Dataset Information

Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship.

ABSTRACT:

Introduction

The growth of medical schools, faculty attrition, and reports of student disinterest in academia all stress the need to cultivate the next generation of academic physicians. Because medical educators serve as the largest segment of faculty, heightening diverse students' awareness of opportunities to engage in various educational roles and scholarship may help them consider future academic positions.

Methods

We implemented a workshop utilizing didactics and a small-group case discussion to help students learn how to (1) define educational scholarship and portfolios, (2) recognize the value of educational scholarship, and (3) identify how to get started with educational scholarship.

Results

One hundred and fifty-six learners participated in the workshop at 11 regional conferences. Of learners from conferences 1-6, 100% (69/69) responded to the statement "The workshop INCREASED my confidence in achieving the following - Performing educational scholarship." Among these learners, 39 (56.5%) strongly agreed and 20 (29.0%) agreed with this statement. Of learners from conferences 7-11, 98.9% (86/87) responded to the question "How much confidence do you have in your ability to succeed along a clinician-educator track and publish your education-related work?" Using a paired-samples t test, a statistically significant increase in learner confidence was noted (p < .01) before and after the workshop.

Discussion

Diverse learners appreciated a heightened awareness of educational roles and scholarship, which may help them gain confidence, interest, and experience in becoming future medical educators.

SUBMITTER: Williams R

PROVIDER: S-EPMC6342247 | biostudies-literature | 2017 Mar

REPOSITORIES: biostudies-literature

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Publications

Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship.

Williams Renee R Holaday Louisa L Lamba Sangeeta S Soto-Greene Maria M Sánchez John P JP

MedEdPORTAL : the journal of teaching and learning resources 20170316

<h4>Introduction</h4>The growth of medical schools, faculty attrition, and reports of student disinterest in academia all stress the need to cultivate the next generation of academic physicians. Because medical educators serve as the largest segment of faculty, heightening diverse students' awareness of opportunities to engage in various educational roles and scholarship may help them consider future academic positions.<h4>Methods</h4>We implemented a workshop utilizing didactics and a small-gro ...[more]

PMID: 30800756

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Project description:BackgroundSeveral studies in the United Kingdom and Asia have suggested that medical students and residents have particular difficulty in diagnosing and managing patients with neurological problems. Little recent information is available for US trainees. We examined whether students and residents at a US university have difficulty in dealing with patients with neurological problems, identified the perceived sources of these difficulties and provide suggestions for the development of an effective educational experience in neurology.MethodsA questionnaire was administered to third and fourth year medical students at a US school of medicine and to residents of an internal medicine residency program affiliated with that school. Perceived difficulties with eight medical specialties, including neurology, were examined. Methods considered to be most useful for learning medicine were documented. Reasons why neurology is perceived as difficult and ways to improve neurological teaching were assessed.Results152 surveys were completed. Participation rates varied, with medical students having higher response rates (> 50%) than medical residents (27%-48%). Respondents felt that neurology was the medical specialty they had least knowledge in (p < 0.001) and was most difficult (p < 0.001). Trainees also felt they had the least confidence when dealing with patients with neurological complaints (p < 0.001). Residents felt more competent in neurology than students (p < 0.001). The paramount reasons for perceived difficulties with neurology were the complexity of neuroanatomy, limited patient exposure and insufficient teaching. Transition from pre-clinical to clinical medicine led to a doubling of "poor" ratings for neurological teaching. Over 80% of the respondents felt that neurology teaching could be improved through greater exposure to patients and more bedside tutorials.ConclusionsMedical students and residents at this US medical university found neurology difficult. Although this is consistent with prior reports from Europe and Asia, studies in other universities are needed to confirm generalizability of these findings. The optimal opportunity for improvement is during the transition from preclinical to clinical years. Enhanced integration of basic neurosciences and clinical neurology with emphasis on increased bedside tutorials and patient exposure should improve teaching. Studies are needed to quantify the effect of these interventions on confidence of trainees when dealing with patients presenting with neurological complaints.

Project description:BackgroundThe disruption of health and medical education by the COVID-19 pandemic made educators question the effect of online setting on students' learning, motivation, self-efficacy and preference. In light of the health care staff shortage online scalable education seemed relevant. Reviews on the effect of online medical education called for high quality RCTs, which are increasingly relevant with rapid technological development and widespread adaption of online learning in universities. The objective of this trial is to compare standardized and feasible outcomes of an online and an onsite setting of a research course regarding the efficacy for PhD students within health and medical sciences: Primarily on learning of research methodology and secondly on preference, motivation, self-efficacy on short term and academic achievements on long term. Based on the authors experience with conducting courses during the pandemic, the hypothesis is that student preferred onsite setting is different to online setting.MethodsCluster randomized trial with two parallel groups. Two PhD research training courses at the University of Copenhagen are randomized to online (Zoom) or onsite (The Parker Institute, Denmark) setting. Enrolled students are invited to participate in the study. Primary outcome is short term learning. Secondary outcomes are short term preference, motivation, self-efficacy, and long-term academic achievements. Standardized, reproducible and feasible outcomes will be measured by tailor made multiple choice questionnaires, evaluation survey, frequently used Intrinsic Motivation Inventory, Single Item Self-Efficacy Question, and Google Scholar publication data. Sample size is calculated to 20 clusters and courses are randomized by a computer random number generator. Statistical analyses will be performed blinded by an external statistical expert.DiscussionPrimary outcome and secondary significant outcomes will be compared and contrasted with relevant literature. Limitations include geographical setting; bias include lack of blinding and strengths are robust assessment methods in a well-established conceptual framework. Generalizability to PhD education in other disciplines is high. Results of this study will both have implications for students and educators involved in research training courses in health and medical education and for the patients who ultimately benefits from this training.Trial registrationRetrospectively registered at ClinicalTrials.gov: NCT05736627. SPIRIT guidelines are followed.

Dataset Information

Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship.

Introduction

Methods

Results

Discussion

Publications

Introducing Trainees to Medical Education Activities and Opportunities for Educational Scholarship.

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