Recruitment and Retention: Recommendations from the Association of Medical School Pediatric Department Chairs Education Committee and the Council on Medical Student Education in Pediatrics Task Force on Community Preceptors

Leggio, Lisa E.; Ryan, Michael S.; Peltier, Chris; Belkowitz, Julia; Barone, Michael; Byerley, Julie S.; Chatterjee, Archana; Nakamura, Kenneth T.; Stirling, Jerold M.; Rabalais, Gerard P.

doi:10.1016/j.jpeds.2017.08.043

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…Of particular interest is understanding the influence of teaching incentives on affiliate faculty (those employed by the hospital) associated with local US medical schools as they tend to have a significant footprint in the training continuum. 14,15 Depending on the institution, faculty at such clinical affiliates are sometimes also termed 'volunteer' faculty. Engagement of such faculty across all specialties is a continual challenge, especially for free-standing hospitals partnering with medical schools.…”

Section: Thus Hospitals Behave Similarly To Individual Clinical Depamentioning

confidence: 99%

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

2020

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Purpose: This exploratory study examines affiliate physician-faculty perceptions and attitudes regarding a teaching incentive programme at a free-standing children's hospital in the United States. We describe the compensation model and present faculty interpretations of its influence on the institutional culture.Methods: A case study methodology was applied to understand the sociological aspects of academic productivity interventions. In-depth interviews, direct observation of leadership meetings, teaching activity logs, organisational theoretical lens and survey results were used for methodological triangulation. Data from these multiple sources were coded and discussed between investigators iteratively to identify core themes.Results: Of the faculty eligible for the incentive, 32 engaged in in-depth interviews (N = 32/107; 30%) and 88 (interviewees included) in the survey (N = 88/107; 82%). Findings suggest that while the implementation made some strides in mitigating barriers for some, for others gaps were identified that suggest further exploration within this domain of study is warranted. The incentive implementation was perceived as strategic, intending to encourage the academic culture of the hospital, though participants commonly expressed confusion about the rationale behind the omission of teaching allocations in formal contracts. However, high satisfaction levels for the programme as a conduit to change were evident. There was a perception of a shift in the collective faculty morale that reflected an evolving institutional culture that increased enthusiasm for teaching. Finally, faculty noted their perception that institutions that employ teaching incentives could positively influence faculty recruitment. Conclusion:We found a modest incentive-based reward for teaching activity was successful in informing the perceptions of faculty regarding their institution's academic prestige goals and teaching recognition. Such programmes, while requiring a small investment of time and resources by institutional leadership, can convey that the educational mission remains a priority in this era of increasing clinical and administrative pressure and an institutional culture that may positively influence faculty morale and dedication to teaching.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Thus Hospitals Behave Similarly To Individual Clinical Depamentioning

confidence: 99%

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

2020

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“…The workshop topics also aligned with the AMSPDC/COMSEP Task Force recommendations for community preceptor faculty development, such as rotation goals and objectives, orienting learners to a rotation, giving feedback, and working with challenging learners. 7 Participants with varied practice settings, institutional affiliations, and years of clinical experience added to the richness of the discussion and diversity of proposed solutions. Over the three iterations, participants consistently rated this workshop as highly effective and engaging.…”

Section: Discussionmentioning

confidence: 99%

“…Many community preceptors have decreased their commitment to medical student teaching due to time limitations, financial burdens to productivity, barriers created by electronic health records systems, and a shift to training other health professional students. 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.…”

Section: Introductionmentioning

confidence: 99%

“…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. These do not always translate well to the unique challenges facing the community preceptor.…”

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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“…The task force reviewed the available literature on community preceptors and recently provided a summary of these findings in a manuscript. 19 To address a gap in understanding the perspective of department chairs, we developed a survey instrument, which was constructed on the basis of previous studies that were related to preceptor recruitment 9 -14, 17, 18 as well as the perspectives of the task force membership.…”

Section: Amspdc and Comsep Joint Task Forcementioning

confidence: 99%

Recruitment and Retention of Community Preceptors

et al. 2018

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Recruitment and Retention: Recommendations from the Association of Medical School Pediatric Department Chairs Education Committee and the Council on Medical Student Education in Pediatrics Task Force on Community Preceptors

Cited by 5 publications

References 9 publications

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

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

Recruitment and Retention of Community Preceptors

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