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https://www.readbyqxmd.com/read/28411970/long-term-outcomes-of-the-new-jersey-nurse-faculty-preparation-program-scholars
#1
Angela M Gerolamo, Kara Conroy, Grace Roemer, Aline Holmes, Susan Salmond, Jennifer Polakowski
BACKGROUND: Rising concerns over the capacity of nursing education to prepare enough nurses to meet population demand have received national attention. The Robert Wood Johnson Foundation implemented the New Jersey Nursing Initiative Faculty Preparation Program to address nursing workforce issues in New Jersey. PURPOSE: This paper describes program and scholar outcomes and provides recommendations for nurse faculty development. METHODS: This descriptive study uses data from scholar surveys and interviews with grantees...
March 18, 2017: Nursing Outlook
https://www.readbyqxmd.com/read/28409434/the-sgim-teach-program-a-curriculum-for-teachers-of-clinical-medicine
#2
Christopher L Knight, Donna M Windish, Steven A Haist, Reena Karani, Shobhina Chheda, Michael Rosenblum, Preetha Basaviah, Abby L Spencer, Eva M Aagaard
BACKGROUND: Demand for faculty with teaching expertise is increasing as medical education is becoming well established as a career pathway. Junior faculty may be expected to take on teaching responsibilities with minimal training in teaching skills. AIM: To address the faculty development needs of junior clinician-educators with teaching responsibilities and those changing their career focus to include teaching. SETTING: Sessions at two Society of General Internal Medicine (SGIM) annual meetings combined with local coaching and online learning during the intervening year...
April 13, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28379088/realist-evaluation-of-faculty-development-for-medical-educators-what-works-for-whom-and-why-in-the-long-term
#3
Olanrewaju O Sorinola, Jill Thistlethwaite, David Davies, Ed Peile
PURPOSE: Realism is a perspective in which entities exist independently of being perceived or independently of our theories about them. The realist framework with its principle of explanatory causation was used for an in-depth exploration of faculty development (FD) since, despite the widespread investment in FD, the evidence that it enhances the effectiveness of teaching in the long-term is still limited. The study aimed to develop realist theories that explain the connections between contexts (C), mechanisms (M) and outcomes (O) to find out what works for whom and why in FD...
April 2017: Medical Teacher
https://www.readbyqxmd.com/read/28379079/evaluating-vetfinals-can-twitter-help-students-prepare-for-final-examinations
#4
Tierney Kinnison, Martin Whiting, Kirsty Magnier, Liz Mossop
Twitter is increasingly used in education. In this article, Twitter was evaluated for its potential to aid veterinary students in their preparation for final examinations. "#VetFinals" revision sessions were facilitated by experts on a variety of topics. The initiative was evaluated through consideration of potential participants, session content and student experiences. In analysis of nine sessions, 52 students participated from eight veterinary schools. During a session, the facilitator tweeted 66 times on average, primarily asking a general question...
April 2017: Medical Teacher
https://www.readbyqxmd.com/read/28364975/existing-and-future-educational-needs-in-graduate-and-postgraduate-education
#5
Ian Eardley, Yacov Reisman, Sue Goldstein, Andrew Kramer, John Dean, Eli Coleman
INTRODUCTION: This review was designed to make recommendations on future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. AIM: To explore the ways in which graduate and postgraduate medical education in human sexuality has evolved and is currently delivered. METHODS: We reviewed existing literature concerning sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development...
April 2017: Journal of Sexual Medicine
https://www.readbyqxmd.com/read/28363394/imagine-something-different-how-a-group-approach-to-scholarly-faculty-development-can-turn-joy-stealing-competition-into-scholarly-productivity
#6
Kathleen T Heinrich
As academic institutions across the country raise the scholarly bar for retention, promotion, and tenure, academic leaders are being asked to scholar-ready nursing faculty. With the retirement of senior scholars and too few scholar-mentors to go around, leaders often find themselves squeezed between scholarly expectations on the rise and faculty groups less than ready to meet those expectations. Today's nursing faculty present a formidable scholarly development challenge. A diverse mix of master's-prepared clinicians and recent graduates from doctor of philosophy and doctor of nursing practice programs, they come with a broad range of scholarly learning needs...
March 2017: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
https://www.readbyqxmd.com/read/28350309/assessing-clinical-faculty-understanding-of-statistical-terms-used-to-measure-treatment-effects-and-their-application-to-teaching
#7
Lara Hazelton, Michael Allen, Tanya MacLeod, Constance LeBlanc, Michelle Boudreau
INTRODUCTION: Understanding of statistical terms used to measure treatment effect is important for evidence-informed medical teaching and practice. We explored knowledge of these terms among clinical faculty who instruct and mentor a continuum of medical learners to inform medical faculty learning needs. METHODS: This was a mixed methods study that used a questionnaire to measure a health professional's understanding of measures of treatment effect and a focus group to explore perspectives on learning, applying, and teaching these terms...
October 2016: Journal of Continuing Education in the Health Professions
https://www.readbyqxmd.com/read/28346622/future-of-family-medicine-faculty-development-in-sub-saharan-africa
#8
Paul R Larson, Patrick Chege, Bruce Dahlman, Christine Gibson, Ann Evensen, Maria C Colon-Gonzalez, Stephanie Onguka, Roberta Lamptey, William E Cayley, Bich-May Nguyen, Brian Johnson, Sawra Getnet, Memoona Hasnain
BACKGROUND AND OBJECTIVES: High-quality family medicine education is needed in sub-Saharan Africa to facilitate the future growth of primary care health systems. Current faculty educators recognize the value of dedicated teacher training and ongoing faculty development. However, they are constrained by inadequate faculty development program availability and institutional support. METHODS: A cross-sectional study design was used to conduct a qualitative needs assessment comprised of 37 in-depth, semi-structured interviews of individual faculty trainers from postgraduate family medicine training programs in eight sub-Saharan African countries...
March 2017: Family Medicine
https://www.readbyqxmd.com/read/28346621/current-status-of-family-medicine-faculty-development-in-sub-saharan-africa
#9
Paul R Larson, Patrick Chege, Bruce Dahlman, Christine Gibson, Ann Evensen, Maria C Colon-Gonzalez, Stephanie Onguka, Roberta Lamptey, William E Cayley, Bich-May Nguyen, Brian Johnson, Sawra Getnet, Memoona Hasnain
BACKGROUND AND OBJECTIVES: Reducing the shortage of primary care physicians in sub-Saharan Africa requires expansion of training programs in family medicine. Challenges remain in preparing, recruiting, and retaining faculty qualified to teach in these pioneering programs. Little is known about the unique faculty development needs of family medicine faculty within the sub-Saharan African context. The purpose of this study was to assess the current status and future needs for developing robust family medicine faculty in sub-Saharan Africa...
March 2017: Family Medicine
https://www.readbyqxmd.com/read/28344693/point-of-care-ultrasound-as-a-competency-for-general-internists-a-survey-of-internal-medicine-training-programs-in-canada
#10
Jonathan Ailon, Ophyr Mourad, Maral Nadjafi, Rodrigo Cavalcanti
BACKGROUND: Point-of-care ultrasound (POCUS) is increasingly used on General Internal Medicine (GIM) inpatient services, creating a need for defined competencies and formalized training. We evaluated the extent of training in POCUS and the clinical use of POCUS among Canadian GIM residency programs. METHOD: Internal Medicine trainees and GIM Faculty at the University of Toronto were surveyed on their clinical use of POCUS and the extent of their training. We separately surveyed Canadian IM Program Directors and Division Directors on the extent of POCUS training in their programs, barriers in the implementation of POCUS curricula, and recommendations for POCUS competencies in IM...
October 2016: Canadian Medical Education Journal
https://www.readbyqxmd.com/read/28335820/exploring-the-tensions-of-being-and-becoming-a-medical-educator
#11
Ahsan Sethi, Rola Ajjawi, Sean McAleer, Susie Schofield
BACKGROUND: Previous studies have identified tensions medical faculty encounter in their roles but not specifically those with a qualification in medical education. It is likely that those with postgraduate qualifications may face additional tensions (i.e., internal or external conflicts or concerns) from differentiation by others, greater responsibilities and translational work against the status quo. This study explores the complex and multi-faceted tensions of educators with qualifications in medical education at various stages in their career...
March 23, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28331382/faculty-development-for-the-evaluation-system-a-dual-agenda
#12
EDITORIAL
Kellee L Oller, Cuc T Mai, Robert J Ledford, Kevin E O'Brien
Faculty development for the evaluation process serves two distinct goals. The first goal is to improve the quality of the evaluations submitted by the faculty. Providing an accurate assessment of a learner's capabilities is a skill and, similar to other skills, can be developed with training. Frame-of-reference training serves to calibrate the faculty's standard of performance and build a uniform language of the evaluation. Second, areas for faculty professional growth can be identified from data generated from learners' evaluations of the faculty using narrative comments, item-level comparison reports, and comparative rank list information...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/28319492/simulation-faculty-development-a-tiered-approach
#13
Dawn Taylor Peterson, Penni I Watts, Chad A Epps, Marjorie Lee White
Simulation faculty development has become a high priority for the past couple of years because simulation programs have rapidly expanded in health systems and universities worldwide. A formalized, structured model for developing quality facilitators of simulation is helpful to support and sustain this continued growth in the field of simulation. In this article, we present a tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development...
March 18, 2017: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
https://www.readbyqxmd.com/read/28315114/what-should-we-teach-the-teachers-identifying-the-learning-priorities-of-clinical-supervisors
#14
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28314498/exploring-social-justice-in-mixed-divided-cities-from-local-to-global-learning
#15
Corey Shdaimah, Jane Lipscomb, Roni Strier, Dassi Postan-Aizik, Susan Leviton, Jody Olsen
BACKGROUND: University of Haifa and the University of Maryland, Baltimore faculty developed a parallel binational, interprofessional American-Israeli course which explores social justice in the context of increasing urban, local, and global inequities. OBJECTIVES: This article describes the course's innovative approach to critically examine how social justice is framed in mixed/divided cities from different professional perspectives (social work, health, law). Participatory methods such as photo-voice, experiential learning, and theatre of the oppressed provide students with a shared language and multiple media to express and problematize their own and others' understanding of social (in)justice and to imagine social change...
November 2016: Annals of Global Health
https://www.readbyqxmd.com/read/28306577/peer-assisted-analysis-of-resident-feedback-improves-clinical-teaching-a-case-report
#16
Christine L Mai, Keith Baker
Anesthesiologists play an important role in educating future clinicians. Yet few residency programs incorporate teaching skills into faculty development. Consequently, many anesthesiologists have limited training to supervise and educate residents. In turn, these attendings may receive negative feedback and poor evaluations from residents without a means to effectively improve. Peer-assisted teaching between faculty members may serve as a strategy to improve teaching skills. We report a case of peer-assisted analysis of resident feedback to identify specific areas of concern that were targeted for improvement...
March 16, 2017: A & A Case Reports
https://www.readbyqxmd.com/read/28289125/being-strategic-about-faculty-development
#17
Mary Theobald
No abstract text is available yet for this article.
March 2017: Annals of Family Medicine
https://www.readbyqxmd.com/read/28287827/intensive-care-unit-educators-a-multicenter-evaluation-of-behaviors-residents-value-in-attending-physicians
#18
Lekshmi Santhosh, Snigdha Jain, Anna Brady, Michelle Sharp, W Graham Carlos
RATIONALE: It is important for attending physicians to know which behaviors influence learner perceptions. To date, two studies focusing on general medicine attending physicians have been published addressing internal medicine residents' perceptions of attending physicians; there are no data on intensive care unit (ICU) attending physicians. OBJECTIVES: We sought to expand the evidence regarding this topic through a multicenter study at four geographically diverse academic medical centers...
April 2017: Annals of the American Thoracic Society
https://www.readbyqxmd.com/read/28284014/interprofessional-education-in-the-internal-medicine-clerkship-post-lcme-standard-issuance-results-of-a-national-survey
#19
Irene Alexandraki, Caridad A Hernandez, Dario M Torre, Katherine C Chretien
BACKGROUND: Several decades of work have detailed the value and goals of interprofessional education (IPE) within the health professions, defining IPE competencies and best practices. In 2013, the Liaison Committee for Medical Education (LCME) elevated IPE to a U.S. medical school accreditation standard. OBJECTIVE: To examine the status of IPE within internal medicine (IM) clerkships including perspectives, curricular content, barriers, and assessment a year after the LCME standard issuance...
March 10, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28274983/an-innovative-residency-based-interprofessional-faculty-development-program
#20
Jennie B Jarrett, Tomoko Sairenji, Patricia M Klatt, Stephen A Wilson
PURPOSE: The impact of an interprofessional faculty development fellowship (FDF) on pharmacy graduates' careers is described. SUMMARY: The FDF instructional approach is a longitudinal acquisition and application of knowledge, skills, and attitudes fostered by clinical care delivery, teaching experiences, structured reflection, the giving and receiving of feedback, research and scholarly projects, and leadership development and exercises. Interprofessional FDF fellows teach, learn, and provide care together in both inpatient and outpatient clinical settings as a part of the evidence-based medicine curriculum, providing educational sessions for medical students, pharmacy students, medical residents, attending family medicine physicians, and clinical pharmacy faculty throughout the year...
March 15, 2017: American Journal of Health-system Pharmacy: AJHP
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