A Virtual Book Club for Professional Development in Emergency Medicine

Jordan, Jaime; Bavolek, Rebecca A.; Dyne, Pamela L.; Richard, Chase; Villa, Stephen; Wheaton, Natasha

doi:10.5811/westjem.2020.11.49066

Cited by 8 publications

(10 citation statements)

References 16 publications

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“…These findings support other studies demonstrating the overall positive results associated with the use of a book club as a professional development tool [ 11 , 12 , 13 , 15 ]. Additionally, the feedback from both groups of participants indicated that the combination of trainees and mentors participating in the small groups allowed for clear communication between mentors and mentees in an informal setting.…”

Section: Discussionsupporting

confidence: 91%

The use of a book club to promote biomedical trainee professional development

Smith

Oakley

et al. 2022

Heliyon

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Professional development for biomedical doctoral and postdoctoral trainees is vital, especially due to the increase in individuals pursuing non-faculty career paths. We created a professional development-focused discussion group between trainees and faculty/staff by utilizing a book club format in which monthly small group meetings occurred over an 8-month period. A pre- and post-survey consisting of Likert and free-response questions was completed by participants. Results demonstrated that after the book club, trainees: 1) were more knowledgeable about a variety of career paths; 2) had improved awareness of their interests in relation to their career; 3) were more knowledgeable of their transferrable skills; 4) were more comfortable engaging with their PI and completing/updating an Individual Development Plan; 5) were more likely to find mentors in addition to their PI to address career specific needs; and 6) were more likely to seek opportunities to conduct informational interviews or experiential learning. Additionally, we found that faculty/staff: 1) were more knowledgeable about careers outside of academia; 2) had greater consideration for their mentee's values and interests in relation to their career; 3) had a better understanding of their mentee's transferable skills; and 4) were more comfortable engaging with their mentee about their career path and addressing an Individual Development Plan. Overall, we found that the utilization of a book club consisting of trainees and faculty/staff as a professional development tool was beneficial for both groups of participants, and this format is feasible for use in biomedical education professional development.

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Section: Discussionsupporting

confidence: 91%

The use of a book club to promote biomedical trainee professional development

Smith

Oakley

et al. 2022

Heliyon

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“…We successfully implemented a leadership book club that enhanced community through meaningful discussion 15 , 19 and likely influenced the development of leadership thoughts and behaviors, consistent with prior literature. 12 , 13 , 17 Using the books to jumpstart conversation, residents discussed a wide variety of topics including teamwork, culture, vulnerability, well-being, gender equity, feedback, accountability, and values. These discussions allowed residents to better understand and learn about each other while enhancing their leadership skills.…”

Section: Discussionmentioning

confidence: 99%

“… 13 In our study and the literature, small group discussion formats are preferred. 11 , 13 , 16 , 17 More evidence is needed to determine optimal facilitation strategies.…”

Section: Discussionmentioning

confidence: 99%

“… 8 , 11 Lectures, small group discussions, and case-based activities dominate the current landscape of leadership curricula. 3 , 11 While book clubs have been utilized in a variety of specialties and settings to strengthen leadership development as well as medical education in general, 12 – 17 they remain an underutilized instructional format within residency programs. When used appropriately, book clubs have been shown to promote critical thinking, 18 reduce burnout, 19 , 20 and possibly improve leadership skills.…”

Section: Introductionmentioning

confidence: 99%

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Read to Lead: Developing a Leadership Book Club Curriculum for Graduate Medical Education

Schulte

Johnson

Greco

et al. 2023

Journal of Medical Education and Curricular Development

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Background The importance of effective leadership for improving patient care and physician well-being is gaining increased attention in medicine. Despite this, few residency programs have formalized education on leadership in medicine. The most effective ways to train graduate medical education (GME) trainees in leadership are unclear. Methods Our large internal medicine residency program implemented a book club to develop leadership skills in residency. Through independent reading of the selected book and resident-led small group discussions, we facilitated dialogue on the challenges of leading effectively. Results A survey-based curricular evaluation demonstrated that 61% of respondents felt that the book club influenced their thoughts about leadership and that 66% of participants would recommend the book club to other residency programs. Lack of time was the main barrier to participation while addition of complementary media or alternative book formats were identified as possible solutions to increase engagement. Conclusions Leadership book clubs are a practical and effective way to teach leadership during residency. More research is needed to identify the best formats for book club discussion and to develop additional tools to foster future physician leaders.

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“… 27 , 28 Within the professional identity formation theme, learners read Carol Dweck’s “Mindset” to prepare for a book club-type discussion – a modality previously well-received by other learners. 29 Finally, students were introduced to basic pedagogical techniques and practiced non-medical teaching sessions for their peers and faculty; feedback was provided.…”

Section: Objectivesmentioning

confidence: 99%

An Emergency Medicine Virtual Clerkship: Made for COVID, Here to Stay

Villa

Janeway

Preston-Suni

et al. 2021

WestJEM

Self Cite

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Introduction: Safety concerns surrounding the coronavirus 2019 pandemic led to the prohibition of student rotations outside their home institutions. This resulted in emergency medicine (EM)-bound students having less specialty experience and exposure to outside programs and practice environments, and fewer opportunities to gain additional Standardized Letters of Evaluation, a cornerstone of the EM residency application. We filled this void by implementing a virtual clerkship. Methods: We created a two-week virtual, fourth-year visiting clerkship focused on advanced medical knowledge topics, social determinants of health, professional development, and professional identity formation. Students completed asynchronous assignments and participated in small group-facilitated didactic sessions. We evaluated the virtual clerkship with pre- and post-medical knowledge tests and evaluative surveys. Results: We hosted 26 senior medical students over two administrations of the same two-week virtual clerkship. Students had a statistically significant improvement on the medical knowledge post-tests compared to pre-tests (71.7% [21.5/30] to 76.3% [22.9/30]). Students reported being exposed to social determinants of health concepts they had not previously been exposed to. Students appreciated the interactive nature of the sessions; networking with other students, residents, and faculty; introduction to novel content regarding social determinants of health; and exposure to future career opportunities. Screen time, technological issues, and mismatch between volume of content and time allotted were identified as potential challenges and areas for improvement. Conclusion: We demonstrate that a virtual EM visiting clerkship is feasible to implement, supports knowledge acquisition, and is perceived as valuable by participants. The benefits seen and challenges faced in the development and implementation of our clerkship can serve to inform future virtual clerkships, which we feel is a complement to traditional visiting clerkships even though in-person clerkships have been re-established.

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A Virtual Book Club for Professional Development in Emergency Medicine

Cited by 8 publications

References 16 publications

The use of a book club to promote biomedical trainee professional development

The use of a book club to promote biomedical trainee professional development

Read to Lead: Developing a Leadership Book Club Curriculum for Graduate Medical Education

An Emergency Medicine Virtual Clerkship: Made for COVID, Here to Stay

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