Australasian emergency physicians: A learning and educational needs analysis. Part Four: CPD topics desired by emergency physicians

Dent, Andrew W; Weiland, Tracey J; Paltridge, Debbie

doi:10.1111/j.1742-6723.2007.01041.x

Cited by 33 publications

(35 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In these three traditional domains, our results parallel those in Dent et al's survey 26 of fellows of the Australian College, with an emphasis on applying teaching acumen in everyday practice, managing conflict, and utilizing research results, more than conducting the research itself. However, much of their paper was oriented strongly towards CPD, whereas our results expand on the FD needs of AEPs outside of the retention/development of clinical skills.…”

supporting

confidence: 77%

“…AEPs were motivated to participate in FD activities because it was personally satisfying, provided career diversity, and enhanced both teaching and leadership skills. Unlike Huwendiek et al's study, 26 which suggested that a lack of academic recognition is a barrier to FD participation, Canadian AEPs were ambivalent about peer or faculty recognition for FD participation. Moreover, AEPs opposed making FD activities mandatory (Likert response: 2/5).…”

Section: Fd Activities Need To Be Relevant and Convenientcontrasting

confidence: 63%

“…Social accountability, as it is used here, refers to the obligation of physicians to direct their educational, research, and service activities towards addressing the health concerns of the community, region, and/or nation they have a mandate to serve. 34 Although elements of scholarship and social accountability were included in previous surveys under traditional category headings, 16,[18][19][20]23,26 with increasing recognition that these are significant facets of an AEP's career, 7,13,21 these latter two categories were added and expanded to allow for a more comprehensive evaluation.…”

Section: Survey Instrument and Developmentmentioning

confidence: 99%

“…24,25 Across the country, several medical faculties have conducted single-center needs assessment surveys, [18][19][20] though no comprehensive and uniform assessment has yet been completed in Canada. In contrast, a multi-centre European study 23 of medical educators, and multi-centre Australian 26 and American 16 studies of emergency medicine faculty, have been reported. These latter studies are also the only published multi-centre surveys of a FD needs assessment in emergency medicine and highlight a significant mismatch between the FD needs of and resources available to emergency medicine faculty.…”

Section: Introductionmentioning

confidence: 96%

See 3 more Smart Citations

A National Faculty Development Needs Assessment in Emergency Medicine

Brown

Lang

Patel

et al. 2015

CJEM

View full text Add to dashboard Cite

Objectives: Emergency physicians who work in academic settings enjoy an expanding number of roles beyond that of the skilled clinician. Faculty development (FD) encompasses the broad range of activities that institutions use to renew skill-sets and assist faculty members in these multiple roles. This study seeks to define the current FD needs and interests of Canadian academic emergency physicians (AEPs). Methods: An online survey was administered to 943 AEPs in eight centers across Canada to determine their current FD activities, provide a detailed understanding of their FD needs and interests, elucidate the perceived barriers to and motivation for engaging in FD, and identify preferred methods of delivery for FD activities. Results: This national, cross-sectional survey was completed by 336 respondents. It shows that need for FD is universally high, particularly in traditional domains of scholarship, leadership and education (79%, 80%, 87% overall interest, respectively). However, the study also suggests that there is increasing need for FD in areas where current participation is lowest, namely research and social accountability (12% and 13% more interest, respectively). Senior and junior faculty evince equivalent overall FD interest (p > 0.05), whereas female AEPs expressed greater overall FD needs in leadership (1.82 vs 1.44 activities, p = 0.003) than males. Continued participation in FD activities is best promoted by offering relevant topics, at convenient times and locations. Conclusions: This study reports the first comprehensive national FD needs assessment of Canadian academic emergency physicians. Résultats: Au total, 336 participants ont répondu à l'enquête transversale, menée à l'échelle nationale. Les résultats ont révélé que les besoins de formation étaient grands partout, notamment dans les champs traditionnels de la mission professorale, de la direction et du pouvoir d'influence ainsi que de la formation (79 %, 80 % et 87 % respectivement, dans l'ensemble). Toutefois, l'étude semble également indiquer un besoin accru de FCP dans des champs où la participation est très faible, soit la recherche et la responsabilité sociale (augmentation de l'intérêt: 12 % et 13 % respectivement). Les membres du personnel, chevronnés comme débutants, ont fait état, dans l'ensemble, d'un intérêt comparable en matière de FCP (p > 0,05), tandis que les femmes MU qui enseignent en milieu universitaire ont exprimé, dans l'ensemble, des besoins plus grands de formation en matière de direction et de pouvoir d'influence que les hommes (activité: 1,82 contre 1,44; p = 0,003). Les activités de FCP qui suscitent le plus de participation, et ce, de manière continue, sont celles qui portent sur des sujets pertinents et qui se donnent au bon moment et au bon endroit. Conclusion: L'étude décrite ici fait état de la première évaluation globale, menée à l'échelle nationale, des besoins de formation des MU qui enseignent en milieu universitaire, au Canada.

show abstract

supporting

confidence: 77%

Section: Fd Activities Need To Be Relevant and Convenientcontrasting

confidence: 63%

Section: Survey Instrument and Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

See 2 more Smart Citations

A National Faculty Development Needs Assessment in Emergency Medicine

Brown

Lang

Patel

et al. 2015

CJEM

View full text Add to dashboard Cite

show abstract

“…There has been a limited focus specifically on CPD in EM; [11][12][13][14][15][16][17][18] however, most medical CPD research is generally applicable to any medical specialty. There is a reasonably strong association between certified assessment of training and future clinical performance.…”

Section: Effectiveness Of Cpdmentioning

confidence: 99%

International Federation for Emergency Medicine Model Curriculum for Continuing Professional Development

Hobgood

Mullıgan

Bodiwala

et al. 2015

CJEM

View full text Add to dashboard Cite

Top emergency medicine faculty development papers since 2000: A Delphi study

Luo

Bailey

Yarris

et al. 2023

AEM Education and Training

View full text Add to dashboard Cite

Objectives Faculty development is essential for academic emergency physicians to maintain clinical skills and succeed in administrative and leadership roles and for career advancement and satisfaction. Faculty developers in emergency medicine (EM) may struggle to find shared resources to guide faculty development efforts in a way that builds on existing knowledge. We aimed to review the EM‐specific faculty development literature since 2000 and come to a consensus about the most useful for EM faculty developers. Methods A database search was conducted on the topic of faculty development in EM from 2000 to 2020. After identifying relevant articles, we performed a modified Delphi process in three rounds, using a team of educators with a range of experiences with faculty development and education research, to identify articles that would be most useful to a broad audience of faculty developers. Results We identified 287 potentially relevant articles on the topic of EM faculty development, 244 from the initial literature search, 42 from manual review of the references of the papers meeting inclusion criteria, and one by our study group's recommendation. Thirty‐six papers met final inclusion criteria and underwent full‐text review by our team. The Delphi process yielded six articles that were deemed most highly relevant over the three rounds. Each of these articles is described here, along with summaries and implications for faculty developers. Conclusions We present the most useful EM papers from the past two decades for faculty developers seeking to develop, implement, or revise faculty development interventions.

show abstract

Australasian emergency physicians: A learning and educational needs analysis. Part Four: CPD topics desired by emergency physicians

Abstract: This information may assist in the planning of future educational interventions for emergency physicians. EP seek CPD on management, educational and other non clinical skills, as well as topics relating directly to patient care.

Cited by 33 publications

References 4 publications

A National Faculty Development Needs Assessment in Emergency Medicine

A National Faculty Development Needs Assessment in Emergency Medicine

International Federation for Emergency Medicine Model Curriculum for Continuing Professional Development

Top emergency medicine faculty development papers since 2000: A Delphi study

Contact Info

Product

Resources

About