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Israel Journal of Health Policy Research Feb 2021Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of...
Survey of faculty development in four Israeli medical schools: clinical faculty development is inadequate and clinical teaching is undervalued in Israeli faculties of medicine.
BACKGROUND
Teaching medical students is a central part of being a doctor, and is essential for the training of the next generation of physicians and for maintaining the quality of medicine. Our research reviews the training that physicians in Israel receive as teachers of clinical clerkships, and their thoughts regarding teaching students. The importance of faculty development cannot be overstated, for securing quality medicine and physician empowerment.
METHODS
This study was based on a survey conducted among physicians teaching at Israeli medical schools. The survey was conducted using an online questionnaire sent to clinical teachers according to lists received from the teaching units of the faculties, department heads, and other clinical teachers. Participation in the study was anonymous.
FINDINGS
Of 433 invited physicians, 245 (56%) from three departments (internal medicine, paediatrics, obstetrics and gynaecology) of four faculties of medicine in Israel, out of five total, completed the questionnaire. Only 35% of the physicians reported having received training for their role as teachers, most of these participated in a short course of up to 2 days. There were significant differences between the Technion and the other schools. Technion teachers without academic appointment had higher rates of pedagogic training. The same was true in regard to Technion teachers, either residents or young specialist. Significant gaps were reported between the content covered in the training and the topics the doctors felt they would want to learn. The clinicians who participated in the survey expressed that clinical teaching was less valued and more poorly remunerated than research, and that improved compensation and perceived appreciation would likely improve the quality of clinical teaching.
CONCLUSIONS
Of the one-third of the physicians surveyed who had received some training in clinical teaching, the training was perceived as inadequate and not aligned with their needs. There was a significant difference in rates of pedagogic training between the Technion and other medical schools. In addition, most clinical teachers surveyed felt that teaching students is inadequately valued. Due to its focus on just three disciplines, and higher relative number participants from the Technion faculty of medicine, our survey may not fully represent the activities of the faculties of medicine in Israel. Nevertheless, given the importance of clinical teaching of medical students, our findings argue for increasing faculty development and educational training of physicians in clinical settings, for recognizing the importance of teaching in academic and professional promotion processes.
Topics: Child; Faculty; Humans; Israel; Schools, Medical; Students, Medical; Surveys and Questionnaires
PubMed: 33557931
DOI: 10.1186/s13584-021-00438-0 -
Journal of General Internal Medicine Apr 2021Though the USA is becoming increasingly diverse, the physician workforce contains a disproportionately low number of physicians from racial and ethnic groups that are... (Review)
Review
BACKGROUND
Though the USA is becoming increasingly diverse, the physician workforce contains a disproportionately low number of physicians from racial and ethnic groups that are described as underrepresented in medicine (URiM). Mentorship has been proposed as one way to improve the retention and experiences of URiM physicians and trainees. The objective of this systematic review was to identify and describe mentoring programs for URiM physicians in academic medicine and to describe important themes from existing literature that can aid in the development of URiM mentorship programs.
METHODS
The authors searched PubMed, PsycINFO, ERIC, and Cochrane databases, and included original publications that described a US mentorship program involving academic medical doctors at the faculty or trainee level and were created for physicians who are URiM or provided results stratified by race/ethnicity.
RESULTS
Our search yielded 4,548 unique citations and 31 publications met our inclusion criteria. Frequently cited objectives of these programs were to improve research skills, to diversify representation in specific fields, and to recruit and retain URiM participants. Subjective outcomes were primarily participant satisfaction with the program and/or work climate. The dyad model of mentoring was the most common, though several novel models were also described. Program evaluations were primarily subjective and reported high satisfaction, although some reported objective outcomes including publications, retention, and promotion. All showed satisfactory outcomes for the mentorship programs.
DISCUSSION
This review describes a range of successful mentoring programs for URiM physicians. Our recommendations based on our review include the importance of institutional support for diversity, tailoring programs to local needs and resources, training mentors, and utilizing URiM and non-URiM mentors.
Topics: Faculty; Faculty, Medical; Humans; Mentoring; Mentors; Physicians; Program Evaluation
PubMed: 33532959
DOI: 10.1007/s11606-020-06478-7 -
American Journal of Surgery Feb 2017Resident satisfaction is a key performance metric for surgery programs; we studied factors influencing resident satisfaction in operative cases, and the concordance of...
INTRODUCTION
Resident satisfaction is a key performance metric for surgery programs; we studied factors influencing resident satisfaction in operative cases, and the concordance of faculty and resident perceptions on these factors.
METHODS
Resident and faculty were separately queried on satisfaction immediately following operative cases. Statistical significance of the associations between resident and faculty satisfaction and case-related factors were tested by Chi-square or Fisher's exact test.
RESULTS
Residents and faculty were very satisfied in 56/87 (64%) and 36/87 (41%) of cases respectively. Resident satisfaction was associated with their perceived role as surgeon (p < 0.04), performing >50% of the case (p < 0.01), autonomy (p < 0.03), and PGY year 4-5(p < 0.02). Faculty taking over the case was associated with both resident and faculty dissatisfaction. Faculty satisfaction was associated with resident preparation (p < 0.01), faculty perception of resident autonomy (p < 0.01), and faculty familiarity with resident's skills (p < 0.01).
CONCLUSIONS
Resident and faculty satisfaction are associated with the resident's competent performance of the case, suggesting interventions to optimize resident preparation for a case or faculty's ability to facilitate resident autonomy will improve satisfaction with OR experience.
Topics: Clinical Competence; Faculty, Medical; General Surgery; Humans; Internship and Residency; Personal Satisfaction; Professional Autonomy; Texas
PubMed: 27776758
DOI: 10.1016/j.amjsurg.2016.09.042 -
Medical Education Online 2017e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources.
BACKGROUND
e-Learning resources have become increasingly popular in medical education; however, there has been scant research on faculty perceptions and use of these resources.
OBJECTIVE
To investigate medical faculty's use of e-learning resources and to draw on practical implications for fostering their use of such resources.
DESIGN
Approximately 500 full-time faculty members in 35 medical schools across the nation in South Korea were invited to participate in a 30-item questionnaire on their perceptions and use of e-learning resources in medical education. The questionnaires were distributed in both online and paper formats. Descriptive analysis and reliability analysis were conducted of the data.
RESULTS
Eighty faculty members from 28 medical schools returned the questionnaires. Twenty-two percent of respondents were female and 78% were male, and their rank, disciplines, and years of teaching experience all varied. Participants had positive perceptions of e-learning resources in terms of usefulness for student learning and usability; still, only 39% of them incorporated those resources in their teaching. The most frequently selected reasons for not using e-learning resources in their teaching were 'lack of resources relevant to my lectures,' 'lack of time to use them during lectures,' and 'was not aware of their availability.'
CONCLUSIONS
Our study indicates a gap between medical faculty's positive perceptions of e-learning resources and their low use of such resources. Our findings highlight the needs for further study of individual and institutional barriers to faculty adoption of e-learning resources to bridge this gap.
Topics: Adult; Aged; Attitude of Health Personnel; Attitude to Computers; Computer-Assisted Instruction; Education, Medical, Undergraduate; Faculty, Medical; Female; Humans; Internet; Male; Middle Aged; Perception; Republic of Korea; Surveys and Questionnaires
PubMed: 28621242
DOI: 10.1080/10872981.2017.1338504 -
BMC Medical Education Aug 2023Micromanagement in clinical supervision in health professions education generally refers to supervision characterized by unproductive excessive control and attention to...
Micromanagement in clinical supervision in health professions education generally refers to supervision characterized by unproductive excessive control and attention to detail. It can affect autonomy, competence, well-being of learners, teamwork, and ultimately patient care. Despite its potential negative impact on learners and patients, no comprehensive review of this phenomenon has been conducted. This scoping review aims to explore the breadth of extant literature concerning micromanagement in clinical supervision in health professions education and map the body of research on the topic. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis: Extension for Scoping Review (PRISMA-ScR). We searched eight databases, and the final review and analysis comprised 12 articles that examined micromanagement in clinical supervision across health professions education. Micromanagement was conceptualized as ineffective supervisory practices such as undue scrutiny, excessive control, domination, and ineffectual leadership. Conversely, alternatives to micromanagement included entrusting or granting autonomy, coaching for independent practice, and providing effective supervision and leadership. Overall, micromanagement was attributed to individual behavioral and personality factors, such as distrust, perfectionism, self-conviction, and low self-esteem. The consequences of micromanagement included inadequacies in professional development and well-being of trainees and patient care, and organizational dysfunction. Suggested solutions included entrusting or empowering trainees with encouragement and clear communication, open communication efforts by trainees, organizational management for quality supervision, and faculty's valuing both clinical and educational goals. Current literature on micromanagement-in the context of clinical supervision in health professions education-was found to be sparse, implying a need for more rigorous research and discourse on this understudied area. The findings can be used to recognize, solve, and prevent the prevalent, and often unrecognized, phenomena of micromanagement, which may improve clinical supervision, the professional development of trainees and faculty, organizational management, and ultimately patient care.
Topics: Humans; Faculty; Leadership; Preceptorship
PubMed: 37559079
DOI: 10.1186/s12909-023-04543-3 -
The Tohoku Journal of Experimental... May 2018The purpose of this study is three-fold: (1) to compare harassment (sexual, gender, and academic harassment both directly and indirectly experienced - i.e. "directly...
The purpose of this study is three-fold: (1) to compare harassment (sexual, gender, and academic harassment both directly and indirectly experienced - i.e. "directly harassed" and "have seen or heard of someone who experienced harassment", respectively) experienced by males and females, (2) to investigate whether such experiences correlate with burnout, and (3) to explore whether social support might mitigate any such relationship between harassment and burnout. This cross-sectional study was conducted at a private university in Japan in February 2014 and is based on a work-life balance survey obtained from 330 academic faculty members. We investigated the association between each of the six subcategories of harassment (direct and indirect forms of each of the three types) and burnout using general linear regression models; we then evaluated interactions between harassment and social support in these models. The prevalence of direct and indirect experiences of harassment was higher in females than in males for all three types of harassment. Males showed higher burnout scores if they had direct experiences of harassment. There were significant interactions between social support and the direct experience of harassment; high social support mitigated the effect size of direct harassment on burnout among males. Females showed higher burnout scores if they had indirect experiences of harassment. However, the same buffering effect of social support on burnout as observed in males was not observed in females. Direct harassment experiences increased the risk of burnout in males, and indirect harassment experiences increased burnout in females.
Topics: Academies and Institutes; Adult; Burnout, Professional; Faculty; Female; Harassment, Non-Sexual; Humans; Japan; Male; Middle Aged; Sex Characteristics; Sexual Harassment; Social Support
PubMed: 29760353
DOI: 10.1620/tjem.245.37 -
PloS One 2020Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity,...
Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching from RateMyProfessor.com and information regarding career and contemporary research performance indicators from the company Academic Analytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student's interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held a rank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.
Topics: Databases, Factual; Faculty; Female; Humans; Linear Models; Male; Prejudice; Research; Statistics, Nonparametric; Students; Teaching; United States; Universities
PubMed: 32492028
DOI: 10.1371/journal.pone.0233515 -
Journal of General Internal Medicine May 2023Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings... (Review)
Review
Community teaching physicians (i.e., community preceptors) have assumed an important role in medical education. More than half of medical schools use community settings to train medical students. Whether community preceptors are well prepared for their teaching responsibilities is unknown. In addition, best practice for faculty development (FD) of this population of preceptors has not been defined. The authors conducted a narrative review of the literature to describe FD programs for community preceptors that may be helpful to medical schools for future planning. Many databases were searched from their establishment to May 2022. Studies that described FD programs for community preceptors were included. Data were organized according to program aim, duration, setting, participants, content, and outcomes. The Communities of Practice theoretical framework was used to present findings. From a total of 6308 articles, 326 were eligible for full review, 21 met inclusion criteria. Sixty-seven percent (14/21) conducted a needs assessment; 57% (12/21) were developed by the medical school; 81% (17/21) included only community preceptors. Number of participants ranged from six to 1728. Workshops were often (24%, 5/21) used and supplemented by role-play, online modules, or instructional videos. Few programs offered opportunities to practice with standardized learners. Content focused primarily on teaching skills. Five programs offered CME credits as an incentive for engagement. Participant surveys were most often used for program evaluation. Learner evaluations and focus groups were used less often. Participants reported satisfaction and improvement in teaching skills after attending the program. Faculty development for community preceptors is primarily delivered through workshops and online materials, although direct observations of teaching with feedback from FD faculty and learners may be more helpful for training. Future studies need to focus on the long-term impact of FD on community preceptors' teaching skills, identity formation as medical educators, and student learning.
Topics: Humans; Faculty; Education, Medical; Preceptorship; Focus Groups; Students, Medical; Faculty, Medical
PubMed: 36701025
DOI: 10.1007/s11606-023-08026-5 -
BMC Medical Education Apr 2023This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences.
Faculty development strategies to empower university teachers by their educational role: A qualitative study on the faculty members and students' experiences at Iranian universities of medical sciences.
BACKGROUND
This study aimed to identify and explain the strategies of faculty development based on their role at Iranian Universities of Medical Sciences.
METHODS
We conducted a qualitative content analysis study in 2021 using purposive, snowball sampling, with a maximum variation in the faculty members' age and experience level. Twenty four participants were enrolled in this study (eighteen faculty members and six medical sciences students); data collection consisted of two phases of semi-structured interviews and a brainstorming group technique. Data were categorized into two themes and six related subthemes, based on their similarities and differences after frequent summarization.
RESULTS
The data analysis yielded two themes and eight categories. The first theme was to explain competencies based on role and task with two sub-themes: Tasks and capabilities and development and excellence of personal qualities. The second theme was the best strategies for empowering the teachers with four sub-themes, including problem-based learning, integration of methods, evaluation-based education, and scholarship in education (PIES), which explains the strategies that can support the development of teachers in medical sciences universities, and all the concepts were interrelated to each other.
CONCLUSION
From the experiences of faculty members, the importance of some strategies in education and empowering the teachers' professional competence dimensions should be emphasized. PIES could explain the practical strategies that can support the development of teachers in medical sciences universities.
Topics: Humans; Universities; Iran; Faculty; Problem-Based Learning; Students, Medical; Faculty, Medical
PubMed: 37076869
DOI: 10.1186/s12909-023-04209-0 -
Central European Journal of Public... Sep 2021The aim of this study was to evaluate the relationship between internet addiction, substance use and alexithymia among students of education faculty and medical faculty.
OBJECTIVES
The aim of this study was to evaluate the relationship between internet addiction, substance use and alexithymia among students of education faculty and medical faculty.
METHODS
This cross-sectional analytical study included 1,257 faculty students aged 18 and over, studying at Meram Medical Faculty and Ahmet Keleşoğlu Faculty of Education. Young's Internet Addiction Scale, Toronto Alexithymia Scale, Fagerström Tobacco Addiction Test and CAGE alcohol use tests were applied to collect data.
RESULTS
The mean age of the participants was 21.12 ± 1.96 years, 71% (n = 893) of them were females and 29% (n = 364) were males, 37.9% (n = 477) were training at medical faculty, 62.1% (n = 780) were training at the faculty of education. Of the students, 1.5% were internet addicts, 15.3% were possible addicts, and 22.8% had alexithymia. Internet addiction was higher in those with higher alexithymia scores (p < 0.001). Internet addiction was significantly higher in male students, the third grade, ones with lower academic success, students who work their lessons less than 2 hours a week. Internet addiction was also significantly higher in smokers and alcohol users (p < 0.001). While there was a low negative correlation between the first internet using age and internet addiction (p < 0.001), there was a moderately significant positive correlation between spending uninterrupted time on the internet and internet addiction (p < 0.001).
CONCLUSION
In this study, it was determined that the teacher and doctor candidates, who are studying at the faculties of education and medicine, were at risk of internet addiction. A teacher or a doctor who cannot develop social skills due to excessive internet use will not be a good model to communicate correctly with the target population.
Topics: Adolescent; Adult; Cross-Sectional Studies; Faculty; Female; Humans; Internet Addiction Disorder; Male; Students; Substance-Related Disorders; Young Adult
PubMed: 34623121
DOI: 10.21101/cejph.a6786