The Osler Fellowship: An Apprenticeship for Medical Educators

Steinert, Yvonne; Boudreau, J. Donald; Boillat, Miriam; Slapcoff, Barry; Dawson, David; Briggs, Anne; Macdonald, Mary Ellen

doi:10.1097/acm.0b013e3181da760a

Cited by 47 publications

(37 citation statements)

References 26 publications

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“…Initiatives have recently been taken in this direction, like the introduction of a teaching portfolio for tenure and promotion, teaching fellowships (Engbers et al 2015; Lown et al 2009; Steinert et al 2010), grants for educational innovation, and educational research (Adler et al 2015). It would be interesting to investigate whether these initiatives change the collective stories about teaching and thus make better and more suitable identity narratives available.…”

Section: Discussionmentioning

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: Discussionmentioning

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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show abstract

“…Similarly, evidence for best practices in FD for IPE is expanding (Buring et al, 2009;Steinert, et al, 2010;Engbers, de Caluwe, Stuyt, Fluit, Bolhuis, 2013;Hall & Zierler, 2015). Successful FD for IPE should utilize diverse educational methods grounded in adult learning theories (Shrader et al, 2015), and include experiential and peer learning, reflection, and feedback (Steinert, Naismith, & Mann, 2012).…”

Section: Introductionmentioning

confidence: 99%

Findings from a mixed-methods study of an interprofessional faculty development program

Blakeney

Pfeifle

Jones

et al. 2015

Journal of Interprofessional Care

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Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP), conducted in 2012-2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing and evaluating IPE, and planned to continue newlyimplemented IPE and faculty development. Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future faculty development to support IPE.

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“…We conducted a qualitative study of the flagship course within the Physicianship Program-Physician Apprenticeship (PA). The findings of a research study of faculty perceptions of PA have recently been reported (Steinert et al 2010). Yet another research project, a case study of four PA groups, is underway to clarify the impact of the PA program on students.…”

Section: Lessons Learnedmentioning

confidence: 94%

“…For example, in seeking clarification of the effect on our teachers' participation in the apprenticeship, we were surprised to witness the intensity of personal transformation that occurs (Boudreau et al 2011). The program immerses both faculty (Steinert et al 2010) and students in an intense socialization process. This realization has prompted us to be more receptive to the unexpected, and more attuned to the complex dynamics between faculty and students.…”

Section: Lessons Learnedmentioning

confidence: 99%

Curricular innovation in an undergraduate medical program: What is “appropriate” assessment?

Ruhe

Boudreau

2011

Educ Asse Eval Acc

Self Cite

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In post-secondary education, there is a widely-held belief in a "gold standard" for evaluative studies of curricular innovations. In this context, "appropriate" assessment is understood to refer to experimental designs and statistically significant differences in group outcomes. Yet in our evaluative study of a medical undergraduate program, we did not find these concepts to be particularly applicable. Based on our experience, we now feel that it is appropriate to assemble an eclectic mix of scientific findings, show how they have been used for program improvement, and articulate the program's theoretical rationale and social significance. In the absence of statistically significant differences, this comprehensive argument can be used to justify the deployment of curricular innovations. The same may be true of other educational programs that target hard-to-measure changes in affective domains.

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The Osler Fellowship: An Apprenticeship for Medical Educators

Cited by 47 publications

References 26 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

Findings from a mixed-methods study of an interprofessional faculty development program

Curricular innovation in an undergraduate medical program: What is “appropriate” assessment?

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