Make the Context Work for You: Faculty in a Changing Academic Medicine Landscape

Smith, Patrick O.; Bunton, Sarah A.

doi:10.1007/s10880-011-9286-8

Cited by 11 publications

(10 citation statements)

References 14 publications

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“…So far, there is only limited research available concerning teachers in undergraduate medical education. Due to the introduction of student-centred and problem-based curricula in undergraduate education, as well as the increased attention paid to clinical reasoning, communication skills, and professional behaviour, the academic workforce responsible for undergraduate teaching in recent years has not only grown strongly, but has also changed (Smith and Bunton 2012). In traditional undergraduate education, where large-scale lectures were given by professors, teaching was a highly regarded academic activity (Van Rossum 2012).…”

Section: Introductionmentioning

confidence: 99%

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Lankveld

Schoonenboom

Kusurkar

et al. 2016

Adv in Health Sci Educ

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Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers’ identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.

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Section: Introductionmentioning

confidence: 99%

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Lankveld

Schoonenboom

Kusurkar

et al. 2016

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…A review of studies shows that in recent decades, following the dramatic changes taking place in health care delivery services and medical education, faculty members face growing workloads (8,9) and the schools' need for academic staff has increased, as well (10). However, since a large percentage of the total costs of academic health centers are allocated to the medical faculty members, departments need to have an accurate tool to be accountable in assessing the growing demand for faculty members (11).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Model to Estimate Staffing Requirements of Medical Faculties of Medical Sciences Universities in Iran

Kashkalani

Maleki

Tabibi

et al. 2017

Iran Red Crescent Med J

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Background: No specific model has been developed so far to determine the number of clinical faculty members required for medical schools as the most important and most costly workforce. Objectives: Since any action in this regard needs to understand the current status, this study aimed to identify the factors and variables involved in staffing of medical schools in Iran. Methods:This was an analytical descriptive study conducted with qualitative approach in early 2016. Participants included 15 educational deputies of Medical Sciences Universities in Iran who were selected through purposeful intensity sampling. Data were collected using in-depth interviews and analyzed using inductive qualitative content analysis via seven-stage framework analysis. Results: Five categories of factors were identified to affect the number of clinical faculties in Medical Sciences Universities of Iran, namely "faculties' functions and range of work", "characteristics of faculty members", "features of the faculties' service delivery location", "department/major properties", and "dominating objectives and policies". Conclusions: A variety of subjective and inaccurate factors are considered for estimating the required number of clinical faculties in Iran among which only a few are the same as criteria for other faculties. The prerequisites that organize the factors and components in the form of a system are: clearly determining the responsibility of clinical education space and then, defining relatively identical financial incentives for various functions of faculty members.

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“…Nash, Mckay, Vogel, and Masters (2012) describe the range of functional roles of psychologists in integrated primary care settings and the foundational qualities of psychologists that are essential to operating effectively in the primary care medical setting. Smith and Bunton (2012) inform psychologists in AHCs about how to navigate the workplace in climbing the leadership ladder. Finally, Robiner, Dixon, Miner, and Hong (2012) provide a contribution to this special issue, based on earlier APAHC presentations in 2009 at the 4th National APAHC Conference and American Psychological Association Convention, fitting for this special issue theme, which sheds insight into board certification for psychologists, particularly in light of how common board certification is among our medical colleagues.…”

Section: Introductionmentioning

confidence: 99%

Preparing Psychologists in Academic Health Centers for the Rapidly Changing Health Care Environment

Nash

Schuman

2012

J Clin Psychol Med Settings

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The Association of Psychologists in Academic Health Centers (APAHC) convened its 5th National APAHC Conference in Boston March 3-5 2011. The conference and its theme, "Preparing Psychologists for a Rapidly Changing Health Care Environment," brought psychologists from academic health centers together to examine how psychology can adapt to and help lead health care efforts in the face of health care reform. This paper reports on the conference and introduces the special issue of JCPMS that is dedicated to the conference. The conference theme is framed in the historical context of the four national conferences that preceded it. In examining the focus and topics of the preceding conferences, recurrent themes are identified and progress in certain areas is highlighted.

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Make the Context Work for You: Faculty in a Changing Academic Medicine Landscape

Cited by 11 publications

References 14 publications

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers

A Conceptual Model to Estimate Staffing Requirements of Medical Faculties of Medical Sciences Universities in Iran

Preparing Psychologists in Academic Health Centers for the Rapidly Changing Health Care Environment

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