The long‐term impact of an interprofessional humanistic faculty development programme: A qualitative investigation

Abstract

Rationale, aims, and objectives: While it has long been supported that faculty development programmes serve as a means to improving practical knowledge, professional skills, and identity formation for faculty, significantly less research is focused on how learning that occurs in faculty development programmes is actually employed in the workplace and ingrained in day-to-day activities. The present study qualitatively explored the long-term impact of the Mentoring and Professionalism in Training (MAP-IT) programme, a longitudinal, interprofessional faculty development curriculum designed to enhance clinicians' humanistic mentoring skills, specifically nurses and physicians. Method: Participants included 21 former high-potential mentors and facilitator leaders who had graduated from the MAP-IT programme from 2014 to 2016. Semistructured focus groups and interviews were conducted between August and September of 2017 to collect participant experiences of the impact of MAP-IT skills on their professional roles (with colleagues and patients) in their clinical environments. Qualitative data were analysed using content analysis methodology.Results: Qualitative analyses using an editing analysis style resulted in nine major themes, including incorporation into clinical practice, self-care, team building and conflict resolution, mindfulness, mentorship, professionalism, interprofessional collaboration, humanism, and appreciative inquiry. Conclusion:The personal and professional development instilled through the MAP-IT programme was found to remain important over time, years after participation in the programme had concluded, supporting its "durability." Implications are also discussed.

A Scoping Review of Health Care Faculty Mentorship Programs in Academia: Implications for Program Design, Implementation, and Outcome Evaluation

“…Mentor education is important because there is a growing sentiment in the mentoring literature that to be effective, mentors need specific development activities focused on how to be "humanistic mentors". [89][90][91] Few programs provided evidence to support choices they made regarding career stage of the faculty member or the chosen program structure. Outcome measures were inconsistently captured and often subjective.…”

“…Mentor education is important because there is a growing sentiment in the mentoring literature that to be effective, mentors need specific development activities focused on how to be “humanistic mentors”. 89–91…”

Toward the Quadruple Aim

“…Fornari et al 13 showed the MAP-IT program's durable positive influence on self-care and wellness, with subsequent qualitative analyses revealing notable themes of mindfulness, mentorship, professionalism, interprofessional collaboration, and appreciative inquiry. 14 These findings led the authors to hypothesize that the MAP-IT program might serve as a beneficial intervention to enhance resilience and mitigate burnout. This study confirms that inference.…”

“…The details of the program curriculum are shown in Table 1. Both participants and leaders were evaluated in each of the prior cohorts 13,14 and this continued with cohort four participants and leaders who, for consistency, completed pre-and post-program assessment instruments.…”

“…The qualitative analyses also revealed the program's positive impact on burnout and resilience. Informed by the qualitative and quantitative data from these past cohorts, 13,14 we undertook the current study to more deeply examine burnout and resilience among the fourth cohort entering the program.…”