Academies in Health Professions Education: A Scoping Review

Abstract

PurposeThirty years ago, academies were conceived as a sociocultural approach to revitalize the teaching mission of medical schools and to promote educators' career advancement. The academy movement has grown rapidly and now reaches a broad range of health professions education organizations. The authors conducted a scoping review to map the literature and describe the evidence that guides the formation of new academies and justifies the continuation of existing ones. MethodThe authors searched MEDLINE (via Ovid), Embase (via Elsevier and Ovid), CINAHL (via EBSCOhost), and Web of Science (via Clarivate Analytics) from inception through March 6, 2020, for

Participation in a Resident-as-Teacher Rotation: Motivations of and Impacts on Faculty Coaches

“…Participants completed a brief demographic survey at the end of the interview; characteristics of the 14 participating coaches are shown in Table 1. 23–26…”

“…Participants completed a brief demographic survey at the end of the interview; characteristics of the 14 participating coaches are shown in Table 1. [23][24][25][26] We developed the semistructured interview guide to include open-ended questions that would encourage coaches to reflect on their experiences during the rotation, their motivations for initial and ongoing participation, the impacts the role had on them, and any challenges from participation (Supplemental Digital Appendix 1 at http://links.lww.com/ ACADMED/B295). We added a question about past coaching experiences since previous mentoring experience has been consistently linked to mentoring motivation.…”

Reimagining Faculty Development Deployment: A Multipronged, Pragmatic Approach to Improve Engagement

“…Existing literature offered guidance regarding ways to encourage more faculty engagement, including delivering faculty development content using various modalities, integrating faculty development into preexisting meetings, providing easily accessible online learning opportunities, acknowledging faculty efforts (e.g., certificates), and establishing academies for educators to promote a culture that prioritizes the education mission. 3,5 However, we were unable to find direction on how to effectively integrate these strategies, as they have largely been implemented and evaluated in isolation. We thus aimed to develop and deploy a pragmatic approach, grounded in best practices, to promote engagement in faculty development among our teaching faculty.…”

“…To further facilitate engagement in faculty development, we established a mechanism to recognize educational excellence, an approach that many other AHCs have used. 3,5 Launched in 2018 and called the Academy of Educational Excellence, the purpose is to: (1) build capacity of educators to teach and assess learners, develop novel models of education, excel in educational leadership roles, and conduct educational scholarship; (2) foster a community of educators; (3) recognize educators and acknowledge individual efforts related to education; and (4) offer a rich mosaic of faculty development resources across the institution. Membership into the Academy is awarded based on hours spent engaging in faculty development offerings, as well as demonstrated outcomes in teaching, curriculum design and assessment, education research, or education administration and leadership.…”

A Systematic Approach to Provide Feedback to Presenters at Virtual and Face-to-Face Professional Meetings

“…Academic health centers and professional organizations have developed various approaches to promote scholarship in HPE and build the capacity of learners and faculty to participate, including creating education units, 6 – 9 academies of educators, 10 educational scholars programs, and other faculty development opportunities. 11 – 14 Some academic health centers have facilitated regular meetings of education scholars to discuss works in progress 15 or cross-campus research collaborations for education scholarship.…”