A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

Branch, William T.; Frankel, Richard M.; Hafler, Janet P.; Weil, Amy; Gilligan, Mary Ann; Litzelman, Debra K.; Plews-Ogan, Margaret; Rider, Elizabeth A.; Osterberg, Lars; Dunne, Dana; May, Natalie; Derse, Arthur R.

doi:10.1097/acm.0000000000001940

Cited by 33 publications

(33 citation statements)

References 41 publications

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“…Related, prior research has supported the positive effects of similar longitudinal, small‐group faculty development programs aimed at strengthening humanistic teaching and role modelling. A large study by Branch and colleagues found that many participants had progressed to more advanced stages of professional identity formation after completing the programme. Achieving professional identity formation has recently been touted as the new goal to measure competence, as values and attitudes of the professional become incorporated into the identity of the aspiring physician .…”

Section: Discussionmentioning

confidence: 99%

“…Achieving professional identity formation has recently been touted as the new goal to measure competence, as values and attitudes of the professional become incorporated into the identity of the aspiring physician . Faculty trained in such programs could lead institutional initiatives and foster positive change in humanistic professional development at many levels of medical education …”

Section: Discussionmentioning

confidence: 99%

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

Tortez

Quinlan

Makaryus

et al. 2019

Evaluation Clinical Practice

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

Tortez

Quinlan

Makaryus

et al. 2019

Evaluation Clinical Practice

View full text Add to dashboard Cite

show abstract

“…The physicians attending the course had been identified by their department heads as being recognized for their humanistic qualities. The course was adapted from a previously described faculty development program at Emory University [ 18 , 19 ]. One member of the research team (NV) conducted semi-structured interviews of 20 to 40 minutes by telephone or in person at the start of the course, using a guide the research team had prepared based on the study objectives and related literature (Appendix 1).…”

Section: Methodsmentioning

confidence: 99%

How clinicians integrate humanism in their clinical workplace—‘Just trying to put myself in their human being shoes’

Ordons¹,

J²,

Rosenal³

et al. 2018

Perspect Med Educ

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IntroductionHumanism has been identified as an important contributor to patient care and physician wellness; however, what humanism means in the context of medicine has been limited by opinion and a focus on personal characteristics. Our aim was to describe attitudes and behaviours that enable clinicians to integrate humanism within the clinical setting.MethodsWe conducted semi-structured individual interviews with ten clinical faculty to explore how they enact and experience humanism in patient care and clinical teaching. Interpretive description was used to analyze the data qualitatively.ResultsHumanism in medicine was described through five themes representing core attitudes and behaviours: whole person care, valuing, perspective-taking, recognizing universality, and relational focus. Whole person care involved recognizing the multiple dimensions of personhood and sensitivity to others’ needs; valuing involved respecting and appreciating others; perspective-taking consisted of considering others’ perspectives, suspending judgment, and listening; recognizing universality involved acknowledging the shared human condition, finding common ground, transcending roles, and humility; and relational focus was described through multiple relationships between patients, families, clinicians and learners, becoming part of another’s story, reciprocal influence, and accompaniment.ConclusionsWhereas previous descriptions of humanism have focused on clinicians’ personal qualities, our research describes a number of attitudinal and behavioural foundations of humanistic care and teaching, grounded in the experiences of clinical faculty. In drawing attention to the holistic and relational elements of humanism, our work highlights how these foundational elements can be more explicitly integrated into patient care, workplace culture, and clinical education.

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“…Moreover, physicians recognized for their humanistic practice are more likely to experience academic success in medicine and will have improved outcomes as teachers of physicians in training 7 . Published models of faculty development programs for teaching humanism demonstrate that these faculty are more likely to teach humanism in their practice with students and trainees 8,9 . And patients’ experience of provider empathy and compassion can be optimized through educational interventions focused on physicians 10 .…”

Section: Introductionmentioning

confidence: 99%

Humanism and professionalism training for pediatric hematology‐oncology fellows: Results of a multicenter randomized trial

Kesselheim

Baker

Kersun

et al. 2020

Pediatric Blood & Cancer

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Purpose: Although humanism and professionalism are central tenets to the practice of medicine, few formal curricula exist for medical trainees. Following a national needs assessment among pediatric hematology-oncology (PHO) fellows, we created a novel curriculum entitled "Humanism and Professionalism for Pediatric Hematology-Oncology" (HP-PHO). In this study, we measure outcomes of this curricular intervention. Method: We cluster-randomized 20 PHO fellowship programs to deliver usual training in humanism and professionalism (UT) or the novel curriculum (intervention) during the 2016-2017 academic year. The primary outcome measure was the Pediatric Hematology-Oncology Self-Assessment in Humanism (PHOSAH). Secondary measures included the Maslach Burnout Inventory, Patient-Provider Orientation Scale, Empowerment at Work Scale, and a 5-point satisfaction scale. Participating fellows completed pre-and posttests at the beginning and end of the academic year, respectively, and we calculated change scores for each study instrument. Results: Cluster randomization yielded 59 intervention and 41 UT fellows. The nine intervention sites administered 33 of 36 modules. Change scores on the PHOSAH were not significantly different between the UT and intervention arms. However, fellows on the intervention arm gave significantly higher ratings on several items within the satisfaction scale related to physician burnout, physician depression, balancing professional duties and personal life, and humanism overall.

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A Multi-Institutional Longitudinal Faculty Development Program in Humanism Supports the Professional Development of Faculty Teachers

Abstract: Supplemental Digital Content is available in the text.

Cited by 33 publications

References 41 publications

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

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

How clinicians integrate humanism in their clinical workplace—‘Just trying to put myself in their human being shoes’

Humanism and professionalism training for pediatric hematology‐oncology fellows: Results of a multicenter randomized trial

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