Advocacy 101: Engaging Rheumatology Fellows in Health Policy and Advocacy

Doaty, Sarah; Bitencourt, Nicole; Harvey, William; Kolasinski, Sharon L.; Solow, Elizabeth B.

doi:10.1002/acr.23749

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Although knowledge involving the advocacy process improved by 30% upon completion of the program, there was a minimal increase in ACR Advocacy awareness (5%) and investment in the RheumPAC (3%). Fortunately, 48% of the participants reported being receptive to online training on advocacy (6).…”

Section: Introductionmentioning

confidence: 99%

Increasing Advocacy Awareness in Early Career Rheumatologists: A Web‐Based Educational Tool

Ban

Gokaraju

Worthing

et al. 2022

Arthritis Care & Research

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Objective. To evaluate the utility of a web-based advocacy training tool in increasing advocacy awareness. Methods. Early career rheumatologists who attended 2019 American College of Rheumatology Advocacy 101 were invited to participate. A web-based tool consisting of 9 cases covering various aspects of advocacy was developed and included the opportunity for continuing medical education credit. A preparticipation questionnaire surveyed prior involvement, knowledge, and willingness to participate in an advocacy program. Participants rated cases based on educational quality, relevance of content, achievement of training goals, competency, and evidence of bias. Two web-based conferences were held to address technical questions, review, and discussion of cases and responses, and to obtain feedback.Results. Twenty-one early career rheumatologists from 9 academic institutions enrolled, with 15 (75%) completing all cases. Correct continuing medical education answers were scored on 85% of cases. Overall educational quality of content received a mean rating of 4.3 of 5. Seven cases achieved positive ratings for relevance of case content, achievement of training goals, objectivity, and competency. All cases were assessed free of bias. Feedback indicated that 30 minutes were dedicated to each case, and that a combination of skill set and content learning were most effective. Pre-and postquestionnaire scores indicated significant improvement in knowledge of advocacy matters (P < 0.0001). Conclusion.A web-based advocacy training tool was successful in significantly improving awareness and knowledge of advocacy matters among early career rheumatologists. This innovative educational tool may play a vital role in shaping the future of rheumatology for both patients and physicians.

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Section: Introductionmentioning

confidence: 99%

Increasing Advocacy Awareness in Early Career Rheumatologists: A Web‐Based Educational Tool

Ban

Gokaraju

Worthing

et al. 2022

Arthritis Care & Research

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Advocating for Advocacy in Pulmonary and Critical Care Medicine

et al. 2023

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Meaningful Work, Career Fit, and Professional Well-Being of Pediatric Academicians in the United States

Slovin,

Bora,

Barber

et al. 2024

Hospital Pediatrics

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OBJECTIVE: Examine associations between time spent in academic activities perceived as meaningful and professional well-being among academic pediatrics faculty. METHODS: The sample comprised 248 full-time pediatric faculty (76% female, 81% white, non-Hispanic, 41% instructor or assistant professor) across the United States who completed an online survey in November 2019. Survey items included sociodemographic and professional characteristics, professional well-being measures (Stanford Professional Fulfillment Index; Maslach Burnout Inventory; Intention to Leave Academic Medicine), perceived meaningfulness of academic activities and assigned time to those activities. We defined global career fit as total percentage time assigned to professional activities considered meaningful by individuals, and activity-specific career fit as percentage time assigned to each meaningful professional activity. RESULTS: As global career fit scores increased, professional fulfillment increased (r = 0.45, P < .001), whereas burnout (r = −0.29, P < .001) and intention to leave (r = −0.22, P < .001) decreased. Regarding activity-specific career fit, for individuals who considered patient care meaningful, as assigned time to patient care increased, professional fulfillment decreased (r = −0.14, P = .048) and burnout (r = 0.16, P = .02) and intention to leave (r = 0.26, P < .001) increased. There was no significant correlation between assigned time for teaching, research, or advocacy and professional well-being. Faculty were less likely to intend to leave academic medicine as assigned time increased for administrative or leadership activities if considered meaningful (r = −0.24, P = .01). CONCLUSIONS: Time assigned to meaningful work activities may relate to professional well-being of academic pediatrics faculty. More time assigned to patient care, despite being meaningful, was associated with poor self-reported professional well-being. Effort allocation among diverse academic activities needs to be optimized to improve faculty well-being.

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Advocacy 101: Engaging Rheumatology Fellows in Health Policy and Advocacy

Cited by 4 publications

References 4 publications

Increasing Advocacy Awareness in Early Career Rheumatologists: A Web‐Based Educational Tool

Increasing Advocacy Awareness in Early Career Rheumatologists: A Web‐Based Educational Tool

Advocating for Advocacy in Pulmonary and Critical Care Medicine

Meaningful Work, Career Fit, and Professional Well-Being of Pediatric Academicians in the United States

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