IAMSE Member Perspectives on the Recognition, Reward, and Promotion of Medical Science Educators: an IAMSE Sponsored Survey

Dickinson, Bonny L.; Deming, Nicole M.; Coplit, Lisa; Huggett, Kathryn N.; Quesnelle, Kelly M.; Sheakley, Maria; Rosenfeld, Gary C.; Wragg, Stephanie

doi:10.1007/s40670-018-0548-z

Cited by 13 publications

(12 citation statements)

References 17 publications

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“…The code of respect generally referred to respect from others outside of the field via comments, such as “lack of support from administration,” “undervalued as research,” and “Not as valued on my campus as benchwork.” This was the most common code overall for this question on both the pre‐conference and post‐conference surveys and actually saw an increase in frequency between the two. These outcomes suggest that even in a supportive environment of colleagues that also work in education research, the perception that the field is not always appreciated is still pervasive (see also Dickinson et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…Other obstacles that were expressed include time, funding, and a lack of respect for the field, which were also seen in Dickinson et al's (2018) recent survey of International Association of Medical Science Educators (IAMSE) members. Unfortunately, these are issues that largely rest above the level of individual faculty and require the assistance of administration to help support these endeavors.…”

Section: Discussionmentioning

confidence: 99%

“…This was the most common code overall for this question on both the pre-conference and post-conference surveys and actually saw an increase in frequency between the two. These outcomes suggest that even in a supportive environment of colleagues that also work in education research, the perception that the field is not always appreciated is still pervasive (see also Dickinson et al, 2018).…”

Section: Obstacles Challenges or Drawbacks To Educational Researchmentioning

confidence: 99%

“…The anatomy education research community needs respect from administrators, promotion and tenure committees, and funding agencies (to name just a few) in order to survive and maintain success in the field. However, at present, that respect has not always been forthcoming (Dickinson et al, 2018). Given these current situations, having a community of practice to help with encouragement and recognition can be vital to maintaining activity within the field.…”

Section: Words or Phrases Associated With Educational Researchmentioning

confidence: 99%

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Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Husmann

O’Loughlin

Brokaw

2019

Anatomical Sciences Ed

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The inaugural Anatomy Education Research Institute (AERI 2017) was held in Bloomington, Indiana in July of 2017. This workshop style conference paired experienced educational researchers (invited speakers) with individuals interested in learning more about the field (accepted applicants). In 2017, AERI was held over a five‐day period and entailed plenary style presentations, break‐out sessions, and specific times for small group mentorship. All participants (applicants and invited speakers) completed a pre‐conference survey at the beginning of the institute and a post‐conference survey at the end of the institute. Both surveys included categorical and Likert scale questions as well as open‐ended questions for participant feedback. Quantitative and qualitative analyses indicate that both applicants and speakers increased their knowledge of anatomy education research, but that additional obstacles remain. Funding, time, and a lack of respect for the field remain problematic for faculty that wish to complete educational research. Mentorship and a community of practice also emerged as major themes necessary for educational research to be successful.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Obstacles Challenges or Drawbacks To Educational Researchmentioning

confidence: 99%

Section: Words or Phrases Associated With Educational Researchmentioning

confidence: 99%

See 2 more Smart Citations

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Husmann

O’Loughlin

Brokaw

2019

Anatomical Sciences Ed

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“…Indeed, extensive analyses of successful faculty development programs have found that participants need to have adequate mentorship so as to feel part of a community of practice (Steinert et al, ; Steinert, ; Steinert et al, ; Irby and O’Sullivan, ). This common ground upon which individuals share beliefs and perspectives about education research may help inoculate individuals against perceived lack of respect about this research from members outside the community as reported in the Dickinson et al () survey of International Association of Medical Science Educators (IAMSE) members. Thus, when helping individuals navigate the field of education research, a strong mentorship program is essential so that the person does not feel adrift and ultimately may not persist in the field.…”

Section: Introductionmentioning

confidence: 99%

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

O’Loughlin

Husmann

Brokaw

2018

Anatomical Sciences Ed

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Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five‐day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow‐up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.

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How to Develop an Educator’s Portfolio

Simpson¹

2020

Roberts Academic Medicine Handbook

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IAMSE Member Perspectives on the Recognition, Reward, and Promotion of Medical Science Educators: an IAMSE Sponsored Survey

Cited by 13 publications

References 17 publications

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Knowledge Gains and Changing Attitudes from the Anatomy Education Research Institute (AERI 2017): A Mixed Methods Analysis

Development and Implementation of the Inaugural Anatomy Education Research Institute (AERI 2017)

How to Develop an Educator’s Portfolio

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