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Academic Medicine : Journal of the... Jan 2023Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development... (Review)
Review
PURPOSE
Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine.
METHOD
The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes.
RESULTS
Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions.
CONCLUSIONS
Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.
Topics: Humans; Fellowships and Scholarships; Faculty, Medical; Curriculum; Schools, Medical; Problem-Based Learning
PubMed: 35921165
DOI: 10.1097/ACM.0000000000004896 -
Currents in Pharmacy Teaching & Learning Nov 2017In the past decade, various health care programs have implemented diverse types of peer-assisted learning (PAL) programs, in particularly peer teaching (PT), due to... (Review)
Review
BACKGROUND
In the past decade, various health care programs have implemented diverse types of peer-assisted learning (PAL) programs, in particularly peer teaching (PT), due to their reported benefits for students (both those undertaking teaching and those being taught), teachers, and educational institutes. Unfortunately, peer teaching is still under-recognized in pharmacy programs worldwide when compared to other health care programs. The aim of this review is to provide an overview of the published literature centered on formal PT programs that are implemented in pharmacy schools. In addition, this review focuses on the methodologies adopted for peer teacher recruitment and training as well as the benefits gained by students (both those undertaking teaching and those being taught). The rationales behind PT implementation are recapitulated as well. Finally, a simple scheme for successful implementation of PT activity is provided to serve as a groundwork for educators.
METHODS
Pre-defined key terms were used to search for experimental peer teaching activities in pharmacy schools between January 2000 and June 2016. Titles were selected based on pre-set eligibility criteria. Only complete research articles with clear design and evaluation sections were included in this review. Studies about inter-professional peer teaching activities between pharmacy students and other healthcare professions were also included.
RESULTS
Six relevant educational research articles containing peer teaching activities were included. A lot of variety exists between different pharmacy courses implementing PT, the format/setting of PT, how peer teachers are selected, and how training and evaluation are implemented. The studies reviewed confirmed that PT was well received by most of the students and had a positive impact on their learning outcome. These findings cannot be generalized due to the insufficient number of studies published beside their methodological limitations and inadequate descriptions of the PT format.
IMPLICATIONS
Though PT may be regarded as a feasible teaching strategy, care must be taken during implementation to ensure the fulfillment of the educational objectives. Proper validation of any PT initiative is required before incorporation into the pharmacy curriculum. More research using proper design and suitable sample sizes are recommended to determine the effect of PT activity on students' learning, skills development and confidence.
Topics: Curriculum; Education, Pharmacy; Humans; Peer Group; Schools, Pharmacy; Students, Pharmacy; Teaching
PubMed: 29233388
DOI: 10.1016/j.cptl.2017.07.026 -
Journal of Continuing Education in... Sep 2021The use of e-learning in nursing education has increased substantially. The goal of this study is to identify how active e-learning for evidence-based practice (EBP) was... (Review)
Review
BACKGROUND
The use of e-learning in nursing education has increased substantially. The goal of this study is to identify how active e-learning for evidence-based practice (EBP) was implemented in academic settings.
METHOD
For a scoping review, literature from PubMed, CINAHL, and EMBASE was searched with keywords related to e-learning and EBP, and only articles pertaining to nursing academic settings were selected. Finally, 17 studies were included. Data on theories or instructional strategies and types and characteristics of online activities were extracted.
RESULTS
Of the included studies, 14 had a pedagogical background. Frequently used activities included discussions, asynchronous communications, and a combination of student-student and student-teacher interactions. Critical appraisal was the primary learning content.
CONCLUSION
This study summarizes evidence on active learning to enhance the EBP competency of nursing students through e-learning. To make EBP e-learning more meaningful, educators should plan, apply, and evaluate appropriate online activities. .
Topics: Computer-Assisted Instruction; Education, Nursing; Evidence-Based Nursing; Humans; Problem-Based Learning; Students, Nursing
PubMed: 34432581
DOI: 10.3928/00220124-20210804-05 -
Family Medicine May 2020Residents as teachers (RAT) and medical students as teachers (MSAT) programs are important for the development of future physicians. In 2010, Northwestern University...
BACKGROUND AND OBJECTIVES
Residents as teachers (RAT) and medical students as teachers (MSAT) programs are important for the development of future physicians. In 2010, Northwestern University Feinberg School of Medicine (NUFSM) aligned RAT and MSAT programs, which created experiential learning opportunities in teaching and feedback across the graduate and undergraduate medical education continuum. The purpose of this study was to provide a curricular overview of the aligned program and to evaluate early outcomes through analysis of narrative feedback quality and participant satisfaction.
METHODS
Program evaluation occurred through analysis of written feedback quality provided within the aligned program and postparticipation satisfaction surveys. A total of 445 resident feedback narratives were collected from 2013 to 2016. We developed a quality coding scheme using an operational definition of feedback. After independent coding of feedback quality, an expert panel established coding consensus. We evaluated program satisfaction and perceived importance through posttraining surveys in residents and fourth-year medical students (M4s).
RESULTS
Seventy-nine residents participated in the aligned program and provided high-quality feedback with a relative quality rating of 2.71 (scale 0-3). Consistently high-quality written feedback was provided over the duration of the program and regardless of years of resident participation. Posttraining surveys demonstrated high levels of satisfaction and perceived importance of the program to both residents and M4s.
CONCLUSIONS
The aligned RAT and MSAT program across the medical education continuum provided experiential learning opportunities for future physician educators with evidence of high-quality written feedback to learners and program satisfaction.
Topics: Education, Medical, Undergraduate; Feedback; Humans; Internship and Residency; Problem-Based Learning; Students, Medical; Teaching
PubMed: 32401326
DOI: 10.22454/FamMed.2020.895658 -
Journal of Professional Nursing :... 2017Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying... (Review)
Review
Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches.
Topics: Curriculum; Education, Nursing; Humans; Models, Educational; Problem-Based Learning; Students, Nursing; Teaching; Thinking
PubMed: 28363388
DOI: 10.1016/j.profnurs.2016.07.001 -
Journal of Nuclear Medicine Technology Jun 2018This article describes a workshop offered annually by the radiation and imaging programs at Bellevue College, Bellevue, WA. The workshop provides an educator perspective... (Review)
Review
This article describes a workshop offered annually by the radiation and imaging programs at Bellevue College, Bellevue, WA. The workshop provides an educator perspective to those who teach students in the college's clinical internships. An outline of the workshop is given in this article, as are the reasons for its ongoing success.
Topics: Education, Medical; Humans; Learning; Professional Competence; Teaching
PubMed: 29599402
DOI: 10.2967/jnmt.118.209213 -
Currents in Pharmacy Teaching & Learning Aug 2018The purpose of this paper is to describe the evolution and effectiveness of instructional strategies that were implemented over a seven-year period to enhance the...
INTRODUCTION
The purpose of this paper is to describe the evolution and effectiveness of instructional strategies that were implemented over a seven-year period to enhance the authenticity of instruction and assessment in a pharmacokinetics (PK) course.
METHODS
Baseline data from 2011 and 2012 were analyzed to identify opportunities for improvement. In 2013 and 2014, lectures, PK workshops, and exam questions were modified to represent more authentic learning and assessment. Counter to expectations, 2013 and 2014 exam scores were significantly lower when compared to 2011 and 2012 scores. The course was modified further in 2015 to incorporate post-workshop quizzes that provided corrective feedback and required the use of retrieval as a learning strategy. Exam scores were compared across the three phases of course improvement (2011/2012 vs. 2013/2014 vs. 2015/2016/2017) using statistical analyses.
RESULTS
The average final examination score in 2011-2012 was 84.6%. After increasing the number of authentic assessment exam items, the average on the final examination in 2013-2014 decreased to 80.3% (p < 0.0001). Following the implementation of the post-workshop quizzes, the average final examination scores increased from 2015-2017 to 85.9% (p < 0.0001, compared to 2013-2014; p = 0.08, compared to 2011-2012).
DISCUSSION
Implementation of these evidence-based learning and instructional strategies (authentic learning, retrieval of new learning, and corrective feedback) was associated with higher student performance on the final examination over time.
CONCLUSION
These strategies may be valuable in improving student learning outcomes in other challenging professional program courses.
Topics: California; Curriculum; Education, Pharmacy; Educational Measurement; Humans; Learning; Mathematics; Pharmacokinetics; Students, Pharmacy; Teaching
PubMed: 30314540
DOI: 10.1016/j.cptl.2018.05.013 -
Journal of the American College of... May 2016The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and... (Review)
Review
The American College of Cardiology Emerging Faculty program was developed in 2005 to promote a systematic approach to "educate the educators" through training and mentorship. A primary focus of the program is the biennial Teaching Skills Workshop, which has had 130 participants since its inception and is focused on the concepts of effective adult learning, curriculum design, and optimization of presentation skills. A survey of participants (80 respondents of 130 total participants) found that the majority stated that participation in the program had a large impact on their ability to apply instructional design principles (49%) and present in face-to-face settings (47%), and it had a moderately large to large positive impact on their personal careers. Thus, the Emerging Faculty program combines several elements of the College's strategic plan in a single program that provides member value to early career professionals and sustained benefit for the cardiovascular community and patients.
Topics: Curriculum; Faculty, Medical; Female; Humans; Male; Mentors; Societies, Medical; Surveys and Questionnaires; Teaching; United States
PubMed: 27151350
DOI: 10.1016/j.jacc.2016.02.052 -
Journal of Applied Behavior Analysis Jan 2020The Preschool Life Skills program is an intervention package designed to teach functional skills to prevent problem behavior in typically developing children. The...
The Preschool Life Skills program is an intervention package designed to teach functional skills to prevent problem behavior in typically developing children. The purpose of the current study was to evaluate the effects of the instructional package (renamed "Life Skills") with children with developmental disabilities. The program involved teaching 12 life skills to nine participants across four instructional units. The units were instruction following, functional communication, tolerance of denial and delay, and friendship skills. Teachers provided instruction through a three-tiered instructional approach, starting with class-wide instruction followed by small group and one-to-one instruction as necessary. We extended previous research by using visual prompts during all three tiers and progressively increasing intertrial intervals during one-to-one instruction. Results indicated that the intervention led to skill acquisition with all nine participants. The skills maintained 4 weeks after instruction ended.
Topics: Child; Child, Preschool; Developmental Disabilities; Female; Humans; Male; Social Skills; Teaching
PubMed: 31290155
DOI: 10.1002/jaba.602 -
Medical Teacher May 2020The affective domain is one of the essential areas in the assessment of the learning outcomes of medical students, apart from the cognitive and psychomotor domains.... (Review)
Review
The affective domain is one of the essential areas in the assessment of the learning outcomes of medical students, apart from the cognitive and psychomotor domains. Community-based medical education (CBME) is a common instructional program for medical students in learning about these domains. However, preceptors and researchers pay less attention to the affective domain as compared to the other two learning domains. To describe the state of the literature on teaching the affective domain through CBME and to develop an initial model for instructional purposes. A scoping review of the literature was conducted. Out of the 971 references initially retrieved, 22 published references were selected. Relevant data from these references were extracted and analyzed through thematic analysis. The various affective outcomes of CBME in the literature are commonly taught through role modelling and mentoring, providing opportunity to apply knowledge, and immersing in local organizations and communities. However, these teaching strategies will be optimized through a structured and rigorous process of reflection. Reflection is central to the learning experience of medical students, especially that affective outcomes are commonly less apparent. The findings of this review resulted to a proposed initial model in teaching the affective domain in CBME.
Topics: Education, Medical; Humans; Learning; Students, Medical; Teaching
PubMed: 31957519
DOI: 10.1080/0142159X.2019.1707175