Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges

Drowos, Joanna; Baker, Suzanne C.; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W.; Baker, Dennis

doi:10.1097/acm.0000000000001626

Cited by 28 publications

(23 citation statements)

References 8 publications

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“…In a report by the Alliance for Academic Internal Medicine, the authors suggest that little information is available regarding the experiences, satisfaction and engagement of SF [20]. Drowos et al [21] reports that most FD for SF is based on informal conversations and teaching evaluations, rather than needs assessments. The conclusion then is that, without needs assessments, little is known about the unique professional needs, motivations to teach, and identity of SF [22], making it difficult to develop effective support for this ‘faculty majority’.…”

Section: Introductionmentioning

confidence: 99%

Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland

et al. 2019

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Background About 70% of teachers who instruct healthcare students are considered sessional (adjunct/temporary part-time) faculty and receive limited instruction in pedagogy. Sessional faculty may feel isolated and struggle with their teacher identity, and are often assumed to vary in their commitment, motivation, and ability to teach. However, research on teaching identity, motivations, and needs of sessional faculty is lacking. The aim of this study was to compare similarities and differences between sessional and tenure-track faculty across a health science school to guide faculty development for sessional faculty. Methods We developed an online needs assessment survey, based on informal interviews and literature reviews. Seventy-eight tenure-track faculty and 160 sessional faculty completed the survey (37, 25% response rate, respectively). We used validated scales to assess intrinsic motivation, identified regulated motivation, and identification with teaching, as well as developed scales (perceived connectedness, motivated by appreciation to try new teaching method) and single items. All scales demonstrated good internal consistency. We compared sessional and tenure-track faculty using t-tests/chi-square values. Results We found similarities between sessional and tenure-track faculty in intrinsic motivation, identified regulated motivation, and identification with teaching. However, sessional faculty perceived less department connectedness and were more motivated to improve instruction if shown appreciation for trying new teaching methods. Sessional faculty agreed more that they desired pedagogy instruction before starting to teach and that teachers should invest energy in improving their teaching. Admitting to less participation in activities to enhance teaching in the last year, sessional faculty were more interested in digital formats of faculty development. Conclusion Our comparison suggested that sessional faculty value being a teacher as part of their self, similar to tenured faculty, but desired more appreciation for efforts to improve and perceived less connectedness to their university department than tenured faculty. They also preferred digital formats for pedagogy to improve accessibility, prior to and throughout their teaching career to support their development as teachers. Using this information as a guide, we provide suggestions for faculty development for sessional faculty. Supporting sessional faculty in the health sciences should improve the quality of teaching and positively affect student learning.

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Section: Introductionmentioning

confidence: 99%

Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland

et al. 2019

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“…It should be noted that many of the recommended practices and educational competencies identified in these consensus studies are supported primarily by expert opinion, and empirical evidence to support their effectiveness is often lacking (Coleman, et al, 2013). Although seen as an important first step toward improving health literacy and clear communication training for health professionals, the identified list of practices and competencies was deemed to be too long and lacking the prioritization needed to be most useful to health professions educators, administrators, personnel managers, and policymakers (Coleman, et al, 2013), who are often constrained by limited resources, including instructional hours, financial resources (West, et al, 2016), and faculty availability (Seidel & Crowe, 2017; Drowos, et al, 2017; Glaspie & Wong, 2015) and expertise (Seidel & Crowe, 2017; Coleman, et al, 2016a). Although data on the actual cost and time resources of integrating health literacy in health professional education are lacking, the present study aimed to produce a prioritized list of health literacy practices for health professionals to aid decision-makers in the rational allocation of training resources, with the goal of improving health care through improved health communication.…”

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confidence: 99%

Prioritized Health Literacy and Clear Communication Practices For Health Care Professionals

Coleman¹,

Hudson²,

Pederson³

2017

HLRP: Health Literacy Research and Practice

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Background: Health care professionals need more and better training about health literacy and clear communication to provide optimal care to populations with low health literacy. A large number of health literacy and clear communication practices have been identified in the literature, but health professions educators, administrators, and policymakers have lacked guidance regarding which practices should be prioritized among members of the health care workforce. Objective: This study sought to prioritize recommended health literacy and clear communication practices for health care professionals. Methods: A Q-sort consensus method was used among 25 health literacy experts to rank a previously identified list of 32 health literacy and clear communication practices for health care professionals. Mean ratings for each of the 32 practices were compared using t -tests. Key Results: Mean ratings for the 32 practices fell along a spectrum from higher to lower importance. The eight top-rated practices formed a cluster, and seven of these items demonstrated clear consensus, whereas one item may have been influenced by one or more outlier rankings. Conclusions: Although a large number of health literacy and clear communication practices have been recommended in the literature for health care professionals, this is the first known study to rank such practices in terms of importance. The top-rated items can be considered a core set of practices that all health care professionals should learn and routinely use in clinical settings. These consensus opinion results will help health professions educators, administrators, and policymakers to direct potentially limited resources toward improving training in patient-centered communication, and when designing curricula, practice standards, care delivery models, and policies for health care professionals and systems to improve patient outcomes. Future studies should empirically confirm the relative value of the ranked items in terms of patient-centered outcomes. [ Health Literacy Research and Practice . 2017;1(3):e90–e99.] Plain Language Summary: This is the first study to rank the most important things that health care workers can do to communicate more clearly with patients. A group of 25 experts ranked 32 items in order of importance. The list can be used to improve training for health care workers.

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“…As the number of medical schools and the size of classes continue to grow, so too does the demand for community-based training sites. 4 In fact, the Association for American Medical Colleges found that a large proportion of allopathic medical schools had difficulty identifying clinical training sites for their students, with 55% of schools describing barriers to finding pediatric clinical sites. 5 In particular, teaching pediatrics at community-based sites presents a unique set of challenges.…”

Section: Introductionmentioning

confidence: 99%

“…6,7 Despite the need for community clinical educators and the well-known challenges involved with recruiting preceptors and ensuring quality teaching, there are significant gaps in the resources available for community-based faculty development. 4,8 Educational leaders such as clerkship directors may therefore struggle to both recruit and maintain community preceptors. 8 The Liaison Committee on Medical Education requires medical schools to provide ongoing faculty development for communitybased teachers.…”

Section: Introductionmentioning

confidence: 99%

“…8 The Liaison Committee on Medical Education requires medical schools to provide ongoing faculty development for communitybased teachers. 4 In 2017, a task force of the Association of Medical School Pediatric Department Chairs (AMSPDC) and the Council on Medical Student Education in Pediatrics (COMSEP) identified faculty development of community preceptors as a key priority. 7 Although some shared faculty development conferences and tools exist, most materials are geared toward the preceptor in the university-affiliated medical center.…”

Section: Introductionmentioning

confidence: 99%

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Strategies for Teaching Medical Students: A Faculty Development Workshop for Pediatric Preceptors in the Community Setting

et al. 2020

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Introduction: An increasing number of medical students complete clerkships outside of traditional university-affiliated medical centers despite little faculty development geared specifically for the community preceptor. Moreover, the community setting presents a unique set of challenges, including fewer educational resources, greater expectation of clinical productivity, and a wide geographic distribution of preceptors. Methods: This 90-minute workshop provided pediatric community preceptors with effective teaching strategies that could be used in their setting. First, participants identified opportunities and challenges for medical student education in the community setting. Then, participants discussed approaches to strengthen the students' learning experience in small-group breakout sessions. Finally, workshop leaders emphasized specific teaching resources and methods to empower participants. Results: This workshop was presented at three national pediatric conferences and had at least 57 participants (40 total respondents). Over the three iterations, participants consistently rated this workshop as highly effective and engaging, with the small-group breakout session rated most engaging. Over time, modifications to the workshop included lengthening breakout sessions, shortening didactic materials to enhance audience discussion, and expanding content to include the outpatient setting. In later iterations, participants identified a specific medical education challenge at their institution and committed to using a technique they learned from the workshop. Discussion: This workshop targeted inpatient and outpatient pediatric preceptors to address the community-based faculty development gap. After completing the workshop, community preceptors can enhance the medical education experience by optimizing invaluable opportunities in the community setting and applying targeted strategies and resources.

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Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges

Cited by 28 publications

References 8 publications

Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland

Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland

Prioritized Health Literacy and Clear Communication Practices For Health Care Professionals

Strategies for Teaching Medical Students: A Faculty Development Workshop for Pediatric Preceptors in the Community Setting

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