Becoming outstanding educators: What do they say contributed to success?

Thomas, Larissa R.; Roesch, Justin; Haber, Lawrence A; Rendón, Patrick; Chang, Anna; Timm, Craig; Kalishman, Summers; O’Sullivan, Patricia

doi:10.1007/s10459-019-09949-7

Cited by 18 publications

(17 citation statements)

References 31 publications

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“…Coaches identified coaching peers and leadership as important supports. Supportive work environments enhance faculty work-life balance, a finding echoed by our participants [3]. Our findings that unfunded educators experience challenges accessing resources and less connection to an educator community match literature suggesting they are at risk for burnout [47,48].…”

Section: Discussionsupporting

confidence: 77%

“…Clinician-educators are essential to the academic mission. However, they face challenges to career success, including higher clinical demands and less clear paths to promotion than other faculty [1][2][3]. Clinician-educators must navigate many different roles including advisor, teacher, and mentor and also forge a joint identity as both clinician and educator [4].…”

Section: Introductionmentioning

confidence: 99%

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Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

et al. 2021

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Introduction Coaching is a growing clinician-educator role. Self-efficacy is a powerful faculty motivator that is associated positively with job satisfaction and negatively with burnout. This study examines self-efficacy, job satisfaction, and burnout in coaches and other clinician-educators. Methods We conducted a mixed methods study using a quantitative survey followed by qualitative interviews of faculty at the University of California, San Francisco. Coaches (funded 20% full-time equivalents), faculty with other funded education positions (“funded”), and faculty without funded education positions (“unfunded”) completed a 48-item survey addressing self-efficacy (teaching, professional development, and scholarship), job satisfaction, and burnout. Data were analyzed using analysis of variance followed by post-hoc tests and chi-square tests. To elaborate quantitative results, we conducted qualitative interviews of 15 faculty and analyzed data using framework analysis. Results 202 of 384 faculty (52.6%) responded to the survey; 187 complete surveys were analyzed. Teaching self-efficacy was similar across groups. Coaches and funded educators had significantly higher professional development self-efficacy and job satisfaction than unfunded educators. Burnout was more prevalent in coaches and unfunded educators. Qualitative analysis yielded three themes: sources of reward, academic identity, and strategies to mitigate burnout. Educator roles provide reward that enhances self-efficacy and job satisfaction but also generate competing demands. Coaches cited challenges in forming professional identities and working with struggling learners. Discussion The coaching role provides faculty with benefits similar to other funded educator roles, but the particular demands of the coach role may contribute to burnout.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

et al. 2021

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“…Hence, strategic investments, incentives and accounting for the professional development of staff are needed to support the educational mission (Love et al 2018;Engbers et al 2017). Our study also underscores that a lot is still to be gained from levelling appreciation of education roles to roles in research and healthcare as this could allow for a more swift merger of professional identities (Hall 2005;Thomas et al 2020).…”

Section: Discussionmentioning

confidence: 78%

Advancing quality culture in health professions education: experiences and perspectives of educational leaders

Bendermacher

Dolmans

Grave

et al. 2020

Adv in Health Sci Educ

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The concept of quality culture has gained increased attention in health professions education, drawing on insights that quality management processes and positive work-related attitudes of staff in synergy lead to continuous improvement. However, the directions that guide institutions from quality culture theory to educational practice have been missing so far. A prospective qualitative case study of three health professions education programmes was conducted to explore how a quality culture can be enhanced according to the experiences and perspectives of educational leaders. The data collection was structured by an appreciative inquiry approach, supported with vignette-based interviews. A total of 25 participants (a selection of course coordinators, bachelor coordinators and directors of education) reflected on quality culture themes to learn about the best of what is (Discover), envision positive future developments (Dream), identify actions to reach the desired future (Design), and determine how to support and sustain improvement actions (Destiny) within their own educational setting. The results are presented as themes subsumed under these four phases. The experiences and perspectives of educational leaders reveal that peer learning in teams and communities, attention to professional development, and embedding support- and innovation networks, are at the heart of quality culture enhancement. An emphasis on human resources, (inter)relations and contextual awareness of leaders stood out as quality culture catalysts. Educational leaders are therefore encouraged to especially fuel their networking, communication, coalition building, and reflection competencies.

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“…However, most clinician‐educators have less formal training and ill‐defined expectations of scholarship compared to their faculty peers who conduct basic science or clinical research 2,3,8 . Career accelerants that help increase academic productivity and achieve parity in promotion decisions for educators include career development programs, skills training, targeted faculty development, formative networking, relevant promotion processes, and junior faculty opportunities 9 . The goals of these accelerants are replicated in postgraduate medical education fellowships 4,10 .…”

Section: Introductionmentioning

confidence: 99%

Outcome assessment of medical education fellowships in emergency medicine

Jordan

Ahn

Diller

et al. 2021

AEM Education and Training

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Objectives Medical education fellowships in emergency medicine (EM) provide training in teaching, assessment, educational program administration, and scholarship. The longitudinal impact of this training is unknown. Our objective was to characterize the career outcomes of medical education fellowship graduates. Methods We solicited curriculum vitae (CV) from graduates of U.S. EM education fellowships by email. We abstracted data from CVs with a standard instrument that included program characteristics, employment history, leadership positions, awards, and scholarly productivity. We calculated and reported descriptive statistics. Results A total of 71 of 91 (78%) graduates participated. Thirty‐three completed a 1‐year fellowship and 38 completed a 2‐year fellowship. Nineteen (27%) completed an advanced degree during fellowship. Median (range) graduation year was 2016 (1997–2020). The majority, 63 of 71 (89%), work in an academic setting. Graduates held leadership positions in continuing medical education, graduate medical education, and undergraduate medical education. Forty‐eight (68%) served on national medical education committees. The mean ± SD number of national medical education awards was 1.27 ± 2.03. The mean ± SD number of national medical education presentations was 7.63 ± 10.83. Graduates authored a mean ± SD of 3.63 ± 5.81 book chapters and a mean ± SD of 4.99 ± 6.17 peer‐reviewed medical education research publications. Ten (14%) served on journal editorial boards, 34 (48%) were journal reviewers, and 31 (44%) had received a medical education grant. Conclusion EM medical education fellowship graduates are academically productive and hold education leadership positions.

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Becoming outstanding educators: What do they say contributed to success?

Cited by 18 publications

References 31 publications

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Does being a coach benefit clinician-educators? Amixed methods study of faculty self-efficacy, job satisfaction and burnout

Advancing quality culture in health professions education: experiences and perspectives of educational leaders

Outcome assessment of medical education fellowships in emergency medicine

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