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"Faculty development"

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https://www.readbyqxmd.com/read/29786030/women-deans-perceptions-of-the-gender-gap-in-american-medical-deanships
#1
Elizabeth Humberstone
Background: : Women account for 16% of deans of American medical schools. To investigate this gender gap, female deans were interviewed about the barriers facing women advancing toward deanships. Methods: The author conducted semi-structured interviews with eight women deans. Interviews were analyzed using provisional coding and sub coding techniques. Results: Four main themes emerged during the interviews: (1) the role of relationships in personal and career development, (2) leadership challenges, (3) barriers between women and leadership advancement, and (4) recommendations for improvement...
September 2017: Education for Health: Change in Training & Practice
https://www.readbyqxmd.com/read/29781379/innovative-curriculum-integrating-the-bio-behavioral-and-social-science-principles-across-the-lifestages-in-basic-science-years
#2
Anuradha Lele Mookerjee, Bradford D Fischer, Susan Cavanaugh, Vijay Rajput
Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix...
May 20, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29778089/implications-for-faculty-development-for-emerging-clinical-teachers-at-distributed-sites-a-qualitative-interpretivist-study
#3
Julia Blitz, Marietjie De Villiers, Susan Van Schalkwyk
INTRODUCTION: Medical faculties have the responsibility to graduate competent health professionals and a consequent obligation to assure the quality and effectiveness of their students' clinical teaching. Many institutions are responding to rural workforce needs by extending clinical training from the traditional academic teaching hospital to include rural and remote sites distributed away from the central training institution. It is incumbent upon medical schools to consider how this might impact on the faculty development of these clinicians as teachers...
May 2018: Rural and Remote Health
https://www.readbyqxmd.com/read/29767217/assessing-mentorship-experiences-of-faculty-at-a-military-academic-center-challenge-and-opportunity
#4
Kevin C McMains, Rechell G Rodriguez, Jennifer Peel, Heather C Yun, Mark W True, Woodson S Jones
OBJECTIVES: Mentor relationships are a key component of professional development within academic medicine. To date, there are no investigations into the prevalence and effects of mentor relationships within military academic medicine. This quality improvement initiative aimed to establish the prevalence and effects of mentorship, including whether sex differences exist among faculty at a military academic center, the San Antonio Uniformed Services Health Education Consortium, and identify opportunities to improve faculty development efforts for mentorship to benefit faculty at this institution...
May 2018: Southern Medical Journal
https://www.readbyqxmd.com/read/29767213/teaching-medical-educators-how-to-teach-communication-skills-more-than-a-decade-of-experience
#5
Carla L Spagnoletti, Sarah Merriam, Laurel Milberg, William I Cohen, Robert M Arnold
OBJECTIVES: Although opportunities exist for medical educators to gain additional training in teaching, literature that describes how to teach educators to teach communication skills to trainees is limited. The authors developed and evaluated a faculty development course that uses didactics, demonstration, drills, and role-play in a small-group format. METHODS: The course has been offered through the Institute for Clinical Research Education at the University of Pittsburgh for almost 15 years...
May 2018: Southern Medical Journal
https://www.readbyqxmd.com/read/29766033/use-of-key-performance-indicators-to-improve-milestone-assessment-in-semi-annual-clinical-competency-committee-meetings
#6
Fei Chen, Harendra Arora, Susan M Martinelli
Background: The Accreditation Council for Graduate Medical Education's Next Accreditation System requires residency programs to semiannually submit composite milestone data on each resident's performance. This report describes and evaluates a new assessment review procedure piloted in our departmental Clinical Competency Committee (CCC) semi-annual meeting in June 2016. Methods: A modified Delphi technique was utilized to develop key performance indicators (KPI) linking milestone descriptors to clinical practice...
October 2017: Journal of Education in Perioperative Medicine: JEPM
https://www.readbyqxmd.com/read/29764630/faculty-motivations-to-use-active-learning-among-pharmacy-educators
#7
Nicole Rockich-Winston, Brian C Train, Michael J Rudolph, Chris Gillette
INTRODUCTION: Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. METHODS: An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States...
March 2018: Currents in Pharmacy Teaching & Learning
https://www.readbyqxmd.com/read/29762795/addressing-racism-in-medical-education-an-interactive-training-module
#8
Tanya White-Davis, Jennifer Edgoose, Joedrecka S Brown Speights, Kathryn Fraser, Jeffrey M Ring, Jessica Guh, George W Saba
BACKGROUND AND OBJECTIVES: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities...
May 2018: Family Medicine
https://www.readbyqxmd.com/read/29762794/teaching-competencies-for-community-preceptors
#9
Darin Brink, Deb Simpson, Byron Crouse, Jeffrey Morzinski, Douglas Bower, Ruth Westra
BACKGROUND AND OBJECTIVES: Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation. METHODS: A medical educator and three faculty members with expertise in faculty development created a list of teaching competencies organized in five domains...
May 2018: Family Medicine
https://www.readbyqxmd.com/read/29749849/a-faculty-professional-development-model-that-improves-student-learning-encourages-active-learning-instructional-practices-and-works-for-faculty-at-multiple-institutions
#10
Karen N Pelletreau, Jennifer K Knight, Paula P Lemons, Jill S McCourt, John E Merrill, Ross H Nehm, Luanna B Prevost, Mark Urban-Lurain, Michelle K Smith
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom...
June 2018: CBE Life Sciences Education
https://www.readbyqxmd.com/read/29742615/honoring-thy-self-in-the-transition-to-online-teaching
#11
Lauren A Maggio, Barbara J Daley, Daniel D Pratt, Dario M Torre
Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This "identity dissonance" may lead to dissatisfaction and frustration for the faculty and potentially suboptimal learning experience for students...
May 8, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29740787/healthcare-at-the-crossroads-the-need-to-shape-an-organizational-culture-of-humanistic-teaching-and-practice
#12
Elizabeth A Rider, MaryAnn C Gilligan, Lars G Osterberg, Debra K Litzelman, Margaret Plews-Ogan, Amy B Weil, Dana W Dunne, Janet P Hafler, Natalie B May, Arthur R Derse, Richard M Frankel, William T Branch
BACKGROUND: Changes in the organization of medical practice have impeded humanistic practice and resulted in widespread physician burnout and dissatisfaction. OBJECTIVE: To identify organizational factors that promote or inhibit humanistic practice of medicine by faculty physicians. DESIGN: From January 1, 2015, through December 31, 2016, faculty from eight US medical schools were asked to write reflectively on two open-ended questions regarding institutional-level motivators and impediments to humanistic practice and teaching within their organizations...
May 8, 2018: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/29733361/clinical-excellence-in-endocrinology
#13
Howard B A Baum
Context: Clinical endocrinology is a field driven largely by numerical parameters. To achieve outstanding patient care, however, the clinical endocrinologist must employ a range of skills which can collectively be called "clinical excellence." While there is extensive published guidance regarding appropriate medical management and outcomes for endocrine patients, there has been no consensus definition of excellence in the field, nor any recommendation as to how excellence can be achieved...
May 3, 2018: Journal of Clinical Endocrinology and Metabolism
https://www.readbyqxmd.com/read/29732601/longitudinal-ultrasound-curriculum-incorporation-at-west-virginia-university-school-of-medicine-a-description-and-graduating-students-perceptions
#14
Joseph Minardi, Holly Ressetar, Theresa Foreman, Kristen Craig, Melinda Sharon, John Bassler, Stephen Davis, Anthony Machi, Scott Cottrell, Nicolas Denne, Norman Ferrari, Kenneth Landreth, Bruce Palmer, Gregory Schaefer, Robert Tallaksen, David Wilks, Dorian Williams
OBJECTIVES: Sonography is a clinical tool being incorporated in multiple medical specialties with evidence of improved patient care and cost. Some schools have begun implementing ultrasound curricula. We hope to build upon that foundation and provide another potential framework of incorporation. There are several barriers, including curricular space, equipment and physical space, adequate faculty, and performing assessment. METHODS: At West Virginia University, we began a longitudinal ultrasound curriculum in 2012 with incorporation of didactic and practical sessions into gross anatomy, our systems-based second-year curriculum, physical diagnosis course, and clinical rotations...
May 6, 2018: Journal of Ultrasound in Medicine: Official Journal of the American Institute of Ultrasound in Medicine
https://www.readbyqxmd.com/read/29717067/developing-interprofessional-education-at-one-u-s-dental-school-establishing-a-baseline-and-moving-forward
#15
Janice Townsend, Joseph A Zorek, Sandra C Andrieu, Raquel Baroni de Carvalho, Donald E Mercante, Julie H Schiavo, Tina P Gunaldo
Dental schools across the U.S. are in the process of incorporating interprofessional education (IPE) into their curricula. At Louisiana State University Health Sciences Center-New Orleans (LSUHSC), the process of educating competent students fully prepared to maximize patient outcomes through interprofessional care is under way. The aim of this study was to establish baseline data on three years of LSU dental students' perceptions of IPE prior to and as a new two-year IPE curriculum was being introduced. A survey was conducted of dental students in all four years from 2015 to 2017 using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2 (SPICE-R2)...
May 2018: Journal of Dental Education
https://www.readbyqxmd.com/read/29710354/faculty-vitality-in-osteopathic-medical-schools-a-pilot-study
#16
Adrienne Z Ables, Liang Shan, India L Broyles
Context: Faculty vitality is defined as the synergy between high levels of satisfaction, productivity, and engagement that enables faculty members to maximize their professional success and achieve goals in concert with institutional goals. Many studies have examined faculty development efforts with regard to satisfaction, retention, or vitality, but, to the authors' knowledge, they have all been conducted in allopathic medical schools and academic health centers. Objective: To examine faculty vitality in osteopathic medical schools and address contributors to productivity, engagement, and career satisfaction...
May 1, 2018: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29697425/relationship-between-institutional-investment-in-high-value-care-hvc-performance-improvement-and-internal-medicine-residents-perceptions-of-hvc-training
#17
Kira L Ryskina, Cynthia D Smith, Vineet M Arora, Aimee K Zaas, Andrew J Halvorsen, Arlene Weissman, Sandhya Wahi-Gururaj
PURPOSE: To measure the association between institutional investment in high value care (HVC) performance improvement and resident HVC experiences. METHOD: The authors analyzed data from two 2014 surveys assessing institutions' investments in HVC performance improvement as reported by program directors (PDs) and residents' perceptions of the frequency of HVC teaching, participation in HVC-focused quality improvement (QI), and views on HVC topics. The authors measured the association between institutional investment and resident-reported experiences using logistic regression, controlling for program and resident characteristics...
April 24, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29692641/promoting-student-case-creation-to-enhance-instruction-of-clinical-reasoning-skills-a-pilot-feasibility-study
#18
Hamsika Chandrasekar, Neil Gesundheit, Andrew B Nevins, Peter Pompei, Janine Bruce, Sylvia Bereknyei Merrell
Background: It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations...
2018: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29691756/prospective-evaluation-of-cardiac-ultrasound-performance-by-general-internal-medicine-physicians-during-a-6-month-faculty-development-curriculum
#19
Christopher J Smith, Abdulrahman Morad, Christopher Balwanz, Elizabeth Lyden, Tabatha Matthias
BACKGROUND: Point-of-care (POCUS) education is rapidly expanding within medical schools and internal medicine residency programs, but lack of trained faculty is a major barrier. While POCUS training can improve short-term outcomes, knowledge and skills rapidly decay without deliberate practice and feedback. The purpose of this study was to evaluate the performance of focused cardiac ultrasound (FCU) by volunteer general internal medicine (GIM) faculty participating in a longitudinal POCUS curriculum...
April 24, 2018: Critical Ultrasound Journal
https://www.readbyqxmd.com/read/29683013/medical-students-professional-identity-development-from-being-actors-in-an-objective-structured-teaching-exercise
#20
Jehanne De Grasset, Marie-Claude Audetat, Nadia Bajwa, Nicole Jastrow, Hélène Richard-Lepouriel, Mathieu Nendaz, Noelle Junod Perron
INTRODUCTION: Medical students develop professional identity through structured activities and impromptu interactions in various settings. We explored if contributing to an Objective Structured Teaching Exercise (OSTE) influenced students' professional identity development. METHODS: University clinical faculty members participated in a faculty development program on clinical supervision. Medical students who participated in OSTEs as simulated residents were interviewed in focus groups about what they learnt from the experience and how the experience influenced their vision of learning and teaching...
April 22, 2018: Medical Teacher
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