Becoming clinical supervisors: identity learnings from a registrar faculty development program.
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SUBMITTER: Noble C
PROVIDER: S-EPMC7952496 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:IntroductionHealth professions faculty members often struggle deciding on career paths balancing their identities as clinicians, educators, and scholars. Identity formation research has identified three major influences: context, roles, and agency. Identity influences career decisions and, in turn, affects engagement in medical education and faculty development. We designed a single-session workshop to foster educator identity formation.MethodsThe workshop varied from 1 to 3 hours. It explored how identity develops and considered how self, role, and context could be shaped to grow and sustain identity. Participants used a handout called Identity Quakes to indicate satisfaction with their support, engagement, and empowerment. The workshop employed direct instruction to provide language and tools to scaffold conversation and self-reflection leading to future plans aligning participants' professional identities and roles with resources to support further development.ResultsFrom 2016 to 2020, we offered the workshop to faculty members from diverse professions, including medicine, nursing, dentistry, physical therapy, and others, on 11 occasions (locally, nationally, and internationally) with audiences of 15-200 participants. At offerings that collected evaluations, the workshop received high ratings of 4.61-4.90 (very good-excellent) on a 5-point scale.DiscussionThis single-session workshop is a valuable opportunity to reflect on identity, which faculty members rarely get to do formally. The Identity Quakes handout prompts participants to challenge their assumptions about their professional identities and roles, employ their agency/choice, and consider future career choices.
| S-EPMC7809926 | biostudies-literature
Project description:BACKGROUND:In Australia registrar training to become a general practitioner (GP) involves three to four years of supervised learning with at least 50% of GP registrars training wholly in rural areas. In particular rural over regional GP placements are important for developing future GPs with broader skills because the rural scope of practice is wider. Having enough GP supervisors in smaller rural communities is essential such training. We aimed to explore what makes rural GPs' based outside of major regional centres, participate in supervising or not, their experiences of supervising, and impact of their practice context. METHODS:Semi-structured interviews were undertaken with 25 GPs based in rural Tasmania (outside of major regions - Hobart and Launceston), in towns of <?25,000 population, to explore the GPs' professional backgrounds, their experiences of supervising GP registrars, their practice context and their decisions about supervising GP registrars or not. Thematic analysis was undertaken; key ideas, concepts and experiences were identified and then reviewed and further refined to core themes. RESULTS:Supervising was perceived to positively impact on quality of clinical care, reduce busy-ness and improve patient access to primary care. It was energising for GPs working in rural contexts. Rural GPs noted business factors impacted the decision to participate in supervision and the experience of participating: including uncertainty and discontinuity of registrar supply (rotational training systems), registrar competence and generating income. CONCLUSIONS:Supervising is strongly positive for rural GPs and related to job satisfaction but increasing supervision capacity in rural areas may depend on better policies to assure continuity of rural registrars as well as policies and systems that enable viable supervision models tailored to the context.
| S-EPMC7487663 | biostudies-literature
Project description:IntroductionWe developed a longitudinal faculty development program to maximize faculty training in direct clinical observation (DCO) and feedback, as there was a perceived need for higher quality of DCO and feedback. To achieve this, we created a behaviorally anchored DCO instrument and worked to improve faculty skills in this area.MethodsWe describe an innovative model of faculty training that is learner centered and reinforces evidence-based principles of effective feedback that are introduced and then repeated in all sessions. The training centers on both peer-led observation of and feedback on faculty learners' recorded DCO feedback encounters, and is guided by our DCO instrument. Residents and faculty completed surveys to assess program impact. Qualitative responses were analyzed for themes. The Wilcoxon signed rank test was used to examine significance of difference in feedback quality before and after DCO faculty development education sessions.ResultsOur faculty development program has been well received and had a significant impact on quality of faculty feedback, as rated by resident learners.DiscussionOur faculty development model is effective at growing faculty learners' DCO and feedback skills. Potential strengths of this program include the use of a behaviorally anchored DCO instrument, longitudinal and experiential faculty development, and use of small-group peer review of recorded faculty feedback encounters. We have found that when their learning needs are attended to, faculty learners cultivate a deep appreciation for principles of effective feedback. In fact, faculty feedback skills can be enhanced in the eyes of resident learners.
| S-EPMC6338150 | biostudies-literature
Project description:Purpose: The Harold Amos Medical Faculty Development Program (AMFDP), a national program of the Robert Wood Johnson Foundation, seeks to support academic physicians from historically disadvantaged backgrounds and serves as a model program for promoting faculty diversity and health equity. Our objective was to determine differences in scientific productivity, promotions and retentions, and leadership attainment among faculty applicants to this national minority faculty development program. Methods: Final-round interview applicants from 2003 to 2008 were selected. Differences in publications, grants, promotions/retentions, and leadership positions through 2013 were compared between funded scholars and unfunded nonscholars. Semistructured interviews were conducted to identify factors that facilitated and hindered academic success. Results: A total of 124 applicants (76 scholars and 48 nonscholars) who participated in final-round interviews from 2003 to 2008 were eligible. Scholars and nonscholars had similar number of publications. Scholars had greater number of grants and grant dollars, but differences were not significant after accounting for AMFDP program awards. Scholars were more likely to hold leadership positions (28% vs. 10%, p=0.02), but equally likely to be promoted (67% vs. 58%, p=0.32) and retained (84% vs. 75%, p=0.21). In interviews, all participants endorsed mentoring, funding, and nonscientific education to academic success, but scholars reported greater availability of leadership opportunities consequent to AMFDP. Conclusion: There were few differences in academic productivity attributable to a national faculty diversity program. However, program participants were more likely to endorse and attain leadership positions. Academic institutions should consider facilitating leadership development of minority faculty as a means of advancing health equity research and training.
| S-EPMC6071893 | biostudies-literature
Project description:BACKGROUND: The Stanford Anesthesia Teaching Scholars Program was launched in 2007 to further pedagogic training of faculty and improve residency education. OBJECTIVES: The goals of this article are to describe the program intervention and improvements made based on participant feedback, summarize the characteristics of the faculty enrolled and projects undertaken, and report on program outcomes tracked to date. INTERVENTION: THE TEACHING SCHOLARS PROGRAM HOUSED WITHIN THE DEPARTMENT OF ANESTHESIA SUPPORTS FACULTY IN THESE AREAS: (1) attending education-related meetings; (2) engaging in a monthly seminar on core topics paired with independent study reading; and (3) undertaking a project to improve resident education. Structured interviews with all graduates (n = 19; 47% women) were conducted using a pilot-tested questionnaire. RESULTS: A total of 15 of 19 Scholars (79%) were instructors/assistant professors. Sixteen Scholars (84%) attended an off-site education meeting. The Scholars pursued a variety of projects, including curriculum (53%), teaching (26%), administration (11%), assessment (5%), and advising/mentoring (5%). Projects were fully completed by 13 of 19 participants (68%), and 12 of 19 projects (63%) are currently integrated into the residency. Completed projects were published/presented at conferences by 4 of 13 participants (31%), and education grants were received by 3 of 19 participants (16%). CONCLUSIONS: This is the first description of a faculty development (education) program in an anesthesiology department. The program has been well accepted by participants and resulted in increased educational products, some of which have become a permanent part of the residency curriculum. This educational innovation can be replicated in other departments of anesthesiology provided that funding is available for faculty time and meeting expenses.
| S-EPMC3693697 | biostudies-other
Project description:Graduate medical education (GME) has shifted its curricula from process-oriented approach to outcomes-oriented models. Program and faculty evaluation are methods by which educational curricula may adjust the teaching and learning environment to meet the needs and fills the gaps in GME. The measurement of educational outcomes is an essential for assessing teaching effectiveness in a shifting health care environment. In addition to trainee, program, and faculty evaluations, annual program review (APR) and evaluation and navigational changes made by the program education committee are essential to maintain effectiveness of an educational curriculum in a contemporary graduate medical training program.
| S-EPMC6145814 | biostudies-literature
Project description:BackgroundFaculty development for nurse and physician educators has a limited evidence base in high income countries, and very little research from low- and middle-income countries. Health professions educators in many global settings do not receive training on how to educate effectively.ObjectiveTo pilot and assess a faculty development program aimed at nurse and physician educators at a teaching hospital in rural Haiti.MethodsWe developed a program covering a total of 22 topics in health professions education, including applied learning theory as well as nurse and physician targeted topics. We assessed impact through participant assessment of personal growth, participant evaluation of the program, knowledge testing pre and post program, and structured observations of program participants providing teaching during the program.FindingsNineteen out of 37 participants completed the program. While participant reviews were uniformly positive, a pre- and post-test on general educational topics showed no significant change, and the effort to institute observation and feedback of teaching did not succeed.ConclusionsOur project showcases some benefits of faculty development, while also demonstrating the challenges of instituting faculty development in situations where participants have limited time and resources. We suspect more benefits may emerge as the program evolves to fit the learners and setting.
| S-EPMC8916063 | biostudies-literature
Project description:IntroductionJunior academic faculty must balance increasing clinical responsibilities whilst maintaining academic portfolios aimed at promotion. Our goal was to design, implement, and evaluate a curriculum for career development amongst junior faculty in pediatrics.MethodsFollowing the Kern method of curriculum development, we performed a needs assessment of junior faculty via an electronic survey to identify areas for career development. We created objectives based on the themes identified and developed associated learning activities, including (1) a monthly seminar series, (2) an orientation day for new hires, and (3) a formal mentoring program for junior faculty. At the end of each academic year, we sent electronic surveys to junior faculty participants for program evaluation.ResultsOf 50 junior faculty, 60% completed the initial needs assessment and identified a need for a forum for junior faculty orientation, career development, and formal mentoring. Local experts were solicited to create and lead a 10-part seminar series to cover topics such as CV review, promotions, and mentoring. Twenty-one junior faculty (42%) who did not already have established mentors joined the formal mentoring program. All incoming new junior faculty attended a formal orientation day held annually. At the end of the first year, a follow-up survey for program evaluation was completed by 17 (27%) junior faculty, and 98% reported satisfaction with the learning activities.DiscussionWe successfully developed and implemented a junior faculty career development program at our institution that can be replicated at other institutions.
| S-EPMC6342391 | biostudies-literature
Project description:We argue that cultural capital plays an underexamined role in students' recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand why mis- or underrecognition occurs, and how this influenced students' opportunities to further develop cultural capital, we explored our data set for patterns of explanation. Several key themes cut across students' experiences and influenced their recognition by faculty: Faculty more easily recognized students interested in research science trajectories and those involved in institutional programs to support science, technology, engineering, and mathematics success. Students with competing family responsibilities struggled to maintain faculty recognition. Finally, faculty who broadened their scopes of recognition were able to affirm the science identities of students with fewer incoming cultural resources in science and support their development of capital. Students can and do develop scientific cultural capital through practice, but this requires access to research and mentorship that explicitly teaches students the implicit "rules of the game."
| S-EPMC6755897 | biostudies-literature
Project description:BACKGROUND:Despite the growth of coaching in medical education, many questions remain about the process of becoming a coach for medical students. We sought to understand the process through which faculty acclimated to this new role, and what benefits and challenges they experienced. METHODS:A multi-phase qualitative focus group study was conducted with 20 faculty at one medical school in the United States during the initial year coaching was implemented. Focus group transcripts were analyzed using the constant comparative approach to inductively identify themes from the data. RESULTS:Four main benefits were reported by faculty: student guidance, identifying student issues early, helping students develop work-life balance, and fostering clinician connectivity, which was seen as benefitting both students and faculty. The two main challenges were uncertainty regarding how adaptive the coaching sessions should be, and difficulty engaging in some of the roles simultaneously, like mentoring and supervision. CONCLUSIONS:Schools that develop academic medical student coaching programs should design faculty support around coaching and recognize that the process of becoming a coach may not be or feel straightforward for faculty. Overall, faculty found coaching to be rewarding despite challenges they experienced.
| S-EPMC7329385 | biostudies-literature