatting discrimination and harassment, while also promoting women and minorities through mentorship and sponsorship. More importantly, a multifaceted and structured approach is needed to increase diversity at the institutional level with strategies to create a culture of inclusion, working to retain underrepresented minority and female surgeons, and eliminating bias in the recruitment process.
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Affiliation(s)
- Melanie A Edwards
- Cardiovascular & Thoracic Surgery, Trinity Medical Group Ann Arbor, 5325 Elliott Drive, Suite 102, Ypsilanti, MI 48197, USA.
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12
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Okpalauwaekwe U, Holinaty C, Smith-Windsor T, Barton JW, MacLean C. From field of dreams to back to the future? Exploring barriers to participating in continuing professional development (CPD) programs. BMC Med Educ 2024; 24:106. [PMID: 38302979 PMCID: PMC10835933 DOI: 10.1186/s12909-024-05038-5] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 01/05/2024] [Indexed: 02/03/2024]
Abstract
BACKGROUND In 2009, Yvonne Steinert et al., at McGill University, published a study exploring barriers to faculty development (FD) participation among urban faculty. Over a decade later, we set out to replicate and expand on that study to learn what has changed in continued professional development (CPD) and what the current barriers are to participation in CPD for specialists and family physicians in rural and urban locations. METHODS Informed by a collaborative inquiry research framework, we invited faculty across rural and urban Saskatchewan to focus groups and interview sessions. The results were analyzed for themes. RESULTS Thirty-four faculty members from both rural and urban areas participated in this study. Of these, 50% were female, 74% practiced in urban areas, and 56% had over 20 years of experience. Frequently cited reasons for nonparticipation included time constraints, organizational and logistical challenges, poor resonance with material and presenters, and lack of recognition for teaching provided. Racism contributed to feelings of disconnectedness among physician faculty members. CONCLUSION Even after more than a decade, our research uncovered consistent reasons for nonparticipation in locally organized CPD events. New findings highlighted feelings of disconnectedness, notably stemming from racism and workplace discrimination. However, with recent societal developments brought about by the COVID-19 pandemic, can we ride these major waves of change to a new future of engagement? The pandemic led to a shift to virtual and hybrid professional development programs, presenting both benefits and challenges. Additionally, the peri-COVID anti-racism movement may positively address previously unidentified reasons for nonattendance. Harnessing these major changes could lead to a new future of engagement for continued professional development.
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Affiliation(s)
- Udoka Okpalauwaekwe
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatoon, SK, S7M 3Y5, Canada.
| | - Carla Holinaty
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatoon, SK, S7M 3Y5, Canada
| | - Tom Smith-Windsor
- College of Medicine, Victoria Hospital, Prince Albert, SK, S6V 5T4, Canada
| | - James W Barton
- College of Medicine, University of Saskatchewan, Saskatoon, SK, S7N 5E5, Canada
| | - Cathy MacLean
- Department of Academic Family Medicine, College of Medicine, University of Saskatchewan, Saskatoon, SK, S7M 3Y5, Canada.
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Schoenberg NE, Robinson J, McGladrey M, Cassis LA, Conwell D, Pearson KJ, Tannock LR, Wilcock D, White S. Promoting a more diverse and inclusive research workforce through the research scholars program. BMC Med Educ 2024; 24:98. [PMID: 38291425 PMCID: PMC10829238 DOI: 10.1186/s12909-024-05075-0] [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: 10/18/2023] [Accepted: 01/19/2024] [Indexed: 02/01/2024]
Abstract
BACKGROUND Novel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking. METHODS We adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants' confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed. RESULTS Our assessment finds, with one exception, increasing confidence in participants' research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve. CONCLUSION Preliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence.
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Affiliation(s)
- Nancy E Schoenberg
- Department of Behavioral Science, College of Medicine; and Associate Vice President for Research, Center for Health Equity Transformation, Office of the Vice President for Research at the University of Kentucky, Suite 460 Healthy Kentucky Research Building, 760 Press Avenue, Lexington, KY, 40536-0679, USA.
| | - Jimmy Robinson
- Department of Sociology, Center for Health Equity Transformation, College of Arts & Sciences at the University of Kentucky, Suite 460 Healthy Kentucky Research Building, 760 Press Avenue, Lexington, KY, 40536-0679, USA
| | - Margaret McGladrey
- Center for Innovation in Population Health and Department of Health Management and Policy, College of Public Health at the University of Kentucky, 111 Washington Ave Suite 205B, Lexington, KY, 40508, USA
| | - Lisa A Cassis
- Department of Pharmacology and Nutritional Science, College of Medicine at the University of Kentucky, 311 Main Building, Lexington, KY, 40506-0032, USA
| | - Darwin Conwell
- Department of Internal Medicine, College of Medicine at the University of Kentucky, 301 C.T. Wethington Building, 900 Limestone St, Lexington, KY, 40536-0200, USA
| | - Kevin J Pearson
- Department of Pharmacology and Nutritional Science, College of Medicine at the University of Kentucky, 591 C.T. Wethington Building, 900 S. Limestone St, Lexington, KY, 40536-0200, USA
| | - Lisa R Tannock
- Department of Internal Medicine, College of Medicine at the University of Kentucky. Address: C. T, Wethington Building, 900 S. Limestone St, Lexington, KY, 40536-0200, USA
| | - Donna Wilcock
- Alzheimer's Disease Research, Department of Neurology at Indianapolis University School of Medicine, GHE 4700, NEUR, Indianapolis, 46202-3082, USA
| | - Stephanie White
- College of Medicine at the University of Kentucky, 800 Rose St, Lexington, KY, 40536, USA
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Tu CY, Huang KM, Cheng CH, Lin WJ, Liu CH, Yang CW. Development, implementation, and evaluation of entrustable professional activities (EPAs) for medical radiation technologists in Taiwan: a nationwide experience. BMC Med Educ 2024; 24:95. [PMID: 38287396 PMCID: PMC10826224 DOI: 10.1186/s12909-024-05088-9] [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: 08/26/2023] [Accepted: 01/23/2024] [Indexed: 01/31/2024]
Abstract
BACKGROUND Competency-based medical education (CBME) is an outcomes-oriented approach focused on developing competencies that translate into clinical practice. Entrustable professional activities (EPAs) bridge competency assessment and clinical performance by delineating essential day-to-day activities that can be entrusted to trainees. EPAs have been widely adopted internationally, but not yet implemented for medical radiation professionals in Taiwan. MATERIALS AND METHODS A nationwide consensus process engaged 97 experts in radiation technology education representing diagnostic radiography, radiation therapy, and nuclear medicine. Preliminary EPAs were developed through the focus group discussion and the modified Delphi method. The validity of these EPAs was evaluated using the QUEPA and EQual tools. RESULTS Through iterative consensus building, six core EPAs with 18 component observable practice activities (OPAs) in total were developed, encompassing routines specific to each radiation technology specialty. QUEPA and EQual questionnaire data verified these EPAs were valid, and of high quality for clinical teaching and evaluation. CONCLUSION The consensus development of tailored EPAs enables rigorous competency assessment during medical radiation technology education in Taiwan. Further expansion of EPAs and training of clinical staff could potentially enhance care quality by producing competent professionals.
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Affiliation(s)
- Chun-Yuan Tu
- Taiwan Association of Medical Radiation Technologists, Taipei, Taiwan
- Department of Medical Imaging and Radiological Sciences, I-Shou University, Kaohsiung, Taiwan
| | - Kuo-Ming Huang
- Taiwan Association of Medical Radiation Technologists, Taipei, Taiwan
- Division of Radiation Oncology, Department of Oncology, National Taiwan University Hospital, Taipei, Taiwan
| | - Ching-Hsueh Cheng
- Taiwan Association of Medical Radiation Technologists, Taipei, Taiwan
- Division of Radiation Oncology, Department of Oncology, National Taiwan University Hospital, Taipei, Taiwan
| | - Wei-Jou Lin
- Taiwan Association of Medical Radiation Technologists, Taipei, Taiwan
- Division of Radiation Oncology, Department of Oncology, National Taiwan University Hospital, Taipei, Taiwan
| | - Cheng-Heng Liu
- Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei, Taiwan
- Department and Graduate Institute of Medical Education and Bioethics, College of Medicine, National Taiwan University, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., Taipei, 100, Taiwan
| | - Chih-Wei Yang
- Department of Medical Education, National Taiwan University Hospital, Taipei, Taiwan.
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei, Taiwan.
- Department and Graduate Institute of Medical Education and Bioethics, College of Medicine, National Taiwan University, No. 1, Sec. 1, Ren'ai Rd., Zhongzheng Dist., Taipei, 100, Taiwan.
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Murakami K, Ito M, Nagata C, Tsutsumi M, Tanaka A, Stone TE, Conway J. Japanese nurse academics' pedagogical development using collaborative action research. Nurse Educ Today 2024; 132:106001. [PMID: 37890192 DOI: 10.1016/j.nedt.2023.106001] [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: 02/28/2023] [Revised: 10/05/2023] [Accepted: 10/19/2023] [Indexed: 10/29/2023]
Abstract
BACKGROUND To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. OBJECTIVE This study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. DESIGN Collaborative action research. SETTING This study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. PARTICIPANTS Five Japanese nurse academics and two Australian academics participated in this study. METHODS Nurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. RESULTS In Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. CONCLUSIONS Despite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.
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Affiliation(s)
- Kyoko Murakami
- Graduate School of Medicine, Yamaguchi University, Japan.
| | - Misae Ito
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Chizuru Nagata
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Masae Tsutsumi
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Aiko Tanaka
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Teresa E Stone
- Graduate School of Medicine, Yamaguchi University, Japan
| | - Jane Conway
- Graduate School of Medicine, Yamaguchi University, Japan
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Kondo A, Tamate M, Nishihara Y, Watanabe Y. Hybrid Train-The-Trainer course for the Fundamental Use of Surgical Energy certificates improves self-confidence in knowledge of surgical energy and develops teaching skills: a feasibility study. Surg Endosc 2024; 38:368-376. [PMID: 37798531 DOI: 10.1007/s00464-023-10422-1] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 08/31/2023] [Indexed: 10/07/2023]
Abstract
BACKGROUND Several well-trained expert instructors who completed the "Train-The-Trainer (TTT)" course are required to disseminate the safe use of surgical energy devices, which can be learned through the Fundamental Use of Surgical Energy (FUSE) program. This study aimed to explore whether the hybrid FUSE TTT course is feasible and effective, which can improve teaching skills of surgical energy. METHODS The hybrid TTT course, which was designed to train FUSE-certified personnel as instructors, comprised three virtual sessions spread over 5 h in total and a 1-day in-person training, followed by a 100-min FUSE electrosurgery hands-on workshop in practice as an instructor. The participants reported on self-confidence regarding knowledge of various energy devices or adverse events before, immediately after, and 6 months after the course. Participants and experienced FUSE instructors assessed the trainees' presentation skills at the beginning of the in-person training and after the hands-on workshop. The primary outcomes were the feasibility and completion rate of the entire course. RESULTS Seventeen participants completed the entire couse; most (94%) were satisfied with the course. Self-confidence in knowledge about various contents improved significantly: the fundamentals of electrosurgery (post, p < 0.001; 6 months, p = 0.01), mechanism and prevention of adverse events (post, p = 0.001; 6 months, p = 0.04), monopolar instruments (post, p = 0.002; 6 months, p = 0.01), bipolar instruments (post, p = 0.01; 6 months, p = 0.06), and integration with other medical devices (post, p = 0.006; 6 months, p = 0.02). The presentation skill index scores of self- and peer assessments improved after the in-person training (self-assessment [pre 44 vs. post 56, p < 0.001], peer assessment [pre 39 vs. post 68, p < 0.001]). CONCLUSIONS The hybrid TTT course can provide FUSE-certified personnel with an improved self-confidence concerning knowledge of surgical energy and improve their presentation skills with midterm retention. This can help build trainees' self-confidence as instructors.
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Affiliation(s)
- Akihiro Kondo
- Department of Gastroenterological Surgery, Faculty of Medicine, Kagawa University, Takamatsu, Kagawa, Japan
| | - Masato Tamate
- Department of Obstetrics and Gynecology, Sapporo Medical University Hospital, Sapporo, Hokkaido, Japan
| | - Yuichi Nishihara
- Department of Surgery, Sassa General Hospital, Nishitokyo, Tokyo, Japan
| | - Yusuke Watanabe
- Clinical Research and Medical Innovation Center, Institute of Health Science Innovation for Medical Care, Hokkaido University Hospital, Kita 14 Nishi 7, Kita-ku, Sapporo, Hokkaido, 060-8638, Japan.
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Soni L, Ramachandran R, Rewari V. Faculty development programmes in simulation-based teaching: An exploration of current practices. Indian J Anaesth 2024; 68:78-86. [PMID: 38406327 PMCID: PMC10893804 DOI: 10.4103/ija.ija_1248_23] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 12/23/2023] [Accepted: 12/25/2023] [Indexed: 02/27/2024] Open
Abstract
Background and Aims Simulation-based teaching (SBT) has become integral to healthcare education, offering a dynamic and immersive learning experience for bridging theoretical knowledge with real-world clinical practice. Faculty members play a crucial role in shaping the effectiveness of simulation-based education, necessitating the implementation of comprehensive faculty development programmes. This scoping review explores existing literature on training programmes for simulation-based teaching, focusing on strategies employed and the overall impact on educators and the quality of simulation-based education. Methods The scoping review comprised five sequential steps: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising, and reporting the results. The research questions focused on existing practices and approaches in faculty development for simulation-based teaching, challenges or barriers reported, and the effectiveness of utilised methods and strategies. Results A systematic search of databases yielded 13 studies meeting inclusion criteria out of 1570 initially screened papers. These studies provided insights into various aspects of faculty development programmes, including their nature, duration, and participant profiles. Despite the diversity in approaches, detailed, specialty-specific programmes were scarce, especially in anaesthesiology. Challenges, while implicit, lacked explicit exploration. Most studies reported positive outcomes, emphasising achievement of learning objectives, appreciable course content, and relevance to teaching practices. Conclusion This scoping review describes the existing literature regarding the faculty training or development programmes related to SBT. The programmes target various health professionals and have a wide range of durations. The need for such a programme targeting anaesthesiologists is emphasised.
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Affiliation(s)
- Lipika Soni
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
| | - Rashmi Ramachandran
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
| | - Vimi Rewari
- Department of Anaesthesiology Pain Medicine and Critical Care, All India Institute of Medical Sciences, Delhi, India
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Rhodes A, Barbati Z, Tybor D, Louis JS. Knowledge and perceived competence with sexual and gender minority healthcare topics among medical students and medical school faculty. BMC Med Educ 2023; 23:928. [PMID: 38066533 PMCID: PMC10709858 DOI: 10.1186/s12909-023-04849-2] [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] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 11/06/2023] [Indexed: 12/18/2023]
Abstract
BACKGROUND Despite changes in social attitudes in the United States over the last decade, sexual and gender minority (SGM) individuals continue to face significant health disparities, driven partly by disproportionately higher rates of self-reported discrimination and harassment when seeking healthcare. Historically, physicians have received little to no required training on how to provide sensitive, competent care to SGM patients, and continue to demonstrate poor competency with SGM topics despite calls for increased education and published guidelines to promote competency. The present study aimed to investigate competency with SGM topics among both faculty and medical students at one institution. METHODS The authors distributed an anonymous online survey (2020-2021) to medical students and student-facing faculty at one allopathic medical school in the United States. The objective of the study was to evaluate knowledge, clinical skills, and self-reported competence with SGM topics. RESULTS Of survey respondents, 223 medical students and 111 faculty were included in final analysis. On average, medical students were significantly more likely to answer General Knowledge questions correctly (97.2%) compared to faculty (89.9%). There were no significant differences in responses to Clinical Knowledge questions between medical students and faculty. however medical students were significantly more likely to report competence with eliciting a thorough sexual history, and faculty were significantly more likely to report receiving adequate clinical training and supervision to work with lesbian, gay, and bisexual patients. CONCLUSIONS Medical students demonstrated significantly higher general knowledge about SGM topics compared to faculty. Medical students and faculty demonstrated similarly low average clinical knowledge, with percent correct 65.6% for students and 62.7% for faculty. Despite significant differences in general knowledge and low clinical knowledge, medical students and faculty self-reported similar levels of competence with these topics. This indicates insufficient curricular preparation to achieve the AAMC competencies necessary to care for SGM patients.
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Affiliation(s)
- Allison Rhodes
- Department of Psychiatry, Tufts Medical Center, Boston, MA, USA
| | - Zachary Barbati
- Departments of Pathology and Laboratory Medicine, University of California - San Francisco, San Francisco, CA, USA
| | - David Tybor
- Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, MA, USA
| | - Joshua St Louis
- Department of Family Medicine, Tufts University School of Medicine, core faculty, Lawrence Family Medicine residency, Lawrence, MA, USA.
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Pålsson P, Hulegårdh E, Wahlqvist M, Naredi S, Jood K. Physicians' self-perceived preparedness for clinical supervision of medical students at university and non-university hospitals -results from a Swedish survey. BMC Med Educ 2023; 23:914. [PMID: 38049767 PMCID: PMC10694957 DOI: 10.1186/s12909-023-04908-8] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 11/28/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND The need for clinical placements outside traditional teaching hospitals for medical students is growing, both due to a decrease in hospital beds and the expansion of medical students. In this survey, distributed to supervisors at university and non-university hospitals, we investigated supervisors' self-perceived preparedness for the training assignment and searched for factors associated with self-perceived pedagogical knowledge and familiarity with the students' learning objectives. METHODS A pilot survey was developed using results from qualitative studies regarding clinical supervision of medical students and included questions on the supervisors' education and preparation, if they were familiar with the students' learning objectives, self-perceived pedagogical knowledge, and characteristics of the learning environment. The pilot survey was tested on a smaller group of supervisors. The results from the pilot survey were used to develop an e-survey that was distributed to all hospital employed physicians in Region Västra Götaland. RESULTS The survey was completed by 1732 physicians (response rate 43%). Among 517 respondents at the university hospital who reported activity as supervisor, 240 (46%) had attended preparatory supervisor training, 423 (82%) perceived enough pedagogical knowledge for the teaching assignment, and 391 (76%) reported familiarity with the learning objectives. The corresponding proportions at non-university hospitals were 159/485 (33%), 363/485 (75%), and 298/485 (61%), respectively (p ≤ .007 all through, compared to the university hospital). Perceiving that goal description and written information from the course management was sufficient for being able to complete the training assignment showed strong association with both self-perceived pedagogical knowledge and familiarity with the students' learning objectives. CONCLUSIONS We found consistent differences between university and non-university hospitals with respect to the supervisors' self-perceived preparedness for the training assignment. Efforts to convey the learning objectives and support to clinical supervisors are crucial for supervision of students at non-university hospitals.
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Affiliation(s)
- Paul Pålsson
- Department of Education, Region Västra Götaland, NU-hospital group, Trollhättan, 46185, Sweden.
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden.
| | - Erik Hulegårdh
- Department of Research, Region Västra Götaland, Sahlgrenska University Hospital, Development, Education and Innovation, Gothenburg, Sweden
| | - Mats Wahlqvist
- Department of Research, Region Västra Götaland, Sahlgrenska University Hospital, Development, Education and Innovation, Gothenburg, Sweden
| | - Silvana Naredi
- Department of Anaesthesiology and Intensive Care, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Katarina Jood
- Institute of Neuroscience and Physiology, Department of Clinical Neuroscience, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Neurology, Region Västra Götaland, Sahlgrenska University Hospital, Gothenburg, Sweden
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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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Brazil V, Purdy E, El Kheir A, Szabo RA. Faculty development for translational simulation: a qualitative study of current practice. Adv Simul (Lond) 2023; 8:25. [PMID: 37919820 PMCID: PMC10621189 DOI: 10.1186/s41077-023-00265-0] [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: 07/26/2023] [Accepted: 10/13/2023] [Indexed: 11/04/2023] Open
Abstract
BACKGROUND Translational simulation is focused directly on healthcare quality, safety, and systems. Effective translational simulation design and delivery may require knowledge and skills in areas like quality improvement and safety science. How translational simulation programs support their faculty to learn these skills is unknown. We aimed to explore current faculty development practices within translational simulation programs, and the rationale for the approaches taken. METHODS We used a qualitative approach to explore faculty development in translational simulation programs. We conducted semi-structured interviews with representatives who have leadership and/or faculty development responsibilities in these programs and performed a thematic analysis of the data. RESULTS Sixteen interviews were conducted with translational simulation program leaders from nine countries. We identified three themes in our exploration of translational simulation faculty development practices: (1) diverse content, (2) 'home-grown', informal processes, and (3) the influence of organisational context. Collaboration beyond the historical boundaries of the healthcare simulation community was an enabler across themes. CONCLUSION Leaders in translational simulation programs suggest a diverse array of knowledge and skills are important for translational simulation faculty and report a range of informal and formal approaches to the development of these skills. Many programs are early in the development of their approach to faculty development, and all are powerfully influenced by their context; the program aims, structure, and strategy.
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Affiliation(s)
- Victoria Brazil
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia.
| | - Eve Purdy
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD, Australia
| | - Alexander El Kheir
- Emergency Department, Gold Coast Hospital and Health Service, Gold Coast, QLD, Australia
| | - Rebecca A Szabo
- Melbourne Medical School, The University of Melbourne, Melbourne, VIC, Australia
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Bloom TJ, McBane S. Musings of Two Administrators for Those Considering a Career Change. Am J Pharm Educ 2023; 87:100572. [PMID: 37437889 DOI: 10.1016/j.ajpe.2023.100572] [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: 12/15/2022] [Revised: 06/29/2023] [Accepted: 07/05/2023] [Indexed: 07/14/2023]
Abstract
There is a learning curve when stepping into an administrative position, whether you have been planning the change for years or find yourself asked to replace someone who has left unexpectedly. Two associate deans offer perspectives on things we wish we had known prior to taking on our current position. Some are practical skills that can also be helpful in any faculty position, while others relate to the different perspectives an administrator needs. We also point out some experiences we feel helped set us up for success, which should be available to anyone considering a similar change of career. Our experiences may offer some benefit for individuals considering administrative positions by helping them reflect on what questions to ask themselves while choosing their next career step.
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Affiliation(s)
- Timothy J Bloom
- Shenandoah University, Bernard J. Dunn School of Pharmacy, Winchester, VA, USA.
| | - Sarah McBane
- University of California, School of Pharmacy and Pharmaceutical Sciences, Irvine, CA, USA
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Hecht EM, Robbins JB, Desser TS, Grist TM, Min RJ, Catanzano TM, Slanetz PJ. Defining the Roles and Responsibilities for the Vice Chair for Academic Affairs/ Faculty Development in Radiology. Acad Radiol 2023; 30:2728-2733. [PMID: 37059613 DOI: 10.1016/j.acra.2023.03.015] [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: 02/11/2023] [Revised: 03/13/2023] [Accepted: 03/14/2023] [Indexed: 04/16/2023]
Abstract
RATIONALE AND OBJECTIVES To inform the development of a job description for Vice-Chairs for academic affairs (VCAA), members of the Alliance of Leaders in Academic Affairs in Radiology (ALAAR) were surveyed to better understand their current job responsibilities and how they would ideally allocate their professional time. MATERIALS AND METHODS Based on a survey of 33 university-affiliated radiology departments and discussion among ALAAR members, the authors developed a detailed job description for the VCAA. The 21-question survey was composed and validated by experts in the field. It was distributed to all members of ALAAR via email with an electronic link and was open for 5 months. Results of the survey were tabulated, and a job description was crafted to represent the foundational roles of academic affairs leaders in radiology. RESULTS The response rate for institutions represented in ALAAR was 73% (33/45). All participants reported that they practiced in a university-affiliated institution. Faculty size varied from ≤49 (30.3%, 10/33), 50-99 faculty (24.2%, 8/33), and ≥100 faculty members (45.5%, 15/33). Only 24% of survey respondents had a detailed job description at the time of hire. More than 40% attested to significant oversight over faculty development programs (45%), mentorship programs (42%, and promotions (45%). Respondents ideally want increased oversight (defined as >10%) over exit interviews, faculty awards, promotions, onboarding, recruitment and hiring, and wellness programming. CONCLUSION The aspirational mission of the VCAA is to oversee components of sequential stages in the professional lifecycle of faculty members but a common job description for this role is lacking.
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Affiliation(s)
- Elizabeth M Hecht
- Department of Radiology, Weill Cornell Medicine, New York, New York.
| | - Jessica B Robbins
- Department of Radiology, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Terry S Desser
- Department of Radiology, Stanford University School of Medicine, Stanford, California
| | - Thomas M Grist
- Department of Radiology, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Robert J Min
- Department of Radiology, Weill Cornell Medicine, New York, New York
| | - Tara M Catanzano
- Department of Radiology, UMass Chan Medical School-Baystate, Springfield, Massachusetts
| | - Priscilla J Slanetz
- Department of Radiology, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts
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Cheng X, Bai J, Pan SQ, Li YQ, Yang X. Assessing Chinese anatomists' perceptions and attitudes toward blended learning through faculty development training programs. PeerJ 2023; 11:e16283. [PMID: 37927785 PMCID: PMC10621592 DOI: 10.7717/peerj.16283] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 09/21/2023] [Indexed: 11/07/2023] Open
Abstract
Background As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs. Methods Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning. Results A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management. Conclusion This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies.
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
| | - Jian Bai
- Medical College, Jinan University, Guangzhou, Guangdong, China
- School of Education, South China Normal University, Guangzhou, China
| | - San-Qiang Pan
- Department of Anatomy, Medical College, Jinan University, Guangzhou, China
| | - Yun-Qing Li
- Department of Anatomy, Histology and Embryology, K.K. Leung Brain Research Centre, The Fourth Military Medical University, Xi’an, Shanxi, China
| | - Xuesong Yang
- Department of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, Guangdong, China
- Clinical Research Center, Clifford Hospital, Guangzhou, People’s Republic of China
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Cintra KA, Borges MC, Panúncio-Pinto MP, de Almeida Troncon LE, Bollela VR. The impact and the challenges of implementing a faculty development program on health professions education in a Brazilian Medical School: a case study with mixed methods. BMC Med Educ 2023; 23:784. [PMID: 37864191 PMCID: PMC10589939 DOI: 10.1186/s12909-023-04754-8] [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: 03/19/2023] [Accepted: 10/09/2023] [Indexed: 10/22/2023]
Abstract
PURPOSE Faculty development in health professions education is still challenging in developing countries like Brazil. Work overload and the lack of financial support hinder faculty members' participation. Ribeirão Preto Medical School founded its Center for Faculty Development in 2016. Since then, an essential skills module (ESMo) on health professions education (HPE) has been offered regularly to faculty members and preceptors of seven undergraduate programs. This case study aims to evaluate the impact of this Essential Skills Module on the educational practices of participants two years after attending the module and the challenges faced during the process. METHOD The study used a mixed-method approach with a description of the demographic and professional profile data of the ESMo participants. Immediate post-ESMo perceptions (satisfaction and learning) of the participants were determined with structured instruments. Two years later, a semi-structured interview was conducted and recorded to determine the long-term effects (application of learning and behavior changing as an educator). NVIVO® software was used to store and systematize the thematic discourse analysis with a socio-constructivist theoretical framework interpretation. RESULTS One hundred forty-six participants were included: 86 (59%) tenured faculty members, 49 (33,5%) clinical preceptors, and 11 (7,5%) invited teachers. Most were female (66%), and 56% had teaching experience shorter than ten years. 52 (69%) out of 75 eligible participants were interviewed. The immediate reaction to participating in the module was quite positive and 80% have already implemented an educational intervention in their daily activities. Discourses thematic analysis showed five emerging themes appearing in different frequencies: Changes in teaching activities (98%); Lack of previous pedagogical training (92.3%); Commitment and enthusiasm towards teaching (46.15%); Overlapping functions inside the institution (34.6%) and Challenges for student assessment (23%). CONCLUSION This first in-depth evaluation of the long-term effects of a faculty development intervention in a Brazilian Health Profession Education school showed that participation positively changed participants' teaching & learning practices. These interventions consistently fostered a community of practice and valued faculty development processes in local and national scenarios.
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Affiliation(s)
- Karine Angélica Cintra
- Department of Internal Medicine, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Marcos Carvalho Borges
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Maria Paula Panúncio-Pinto
- Department of Health Sciences & Center for Faculty Development, Ribeirão Preto School of Medicine (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Luiz Ernesto de Almeida Troncon
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil
| | - Valdes Roberto Bollela
- Department of Internal Medicine & Center for Faculty Development, Ribeirão Preto Medical School (FMRP-USP), University of São Paulo, Ribeirão Preto, SP, Brazil.
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Steinauer JE, Hueppchen NA, Ricciotti HA, Stritter FT, DaRosa DA, Toepper KS, Learman LA. The APGO Academic Scholars and Leaders Program: Supporting obstetrics and gynecology faculty development for 20 years. Med Teach 2023; 45:1155-1162. [PMID: 37026472 DOI: 10.1080/0142159x.2023.2195972] [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: 06/19/2023]
Abstract
PURPOSE We evaluate the impacts of the Academic Scholars and Leaders (ASL) Program in achieving 3 key objectives: treatment of education as a scholarly pursuit, improved education leadership, and career advancement. MATERIALS AND METHODS We report on the twenty-year experience of the ASL Program-a national, longitudinal faculty development program of the Association of Professors of Obstetrics and Gynecology (APGO) covering instruction, curriculum development/program evaluation, assessment/feedback, leadership/professional development, and educational scholarship. We conducted a cross-sectional, online survey of ASL participants who graduated in 1999-2017. We sought evidence of impact using Kirkpatrick's 4-level framework. Descriptive quantitative data were analyzed, and open-ended comments were organized using content analysis. RESULTS 64% (260) of graduates responded. The vast majority (96%) felt the program was extremely worthwhile (Kirkpatrick level 1). Graduates cited learned skills they had applied to their work, most commonly curricular development (48%) and direct teaching (38%) (Kirkpatrick 2&3 A). Since participation, 82% of graduates have held institutional, education-focused leadership roles (Kirkpatrick 3B). Nineteen percent had published the ASL project as a manuscript and 46% additional education papers (Kirkpatrick 3B). CONCLUSIONS The APGO ASL program has been associated with successful outcomes in treatment of education as a scholarly pursuit, education leadership, and career advancement. Going forward, APGO is considering ways to diversify the ASL community and to support educational research training.
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Affiliation(s)
- Jody E Steinauer
- Department of Obstetrics, Gynecology & Reproductive Sciences, University of California, San Francisco, CA, USA
| | - Nancy A Hueppchen
- Department of Gynecology & Obstetrics, Johns Hopkins School of Medicine, Baltimore, MD, USA
| | - Hope A Ricciotti
- Department of Obstetrics & Gynecology, Harvard Medical School, Beth Israel Deaconess, Boston, MA, USA
| | - Frank T Stritter
- Department of Emeritus, University of North Carolina, Chapel Hill, NC, USA
| | - Debra A DaRosa
- Department of Emeritus of Surgery and Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Kelly S Toepper
- Department of Meetings and Events, Association of Gynecology and Obstetrics, Crofton, MD, USA
| | - Lee A Learman
- Department of Obstetrics & Gynecology, Virginia Tech Carilion School of Medicine, Roanoke, VA, USA
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Keyes SA, Gardner A. Autonomy lessons: Tips and tricks for building self-determination through the lens of a first time principal investigator. Med Teach 2023; 45:1129-1133. [PMID: 36972690 DOI: 10.1080/0142159x.2023.2192860] [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: 06/18/2023]
Abstract
Early career faculty face many challenges, including establishing a career direction, building skills, balancing work and personal life demands, finding mentors, and establishing collegial relationships within their departments. Early career funding has been shown to augment future success in academia; less is known about the impact of early career funding on the social, emotional, and professional identity aspects of work life. One theoretical perspective to examine this issue is self-determination theory, a broad psychological paradigm explaining motivation, well-being, and development. Self-determination theory is predicated on the idea that fulfillment of three basic needs leads to the achievement of integrated well-being. Optimizing autonomy (a sense of choice and control), competence (sense of mastery), and relatedness (a sense of belonging) accompanies greater motivation, productivity, and perceived success. The authors share how applying for and implementing an early career grant affected these three constructs. Early career funding manifested challenges and beneficial outcomes in relationship to each of the three psychological needs and led to important lessons that may be generally applicable to faculty across a wide range of disciplines. The authors offer broad principles as well as specific grant-related strategies for optimizing autonomy, competence, and relatedness while applying for and executing a grant.[Box: see text].
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Bilgic E, van Mil S, Bassilious E. Current Experiences, Expectations, and Future Roles of Faculty Development. Med Sci Educ 2023; 33:1147-1154. [PMID: 37886284 PMCID: PMC10597958 DOI: 10.1007/s40670-023-01853-5] [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] [Subscribe] [Scholar Register] [Accepted: 08/10/2023] [Indexed: 10/28/2023]
Abstract
Introduction There is complexity to the success of faculty development (FD) programs at the departmental level, and many of the contributing factors can range from the individual to systems levels. The purpose of this study is to explore faculty perception of what FD encompasses, as well as their past/current experiences with FD, and perceptions regarding the importance, barriers, and facilitators to participating in FD. Methods This is a single center, qualitative descriptive study guided through a social constructionist perspective. Faculty from a pediatrics department were asked to participate in 1-h focus groups of 4-5 faculty per group. All sessions were done virtually and audio-recorded for transcription. Inductive reflexive thematic analysis was performed on the transcribed data. Results Overall, 5 major themes were identified: (1) purpose/meaning of FD for faculty, (2) perceptions of faculty regarding FD, (3) challenges that faculty encounter with FD, (4) designing and delivering FD to faculty, and (5) comparing FD and continuing professional development (CPD). Some of the main findings included (a) creating flexible and personalized FD curricula, (b) department focusing on bringing the faculty together as a community, and (c) department developing a broader definition of FD that could be used as a reference point in the whole department. Discussion Our findings suggest that barriers and challenges for accessing and making the most of FD opportunities still persist. Going forward, departments interested in improving their FD initiatives should focus on individualized, flexible, and technology enhanced FD approaches that motivate participation.
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Affiliation(s)
- Elif Bilgic
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
| | - Spencer van Mil
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- Health Science Education MSc Program, Faculty of Health Sciences, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
| | - Ereny Bassilious
- Department of Pediatrics, Faculty of Health Sciences, McMaster University, L8S 4K1 Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, L8P 1H6 Hamilton, Ontario, Canada
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Sim LA, Vickers KS, Croarkin PE, Williams MD, Clark MM, Derscheid DJ, Lapid MI. The Relationship of Mentorship to Career Outcomes in Academic Psychiatry and Psychology: a Needs Assessment. Acad Psychiatry 2023; 47:521-525. [PMID: 36580271 PMCID: PMC9798944 DOI: 10.1007/s40596-022-01739-5] [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] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 12/05/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVE Faculty development is designed to facilitate career advancement of junior faculty but there is limited empirical evidence on how to design an effective program. METHODS As a first step in the design of an effective program, a needs assessment was conducted. Participants were faculty members of an academic psychiatry department. Participants completed a quantitative and qualitative survey assessing their experience with mentors, academic self-efficacy, career burnout and satisfaction, academic productivity, and perceived barriers to scholarship. RESULTS Eighty percent (N = 104) of eligible faculty members completed the study survey (54% female; 81% White, 10% underrepresented in medicine). Less than half of the respondents (44%) reported having a current mentor. Number of mentors (r = .33; p < .01), mentorship meetings (r = .35; p < .01), and mentorship quality (r = .33; p < .01) were significantly correlated to a standardized measure of academic self-efficacy. Self-efficacy was significantly associated with academic productivity (r = .44; p < .001) and career satisfaction (r = .29; p < .05). The top barriers to scholarship productivity were time and lack of access to resources. Faculty members without a mentor endorsed more barriers to scholarship (p < .001) than those with a mentor. Themes that emerged from the qualitative data suggest that mentorship supports career advancement through coaching and professional development, invitations to collaborate and resource share, networking, and active teaching. CONCLUSION Based on the relationship of mentoring to career outcomes, a robust faculty development program needs a formal academic mentorship program to improve career satisfaction and academic productivity.
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Sasek CA, Kilstrom JL, Opar S, Simons Z. Physician assistant education program director attrition and consideration to leave. BMC Med Educ 2023; 23:631. [PMID: 37661269 PMCID: PMC10476408 DOI: 10.1186/s12909-023-04640-3] [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: 04/10/2023] [Accepted: 08/30/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND This study explores factors related to physician assistant (PA) education program directors' (PD) consideration to leave their leadership role. This is important to better understand, with the need for additional PA education PDs as the number of PA programs grows in addition to current PA program leaders considering leaving their PD role. METHODS Data from the 2019 Physician Assistant Education Association (PAEA) Faculty and Directors Survey were used to analyze factors related to consideration for leaving the PD position. Multiple logistic regression analyses were utilized to identify predictors of PD consideration for leaving their position. Multiple regression analyses were also used to explore factors related to burnout. RESULTS The study found burnout was a modest predictor for consideration of leaving the PD position, while underrepresented minority status was not. Additional job stress, job satisfaction, and job experience variables were found to have a modest relationship with consideration of leaving, with odds ratios between 0.28 (lack of faculty respecting each other) and 5.29 (stress from lack of personal time) for those with statistically significant relationships. CONCLUSIONS PD consideration of leaving is a complex phenomenon with many variables and confounding factors likely at play, including, as demonstrated by this study, level of burnout. Study implications include a further understanding of how effective strategies might be designed and implemented to address the drivers of PA PD attrition. Further exploration of burnout as a possible mediating variable as well as more specific data collection directed at better understanding predictors of PD attrition would be valuable future research directions.
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Affiliation(s)
- Cody A Sasek
- Butler University Doctor of Medical Science Bridge Program, Indianapolis, IN, USA.
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DeLuca J, Girand HL, Hilaire ML, Lindsey CC, Evans J, Prescott WA. A Call to Action for the Professional Development of Mid-Career Faculty. Am J Pharm Educ 2023; 87:100044. [PMID: 37714663 DOI: 10.1016/j.ajpe.2023.01.005] [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: 10/20/2022] [Revised: 12/23/2022] [Accepted: 01/04/2023] [Indexed: 09/17/2023]
Abstract
Despite taking on heavier teaching and service loads, an expanding research program, and serving as mentors to junior faculty, mid-career faculty often feel unsupported. Providing a solid foundation through resource allocation and sharing between and within institutions can facilitate establishment or improvement of faculty development initiatives, workload equity, transparent policies, routine performance evaluation, a process for faculty recognition, and a system of mentoring to create an environment where this essential group of faculty can continue to grow. The following discussion, which includes suggested methods to achieve these goals with a focus on mid-career faculty, serves as a call to action for pharmacy school administrators to assess the state of mid-career faculty at their institution, and if indicated, implement systems that promote success among this group.
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Affiliation(s)
| | - Heather L Girand
- Ferris State University, College of Pharmacy, Big Rapids, MI, USA
| | | | | | - Jeffery Evans
- University of Louisiana Monroe, College of Pharmacy, Monroe, LA, USA
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Osborne ML, Tilden VP, Eckstrom E. Training Health Professions preceptors in rural practices: A challenge for Interprofessional practice and education. J Interprof Care 2023; 37:S102-S104. [PMID: 29648901 DOI: 10.1080/13561820.2018.1458707] [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: 06/27/2017] [Revised: 01/30/2018] [Accepted: 03/23/2018] [Indexed: 10/17/2022]
Abstract
The ever-increasing mandate for interprofessional practice and education (IPE) faces challenges in rural settings. Oregon Health & Science University (OHSU) launched a preceptor development program as part of its commitment to training interprofessional student groups in rural settings. The objectives of the program were to (1) encourage preceptors to exemplify team behaviors; (2) characterize contemporary learners and learning styles of trainees; (3) encourage interprofessional precepting skills, and (4) apply practical teaching tools in the clinical setting. This was a qualitative observational project performed at OHSU rural faculty primary care clinics. Subjects were a convenience sample of rural interprofessional preceptors who volunteered to participate. Each educational session was based on a prior interview identifying their specific training needs. Data analysis was based on results from an evaluation survey and comments from providers at these sites. Key factors such as dedicated time for preceptor development, good communication between the rural practices and the academic health center, and concerns about billing revenue were discovered to be critical to the success of the program.
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Affiliation(s)
- Molly L Osborne
- Oregon Health & Science University, VA Portland Health Care System, Portland, OR, USA
| | - Virginia P Tilden
- School of Nursing, Oregon Health & Science University, Portland, OR, USA, Portland, OR
| | - Elizabeth Eckstrom
- Division of General Internal Medicine & Geriatrics, Department of Medicine, Oregon Health & Science University, Portland, OR, USA
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Vagha S, Mishra V, Joshi Y. Reviving medical education through teachers training programs: A literature review. J Educ Health Promot 2023; 12:277. [PMID: 37849872 PMCID: PMC10578535 DOI: 10.4103/jehp.jehp_1413_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] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/25/2022] [Accepted: 12/23/2022] [Indexed: 10/19/2023]
Abstract
The art of teaching in undergraduate and post graduate medical curriculum was revised in last century with targeted programs to equip the medical faculty with advanced teaching technologies. Medical education units (MEUs) were established by the medical council to train the existing medical faculty of the country in teaching methodologies. This study aimed to evaluate the MEU's impact on teachers' training and compare the status of trained teachers before and after the MEU era. Published literature and statistics on the MCI website were compiled to compare teachers' training status over time empirically. MEU, R.C., and N.C. have been highly efficient in improving the proportion of teachers trained from 5.38 to 50.32% across the country, especially after the upgradation of MEU in 2009. Proportion of the teachers trained increased from 5.38% to 50.32% due to the programs organized by various MEU, regional and nodal centres, especially after the upgradation of MEU in 2009. Lack of trained resource persons and administrative support were the common challenges faced. Properly organized MEU and planned activities should be emphasized in every institute. for effective development of the faculties.
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Affiliation(s)
- Sunita Vagha
- Department of Pathology, Jawaharlal Nehru Medical College, DMIMS (DU), Sawangi (Meghe), Wardha, Maharashtra, India
| | - Vedprakash Mishra
- Pro-Chancellor, Department of Physiology, DMIMSU (Deemed to be University), Sawangi (Meghe), Wardha, Maharashtra, India
| | - Yatishkumar Joshi
- Ph.D. Scholar, Health Professionals Education, Faculty of Interdisciplinary Sciences, School of Health Professionals Education and Research, Jawaharlal Nehru Medical College, DMIMS (DU), Sawangi (Meghe), Wardha, Maharashtra, India
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Leatemia LD, Susilo AP, Donkers J, van Merrienboer JJG. Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes. BMC Med Educ 2023; 23:580. [PMID: 37587438 PMCID: PMC10428639 DOI: 10.1186/s12909-023-04538-0] [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: 06/28/2022] [Accepted: 07/25/2023] [Indexed: 08/18/2023]
Abstract
BACKGROUND In Asian higher education, PBL is not always successful, as few teachers have embraced a student-centred perspective. To cultivate such essential perspectives, faculty development programmes should address teachers' specific educational needs, which sadly is currently not sufficiently the case. This study aimed to identify teacher profiles that would reveal these specific educational needs of teachers and to investigate the relationship between these profiles and the amount of PBL training previously received. METHODS To identify the said profiles, we performed latent profile analysis on a stratified random sample of 543 teachers based on a survey of teaching perspectives on the six aspects of Korthagen's onion model of reflection (environment, behaviour, competencies, beliefs, identity and mission). Additionally, we employed Chi-square and Mann-Whitney tests to investigate the aforementioned relationship. RESULTS We identified six teacher profiles that resemble the diffusion of innovations theory's classification of innovation adopters: Innovators, Early adopters, Early majority 1, Early majority 2, Late majority and Laggards. The Chi-square test demonstrated that the amount of PBL training received did not differ significantly across profiles, although teachers with a more innovative profile had undergone slightly more PBL training. The Mann-Whitney test furthermore revealed for three profiles that more PBL training was associated with a higher overall score for student-centredness. When aspects were considered separately, however, this was not the case. CONCLUSIONS The findings confirmed that current faculty development programmes are not sufficiently tailored to teachers' needs. We therefore propose that faculty development programmes be redesigned to address teachers' specific educational needs as reflected in the profiles based on the 6 aspects of the onion model. We expect such a tailored approach to more effectively promote the development of student-centred perspectives.
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Affiliation(s)
- Lukas Daniel Leatemia
- Department of Medical Education, Faculty of Medicine, Mulawarman University, Samarinda, East Kalimantan, Indonesia.
| | - Astrid Pratidina Susilo
- Department of Medical Education and Bioethics, Faculty of Medicine, Universitas Surabaya, Surabaya, East Java, Indonesia
| | - Jeroen Donkers
- Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
| | - Jeroen J G van Merrienboer
- Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
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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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Gopaldas JA, Narayanaswamy N, Chandregowda NP. Communication Skill Training Levels among Critical Care Doctors in India. Indian J Crit Care Med 2023; 27:567-571. [PMID: 37636844 PMCID: PMC10452779 DOI: 10.5005/jp-journals-10071-24495] [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: 05/31/2023] [Accepted: 06/27/2023] [Indexed: 08/29/2023] Open
Abstract
Medical training programs outline the necessity of communication skills but there is likely a dearth of teaching at the bedside in part due to prioritization of other skills over communication or due to lack of opportunity. In India, the majority of critical care units are open in nature, and communication lead is likely to be taken by the primary specialty rather than the critical care doctors themselves. In the majority of the cases, the root cause analysis shows a lack of clear communication as a barrier. The sicker the patient, the higher the chance for anxiety and miscommunication among healthcare professionals as well as the family. The current project aims to find the training levels in Indian critical care settings and draw conclusions to see if there are avenues to improve the process. This study was based on a web-based questionnaire that was sent out to 1,000 critical care doctors across India. Educational experience and learning of communication techniques/concepts were assessed using a modified educational experience and attitudes questionnaire. Baseline demographic data were obtained and results were tabulated across 193 complete responses, which consistently showed a disparity in perceived levels of competence across different mandatory aspects of communication. Further, we find that though communication is a trainable skill, the mode of training has been largely reactive and has remained so for the last 20 years hinting at poor training in communication. Our survey suggests an urgent need for improvement of the training processes to reduce the burden of ethical, clinical, and legal dilemmas in critical care. How to cite this article Gopaldas JA, Narayanaswamy N, Chandregowda NP. Communication Skill Training Levels among Critical Care Doctors in India. Indian J Crit Care Med 2023;27(8):567-571.
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Affiliation(s)
| | - Nikhil Narayanaswamy
- Department of Critical Care Medicine, Aster Whitefield Hospital, Bengaluru, Karnataka, India
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Durham ML, Diegel-Vacek L, Sparbel KJH, Rugen KW, Hershberger PE. Strategies for developing faculty confidence and competencies to mentor quality improvement DNP projects. J Prof Nurs 2023; 47:56-63. [PMID: 37295913 DOI: 10.1016/j.profnurs.2023.04.001] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Revised: 04/01/2023] [Accepted: 04/10/2023] [Indexed: 06/12/2023]
Abstract
DNP faculty who mentor students in quality improvement (QI) DNP projects often lack essential knowledge of QI principles. The purpose of this article is to guide DNP programs in developing confident and competent faculty mentors for QI DNP projects, facilitating DNP student success. At a multi-campus practice- and research-intensive university, strategies employed to teach College of Nursing faculty essential knowledge of QI principles comprise structural and process components. Structural supports standardize faculty workload, promote potential for collaborative scholarship, and provide instructional and resource support for faculty mentors. Organizational processes facilitate identification of practice sites and meaningful projects. A College of Nursing and university Institutional Review Board collaboration established policy to guide human subjects protection regarding DNP project activity, streamlining and standardizing the process. Library support mechanisms, access to ongoing faculty QI training and resources, and faculty feedback processes to improve QI faculty development are ongoing and sustained. Peer coaching provides continued support for faculty development. Initial process outcomes indicate that implemented strategies are well-received by faculty. The transition to competency-based education provides opportunities to create tools to measure multiple student quality and safety competencies highlighted in Domain 5 of The Essentials: Core Competencies for Professional Nursing Education and inform future directions for faculty development essential to support student success.
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Affiliation(s)
- Marianne L Durham
- College of Nursing, University of Illinois Chicago, United States of America.
| | - Lauren Diegel-Vacek
- College of Nursing, University of Illinois Chicago, United States of America
| | | | - Kathryn Wirtz Rugen
- College of Nursing, University of Illinois Chicago, United States of America
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Cate G, Barnes CL, Dickinson KJ. Simulation training to retool practicing orthopedic surgeons is rare. Global Surg Educ 2023; 2:57. [PMID: 38013868 PMCID: PMC10203688 DOI: 10.1007/s44186-023-00136-2] [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] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 04/05/2023] [Accepted: 05/14/2023] [Indexed: 11/29/2023]
Abstract
Purpose Modern surgical practice is continuously changing as technology develops. New techniques are often implemented after a surgeon has made the transition to independent clinical practice. There is therefore a need to 'retool' technical skills. Additionally, practicing surgeons must maintain and develop skills such as leadership, communication, critical thinking, teaching, and mentoring. Our aim was to perform a scoping review to assess the current status of simulation education for practicing Orthopedic Surgeons (OS). Methods A 10 year search of PubMed, ERIC, and Web of Science was performed with a medical librarian. Controlled vocabulary Medical Subject Headings terms and natural language were developed with subject matter experts describing simulation, training and OS. Two trained reviewers evaluated all abstracts for inclusion. Exclusion criteria were articles that did not assess simulation education involving practicing OS. Data were extracted from the included full text articles by two reviewers: details of study design, type of participants, type of simulation and role of OS in the educational event. Results Initial search identified 1824 articles of which 443 were duplicates, and 1381 articles were further screened. Of these, 1155 were excluded, 226 full text articles were assessed for eligibility and 80 included in analysis. Most were published in the last 6 years and from the United States. The majority (99%) described technical skill simulations (arthroscopy 56%, screw placement 23%, ligament reconstruction 19%). OS were rarely the only learners with 91% studies also having residents participate. OS were the targeted learner in 6% studies. OS provided content validity for 15 (19%) and construct validity in 59 (74%) studies. Conclusions Simulation training to educate practicing OS is rare. OS are often used to validate work rather than being the center of an educational endeavor. A refocusing is needed to provide adequate training for practicing surgeons to retool skills as new techniques become available.
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Affiliation(s)
- Graham Cate
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
| | - C. Lowry Barnes
- Department of Orthopedic Surgery, University of Arkansas for Medical Sciences, Little Rock, USA
| | - Karen J. Dickinson
- College of Medicine, University of Arkansas for Medical Sciences, Little Rock, USA
- Office of Interprofessional Education, University of Arkansas for Medical Sciences, Little Rock, USA
- Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, AR USA
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Ho A, Minshew L, McLaughlin JE. Pedagogical Tools and Strategies for Developing Cultural Intelligence in Pharmacy Students and Educators. Am J Pharm Educ 2023; 87:100031. [PMID: 37288682 DOI: 10.1016/j.ajpe.2022.10.007] [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: 07/14/2022] [Revised: 10/20/2022] [Accepted: 10/20/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE To review evidence-based pedagogical tools and strategies used to support the development of cultural intelligence in pharmacy education. FINDINGS An exhaustive list of search terms was included to capture the variety of terms for "cultural intelligence" (eg, cultural competence). The search was not limited to any publication year range. Search engines included PubMed, Embase, CINAHL, Scopus, ProQuest Dissertations and Theses, ERIC, and PsycInfo. A total of 639 articles were identified after removing duplicates. Eighty-two articles were included for full review after screening. Year of publication ranged from 2004 - 2021. Two articles (2.4%) described tools for educator development, whereas the rest (n = 80, 97.6%) focused on student development. Examples of tools reported included lectures and workshops. Twenty-seven articles (32.9%) described pedagogical tools for fostering cultural intelligence concurrently with interprofessional development; the remaining articles (n = 55, 67.0%) focused only on pharmacy. Thirty-two articles (39.0%) used quantitative analysis methods, and 13 articles (15.9%) used qualitative analysis methods. Sixty-four articles (78.0%) included outcomes of perceptions, 6 (7.3%) included outcomes of participation, and 33 (40.2%) included outcomes of performance. Although not every study addressed all 4 cultural intelligence framework domains (awareness, knowledge, practice, and desire), each domain was apparent within the included articles. SUMMARY Various pedagogical tools have been used to develop cultural intelligence in pharmacy students with some tools used more than others. Findings suggest that integrating various pedagogical methods throughout the curriculum aligns more closely with the dynamic nature of learning and continuous self-refinement required to develop cultural intelligence.
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Affiliation(s)
- Aimee Ho
- UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA
| | - Lana Minshew
- Robert and Patricia Kern Institute for the Transformation of Medical Education and the Department of Clinical Sciences in the School of Pharmacy, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Jacqueline E McLaughlin
- Division of Practice Advancement and Clinical Education, Director of the Center for Innovative Pharmacy Education and Research, UNC Eshelman School of Pharmacy, UNC Chapel Hill, Chapel Hill, NC, USA.
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Aitken G, Fawns T, Warran K, Jones D. Making space to learn about teaching: expanding teaching horizons through postgraduate education. Adv Health Sci Educ Theory Pract 2023; 28:327-344. [PMID: 35943603 PMCID: PMC9362662 DOI: 10.1007/s10459-022-10144-4] [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] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 07/10/2022] [Indexed: 05/11/2023]
Abstract
Clinicians develop as teachers via many activities, from on-the-job training to formal academic programmes. Yet, understanding how clinicians develop the sensibilities of an educator and an appreciation of the complexity of educational environments is challenging. Studies of teacher development have maintained a relatively narrow definition of educational practice. A more expansive view encompasses clinical teachers' roles in relation to elements beyond learners or content, such as the cultures and other structures of healthcare institutions. In our online Postgraduate Certificate in Clinical Education, space and structure are intentionally created for teachers to think and talk about education with colleagues in other disciplinary contexts. We interviewed 17 students about how their approaches to teaching had changed over a year of part-time study, using their teaching philosophies, written at the start of the programme, as points of contrast. We took an abductive approach to data analysis, drawing on the literature and, unavoidably, our own reflexive interpretations of our practice outside of the research context, such as conversations with students and colleagues; our experiences of teaching and our concurrent research and scholarship. Our themes of repertoire building, perspective shifting, embodied practice, and appreciation of context, describe the increasing complexity of individuals' considerations of teaching. We use our analysis as the basis for a discussion of the blurring of boundaries between staff and students on such programmes as both groups are engaged in an ongoing continuum of development as all teachers, continue to be learners of educational practice. These insights can inform the ways in which postgraduate programmes can make space for clinical teachers to share and reflect on practices, perspectives and contexts.
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Affiliation(s)
- Gillian Aitken
- Edinburgh Medical School: Medical Education, University of Edinburgh, Chancellor's Building, EH16 4SB, Edinburgh, Scotland.
| | - Tim Fawns
- Edinburgh Medical School: Medical Education, University of Edinburgh, Chancellor's Building, EH16 4SB, Edinburgh, Scotland
| | - Katey Warran
- Edinburgh Medical School: Medical Education, University of Edinburgh, Chancellor's Building, EH16 4SB, Edinburgh, Scotland
| | - Derek Jones
- Edinburgh Medical School: Medical Education, University of Edinburgh, Chancellor's Building, EH16 4SB, Edinburgh, Scotland
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Clay AS, Andolsek KM, Niederhoffer K, Kandakatla A, Zhang G, Price M, Alagesan P, Jeffs S, DeLaura I, Nicholson CP, Chudgar SM, Narayan AP, Knudsen NW, Blazar M, Edwards P, Buckley EG. Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias. BMC Med Educ 2023; 23:244. [PMID: 37060081 PMCID: PMC10103041 DOI: 10.1186/s12909-023-04237-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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 04/06/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND The COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students. METHODS We describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson's annual education metric. Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula. OUTCOMES Between January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias. CONCLUSIONS We developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair's education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.
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Affiliation(s)
- Alison S Clay
- Department of Medical Education, School of Medicine, Duke University, 8 Searle Center Drive, TSCHE 1074, Durham, NC, 27710, USA.
| | - Kathryn M Andolsek
- Department of Family Medicine and Community Health, School of Medicine, Duke University, Durham, NC, USA
| | | | - Apoorva Kandakatla
- Department of Internal Medicine, Washington University in St. Louis, St. Louis, MO, USA
| | - Gloria Zhang
- School of Medicine, Duke University, Durham, NC, USA
| | - Meghan Price
- Department of Internal Medicine, Johns Hopkins University, Baltimore, MD, USA
| | | | - Sydney Jeffs
- Medical Scientist Training Program, School of Medicine, Duke University, Durham, NC, USA
| | | | - C Phifer Nicholson
- School of Medicine, Duke University, Durham, NC, USA
- Divinity School, Duke University, Durham, NC, USA
| | - Saumil M Chudgar
- Department of Medicine, School of Medicine, Duke University, Durham, NC, USA
| | - Aditee P Narayan
- Department of Pediatrics, School of Medicine, Duke University, Durham, NC, USA
| | - Nancy W Knudsen
- Department of Anesthesiology, School of Medicine, Duke University, Durham, NC, USA
| | - Melinda Blazar
- Department of Family Medicine and Community Health, School of Medicine, Duke University, Durham, NC, USA
- Duke Physician Assistant Program, School of Medicine, Duke University, Durham, NC, USA
| | | | - Edward G Buckley
- Department of Ophthalmology, School of Medicine, Duke University, Durham, NC, USA
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Keese J, Ford DJ, Luke SE, Vaughn SM. An individualized Professional Development Approach for Training University Faculty in using a Technological Tool. Educ Inf Technol (Dordr) 2023:1-18. [PMID: 37361749 PMCID: PMC10102692 DOI: 10.1007/s10639-023-11792-8] [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] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Accepted: 04/03/2023] [Indexed: 06/28/2023]
Abstract
As university faculty must continually grow in their instructional skills and proficiencies with new tools to remain relevant to the educational needs of their students, effective models of professional learning and development are important areas of need and topics for research. However, many outdated professional development models do not create the desired results of technology integration into university teaching. More responsive and innovative models of faculty learning could be the answer. The purpose of the current research study was to explore the impact individualized professional development had on faculty's understanding, experience, and use of a technological tool. A qualitative research design was implemented to analyze data from interviews and surveys. The participants were a convenience sample of six faculty members across five different programs within one university located in the southeastern United States. Data were analyzed using a hybrid coding method and the results revealed that the procedures facilitated implementation of a technological tool within the specific contexts of their courses. Participating faculty appreciated the utility of the provided training and how closely the designed resources mirrored those they would encounter in their instruction of students. Based on study findings and other relevant research, a new model for individualized professional development using a technological tool is proposed which can help to guide future faculty learning.
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Affiliation(s)
- Jeffrey Keese
- Mercer University, 3001 Mercer University Drive, Atlanta, GA 30341 USA
| | - Deana J. Ford
- Mercer University, 3001 Mercer University Drive, Atlanta, GA 30341 USA
| | - Sara E. Luke
- Mercer University, 3001 Mercer University Drive, Atlanta, GA 30341 USA
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Stephan A, Cheung G, van der Vleuten C. Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective. Acad Psychiatry 2023; 47:134-142. [PMID: 36224504 PMCID: PMC10060374 DOI: 10.1007/s40596-022-01712-2] [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] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 09/16/2022] [Indexed: 05/25/2023]
Abstract
OBJECTIVE Entrustable professional activities (EPAs) are used as clinical activities in postgraduate psychiatry training in Australasia. This study aimed to explore psychiatry trainees' perceptions of the impact of EPAs on their motivation and learning. METHODS A constructivist grounded theory approach was used to conceptualize the impact of EPAs on trainees' motivation and learning. A purposive sample of trainees was recruited from across New Zealand. Semi-structured individual interviews were used for data collection and continued until theoretical saturation was reached. RESULTS The impact of EPAs on learning was mediated by the trainee's appraisals of subjective control, value, and the costs of engaging with EPAs. When appraisals were positive, EPAs encouraged a focus on particular learning needs and structured learning with the supervisor. However, when appraisals were negative, EPAs encouraged a superficial approach to learning. Trainee appraisals and their subsequent impact on motivation and learning were most affected by EPA granularity, alignment of EPAs with clinical practice, and the supervisor's conscientiousness in their approach to EPAs. CONCLUSIONS To stimulate learning, EPAs must be valued by both trainees and supervisors as constituting a coherent work-based curriculum that encompasses the key fellowship competencies. If EPAs are to be effective as clinical tasks for learning, ongoing faculty development must be the leading priority.
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Affiliation(s)
- Alice Stephan
- Mental Health and Addictions Service, Waikato District Health Board, Hamilton, New Zealand
| | - Gary Cheung
- School of Medicine, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.
| | - Cees van der Vleuten
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, University of Maastricht, Maastricht, Netherlands
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Haas M, Triemstra J, Tam M, Neuendorf K, Reckelhoff K, Gottlieb-Smith R, Pedigo R, McTaggart S, Vasquez J, Hundert EM, Berkowitz B, Humphrey HJ, Gruppen LD. A decade of faculty development for health professions educators: lessons learned from the Macy Faculty Scholars Program. BMC Med Educ 2023; 23:185. [PMID: 36973722 PMCID: PMC10041479 DOI: 10.1186/s12909-023-04155-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] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Accepted: 03/13/2023] [Indexed: 05/03/2023]
Abstract
Faculty development (FD) programs are critical for providing the knowledge and skills necessary to drive positive change in health professions education, but they take many forms to attain the program goals. The Macy Faculty Scholars Program (MFSP), created by the Josiah Macy Jr. Foundation (JMJF) in 2010, intends to develop participants as leaders, scholars, teachers, and mentors. After a decade of implementation, an external review committee conducted a program evaluation to determine how well the program met its intended goals and defined options for ongoing improvement.The committee selected Stufflebeam's CIPP (context, input, process, products) framework to guide the program evaluation. Context and input components were derived from the MFSP description and demographic data, respectively. Process and product components were obtained through a mixed-methods approach, utilizing both quantitative and qualitative data obtained from participant survey responses, and curriculum vitae (CV).The evaluation found participants responded favorably to the program and demonstrated an overall increase in academic productivity, most pronounced during the two years of the program. Mentorship, community of practice, and protected time were cited as major strengths. Areas for improvement included: enhancing the diversity of program participants, program leaders and mentors across multiple sociodemographic domains; leveraging technology to strengthen the MFSP community of practice; and improving flexibility of the program.The program evaluation results provide evidence supporting ongoing investment in faculty educators and summarizes key strengths and areas for improvement to inform future FD efforts for both the MFSP and other FD programs.
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Affiliation(s)
- Mary Haas
- Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI USA
| | - Justin Triemstra
- Department of Pediatrics and Human Development, Corewell Health, Helen DeVos Children’s Hospital, Michigan State University College of Human Medicine, Grand Rapids, MI USA
| | - Marty Tam
- Division of Cardiovascular Medicine, University of Michigan, Ann Arbor, MI USA
| | - Katie Neuendorf
- Department of Palliative and Supportive Care, Clevel and Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH USA
| | - Katherine Reckelhoff
- College of Chiropractic, Cleveland University, Kansas City, Overland Park, KS USA
- School of Medical & Applied Sciences, Central Queensland University, Brisbane City, QLD Australia
| | | | - Ryan Pedigo
- Department of Emergency Medicine, Harbor-UCLA Medical Center, Emergency Medicine, David Geffen School of Medicine at UCLA, Los Angeles, LA USA
| | - Suzy McTaggart
- Office of Medical Student Education, University of Michigan Medical School, Ann Arbor, MI USA
| | | | - Edward M. Hundert
- Medical Education, Harvard University, Harvard Medical School, Boston, MA USA
| | - Bobbie Berkowitz
- Columbia University School of Nursing and University of Washington School of Nursing, Seattle, WA USA
| | - Holly J. Humphrey
- Josiah Macy, Jr. Foundation, New York, NY USA
- The University of Chicago, Chicago, IL USA
| | - Larry D. Gruppen
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI USA
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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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Zhang C, Kurzweil A, Pleninger P, Nelson A, Gurin L, Zabar S, Galetta SL, Balcer LJ, Lewis A. Neurology faculty comfort and experience with communication skills. J Clin Neurosci 2023; 109:21-25. [PMID: 36642032 DOI: 10.1016/j.jocn.2022.11.013] [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: 08/24/2022] [Revised: 11/21/2022] [Accepted: 11/22/2022] [Indexed: 01/15/2023]
Abstract
BACKGROUND Neurology faculty care for complex patients, teach, and work within multidisciplinary teams. It is imperative for faculty to have strong communication skills. METHODS We surveyed NYU neurology teaching faculty to determine levels of comfort and experience over the past year with providing negative feedback to a trainee; debriefing after an adverse clinical outcome; and assisting a struggling colleague. We examined the relationship between levels of comfort and experience with 1) faculty self-identified sex and 2) number of years since completion of medical training. RESULTS The survey was completed by 36/83 teaching neurology faculty (43 %); 17 (47 %) respondents were female and 21 (58 %) were ≤10 years post-training. The proportions of faculty who reported feeling uncomfortable were 44 % (16/36) for assisting a struggling colleague, 28 % (10/36) for providing negative feedback, and 19 % (7/36) for debriefing an adverse outcome. Proportions of faculty who reported they had no experience were 75 % (27/36) for assisting a struggling colleague, 39 % (14/36) for debriefing an adverse clinical event, and 17 % (6/36) for providing negative feedback. Female respondents and faculty who were ≤10 years post-training were more likely to report feeling uncomfortable with assisting a struggling colleague and to have had no experience doing so in the past year. On multivariate analyses accounting for sex and experience, sex remained independently associated with feeling uncomfortable with assisting a struggling colleague (OR = 12.2, 95 % CI: 2.1-69.6, p = 0.005). CONCLUSION Faculty development may be needed to improve comfort and experience with challenging communication-based interactions. Female faculty and faculty early in their careers may benefit most.
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Affiliation(s)
- Cen Zhang
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States.
| | - Arielle Kurzweil
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States
| | - Perrin Pleninger
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States
| | - Aaron Nelson
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States
| | - Lindsey Gurin
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Physical Medicine and Rehabilitation Medicine, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Psychiatry, NY, NY 10016, United States
| | - Sondra Zabar
- New York University Grossman School of Medicine, Department of Medicine, NY, NY 10016, United States
| | - Steven L Galetta
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Ophthalmology, NY, NY 10016, United States
| | - Laura J Balcer
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Ophthalmology, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Population Health, NY, NY 10016, United States
| | - Ariane Lewis
- New York University Grossman School of Medicine, Department of Neurology, NY, NY 10016, United States; New York University Grossman School of Medicine, Department of Neurosurgery, NY, NY 10016, United States
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Wong WYA, Thistlethwaite J, Moni K, Roberts C. Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners' judgements. Adv Health Sci Educ Theory Pract 2023; 28:27-46. [PMID: 35943605 PMCID: PMC9992227 DOI: 10.1007/s10459-022-10139-1] [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] [Figures] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 06/28/2022] [Indexed: 06/15/2023]
Abstract
Examiners' judgements play a critical role in competency-based assessments such as objective structured clinical examinations (OSCEs). The standardised nature of OSCEs and their alignment with regulatory accountability assure their wide use as high-stakes assessment in medical education. Research into examiner behaviours has predominantly explored the desirable psychometric characteristics of OSCEs, or investigated examiners' judgements from a cognitive rather than a sociocultural perspective. This study applies cultural historical activity theory (CHAT) to address this gap in exploring examiners' judgements in a high-stakes OSCE. Based on the idea that OSCE examiners' judgements are socially constructed and mediated by their clinical roles, the objective was to explore the sociocultural factors that influenced examiners' judgements of student competence and use the findings to inform examiner training to enhance assessment practice. Seventeen semi-structured interviews were conducted with examiners who assessed medical student competence in progressing to the next stage of training in a large-scale OSCE at one Australian university. The initial thematic analysis provided a basis for applying CHAT iteratively to explore the sociocultural factors and, specifically, the contradictions created by interactions between different elements such as examiners and rules, thus highlighting the factors influencing examiners' judgements. The findings indicated four key factors that influenced examiners' judgements: examiners' contrasting beliefs about the purpose of the OSCE; their varying perceptions of the marking criteria; divergent expectations of student competence; and idiosyncratic judgement practices. These factors were interrelated with the activity systems of the medical school's assessment practices and the examiners' clinical work contexts. Contradictions were identified through the guiding principles of multi-voicedness and historicity. The exploration of the sociocultural factors that may influence the consistency of examiners' judgements was facilitated by applying CHAT as an analytical framework. Reflecting upon these factors at organisational and system levels generated insights for creating fit-for-purpose examiner training to enhance assessment practice.
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Affiliation(s)
- Wai Yee Amy Wong
- School of Education and Faculty of Medicine, The University of Queensland, Brisbane, QLD, 4072, Australia.
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, BT9 7BL, UK.
| | - Jill Thistlethwaite
- Faculty of Health, The University of Technology Sydney, Sydney, NSW, 2007, Australia
| | - Karen Moni
- School of Education, The University of Queensland, Brisbane, QLD, 4072, Australia
| | - Chris Roberts
- Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia
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Smith J, Kean S, Vauhkonen A, Elonen I, Silva SC, Pajari J, Cassar M, Martín-Delgado L, Zrubcova D, Salminen L. An integrative review of the continuing professional development needs for nurse educators. Nurse Educ Today 2023; 121:105695. [PMID: 36565582 DOI: 10.1016/j.nedt.2022.105695] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [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: 04/25/2022] [Revised: 11/29/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
OBJECTIVES The study aimed at describing the field of research in continuing professional development for nurse educators and the continuous education and development needs of nurse educators by asking: What research has been done in the field of continuing professional development of nurse educators? What are the continuing education and development needs and requirements reported for and by nurse educators? DESIGN An integrative review of peer-reviewed academic literature following a systematic search design. DATA SOURCES Qualitative, quantitative, and mixed methods publications in CINAHL, Cochrane Library, Web of Science, Embase, ERIC, and PubMed. REVIEW METHODS Search results were screened for full text and assessed for quality using the Mixed Methods Assessment Tool. Full texts were then thematic analysed using an inductive and reflective process. RESULTS The number of published academic articles about the continuing professional development for nurse educators is small (n = 13). The themes produced from the articles identify heterogenous development needs for nurse educators, clustered around four themes: (1) professional competencies (2) management and resources, (3) communication and collaboration, and (4) agency. The findings of this review show that nurse educators have multiple roles which have specific and multiple personal and institutional needs. CONCLUSIONS The results of this review show that the continuing professional development needs are heterogenous between nurse educators, yet share commonalities across departmental teams as a whole, and across different countries. This raises the issue of how these needs can or should be, focused on the sustainable development of nurse educators.
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Affiliation(s)
- Jamie Smith
- School of Health in Social Science, The University of Edinburgh, United Kingdom of Great Britain and Northern Ireland.
| | - Susanne Kean
- School of Health in Social Science, The University of Edinburgh, United Kingdom of Great Britain and Northern Ireland.
| | - Anneli Vauhkonen
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland.
| | - Imane Elonen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Finland.
| | - Simone Campos Silva
- Institute of Health and Nursing Science, Charité Universitätsmedizin, Berlin, Germany.
| | - Juha Pajari
- University of Eastern Finland, Faculty of Health Sciences, Department of Nursing Science, Finland.
| | - Maria Cassar
- Faculty of Health Sciences, University of Malta, Malta.
| | - Leandra Martín-Delgado
- Universitat Internacional de Catalunya, Faculty of Medicine and Health Science, Department of Nursing, Spain.
| | - Dana Zrubcova
- Department of Nursing, Faculty of Social Sciences and Health Care, Constantine the Philosopher, University in Nitra, Slovakia.
| | - Leena Salminen
- Department of Nursing Science, Faculty of Medicine, University of Turku, Turku University Hospital, Finland.
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Keiller L, Nyoni CN, Van Wyk C. A model for design of online health professions education faculty development courses in sub-Saharan Africa. BMC Med Educ 2023; 23:60. [PMID: 36698164 PMCID: PMC9878743 DOI: 10.1186/s12909-023-04039-0] [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: 06/29/2022] [Accepted: 01/18/2023] [Indexed: 06/17/2023]
Abstract
The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model's theoretical basis and feasibility.Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, participants' recommendations were used to make revisions. In the subsequent phase, participants reviewed these revisions and commented on the feasibility of the model within their local context.All six heuristics were revised following the initial phase, where 80 problems had been identified. Upon revision, the model was deemed feasible by all except one participant. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 regarding the model's practicality, demand, acceptability, and adaptability. Revisions to the final model and guidance documents incorporated all changes the participants recommended, confirming the model's feasibility.Theoretical models are often developed through a top-down approach, omitting the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model.
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Affiliation(s)
- L Keiller
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Dr, Park West, Bloemfontein, 9301, South Africa.
| | - C N Nyoni
- School of Nursing, University of the Free State, Bloemfontein, 9301, South Africa
| | - C Van Wyk
- Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Dr, Park West, Bloemfontein, 9301, South Africa
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Keshmiri F. A developmental pathway toward leadership for educational change: the Educators' experiences of the educational scholar program. BMC Med Educ 2023; 23:30. [PMID: 36647074 PMCID: PMC9843881 DOI: 10.1186/s12909-023-04015-8] [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: 09/10/2022] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
INTRODUCTION The Educational Scholar Program (ESP) is a creative method to focus on the quality of education and the scholarship of education. This paper critically investigated how educational educators perceived the Educational Scholar Program. METHOD The ESP was developed according to the project-based learning method. An interdisciplinary strategy was used by participating educators from different schools, including nursing, medicine, public health, dentistry, and pharmacy. (n = 27). Semi-structured interviews explored the experiences of the participants in the ESP. A conventional content analysis approach introduced by Graneheim and Lundman was used for data analysis. RESULTS A theme of "a developmental pathway toward leadership for educational change" was explored into four categories: "Motivated for educational change," "collaborative learning through the application of knowledge," "tensions of change agent," and "a perceived responsibility of a change agent." CONCLUSION The participants perceived the ESP as a platform for improving leadership capabilities for educational change through the Scholarship of Teaching and Learning (SoTL). Using the ESP as a faculty development program to train educational leadership for change is suggested.
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Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
- School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
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