Developmental Approaches to Faculty Development

Teshima, John; McKean, Alastair J.; Myint, Myo Thwin; Aminololama-Shakeri, Shadi; Joshi, Shashank V.; Seritan, Andreea L.; Hilty, Donald M.

doi:10.1016/j.psc.2019.05.008

Cited by 15 publications

(9 citation statements)

References 40 publications

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“…It is not surprising that participants highlighted the mentorship, networking/collaboration, and experiential learning opportunities offered by MERC at CORD as influential to their career development as these qualities are often cited as essential. [33][34][35][36][37][38] The findings of this study further support the deliberate incorporation of these opportunities in faculty development programs seeking to impact the career development of participants. Most participants engaged with the program early in their career when they had limited education research experience.…”

Section: Discussionsupporting

confidence: 54%

“…While faculty development can be beneficial at any career stage, deliberate approaches should be utilized to best meet the needs of the target audience. 34 This study identified several themes describing how MERC at CORD impacted the career development aligned with the core tenets of SCC theory. This is similar to other studies on career development in medicine and research and further supports the use of this theory as a framework.…”

Section: Discussionmentioning

confidence: 98%

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The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Jordan

Coates

Gottlieb

et al. 2020

AEM Education and Training

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Objectives: The Medical Education Research Certificate at the Council of Residency Directors in EmergencyMedicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory.Methods: This was a prospective qualitative study using a constructivist/interpretivist paradigm to assess longterm career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached.Results: Twelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals. Conclusion:MERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 98%

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Jordan

Coates

Gottlieb

et al. 2020

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…The importance of this ecosystem on career development cannot be overstated; specifically, our participants emphasized the positive influence of their training programs that allowed for protected time, acquisition of new skills, and an opportunity to apply what they learned. This aligns with prior literature identifying protected time, skill development, and experiential learning as important to professional development 26–29 . Additionally, our findings demonstrate that mentors and educator communities are important influences on the professional development of clinician educators.…”

Section: Discussionsupporting

confidence: 90%

“…Additionally, our findings demonstrate that mentors and educator communities are important influences on the professional development of clinician educators. This is not surprising and is corroborated by multiple prior studies that demonstrate the importance of mentors and their respective impact on academic careers 26,27,29–31 . The importance of a titled role for fellows is interesting and prior literature has noted that professional titles matter 32,33 .…”

Section: Discussionmentioning

confidence: 57%

Is it worth it? A qualitative analysis of the impact of medical education fellowships on careers

Jordan

Gisondi

Buchanavage

et al. 2022

AEM Education and Training

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Objectives: Medical education fellowships provide training in teaching, assessment, educational program administration, and scholarship. The longitudinal impact of this training is unknown. The objective of this study was to explore the impact of medical education fellowships on the careers of graduates. Methods:The authors performed a qualitative study with a constructivistinterpretivist paradigm using semistructured interviews in 2021. The authors used a purposeful randomized stratified sampling strategy of graduates to ensure diversity of representation (gender, region, fellowship duration, and career stage). Two researchers independently analyzed interview transcriptions using a modified grounded theory approach. Results:The authors interviewed 10 graduates and identified three overarching concepts: motivations for pursuing fellowship, benefits of training, and drivers of career development. Graduates sought training because of their desire for growth and career preparation and at the advice of mentors. Fellowships provided knowledge and skills in a structured learning environment, supported by mentors and a collaborative community. Fellowship training shaped the careers of graduates by increasing their self-efficacy, enhancing their outcome expectations, refining their goals, and influencing their professional identity formation. They acquired expertise that prepared them for jobs, developed credibility, felt competitive in the job market, anticipated successful promotion, reached for greater goals, broadened their educational worldview, and evolved their professional identity as a result of fellowship training. Conclusions: Fellowship training in medical education provides knowledge and skills, a structured learning environment, and important relationships that shape the careers of graduates by impacting their self-efficacy, outcome expectations, goal creation, and professional identity formation. INTRODUC TI ON The availability of formal postgraduate training in medical education grew significantly over the past few decades, resulting in the creation of more than 40 medical education fellowships in the field of emergency medicine (EM) alone. 1,2 Medical education fellowships offer many advantages, including professional development, protected time, dedicated mentorship, and continued clinical practice, all of which are important to early career success in academic medicine. 3-5 However, the impact fellowships have on graduates' careers is unclear. Prior research attempted to assess the outcomes of medical education fellowships in a number of ways, including studies of the curricular structure of these fellowships and cataloging the publications and other academic achievements of fellowship graduates and by soliciting the opinions of academic chairs. 2,4-10 Missing from this research are the perspectives of fellowship graduates on their own careers. They can also provide important insights to residents considering such training, inform departmental leaders contemplating a greater investment in medical educa...

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“…79,80 Although programs for early career faculty may focus on more basic needs such as obtaining grant funding and writing for publication, core competencies for midcareer faculty could include financial and personnel management, building and leveraging diversity, creating an innovative culture, building influence, strategic planning, developing negotiation skills, and cultivating a strong network. 35,[79][80][81] This development should acknowledge the experiences that women have in these areas as well as gender-based differences in communication, negotiation, and leadership styles.…”

Section: Assist Women Midcareer Mentees In Choosing Mentors That Can ...mentioning

confidence: 99%

Supporting Midcareer Women Faculty in Academic Medicine Through Mentorship and Sponsorship

Keating

Jasper

Musuuza

et al. 2022

J Contin Educ Health Prof

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Midcareer women faculty face unique career challenges that may benefit from mentorship and sponsorship, yet such programs focused on the needs of this career phase are scarce in academic medicine. Many midcareer faculty require intentional and individual career planning to choose a path from the broad array of options in academic medicine. Ambiguous promotion criteria, increased workloads because of service or citizenship tasks, and a lack of sponsorship are among the barriers that inhibit midcareer faculty's growth into the high-visibility roles needed for career advancement. In addition, issues faced by women midcareer faculty members may be further exacerbated by barriers such as biases, a disproportionate share of family responsibilities, and inequities in recognition and sponsorship. These barriers contribute to slower career growth and higher attrition among women midcareer faculty and ultimately an underrepresentation of women among senior leadership in academic medicine. Here, we describe how a mentoring program involving individuals (eg, mentors, mentees, and sponsors) and departments/institutions (eg, deans and career development offices) can be used to support midcareer faculty. We also provide recommendations for building a mentoring program with complementary support from sponsors targeted toward the specific needs of women midcareer faculty. A robust midcareer mentoring program can support the career growth and engagement of individual faculty members and as a result improve the diversity of academic medicine's highest ranks.

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Developmental Approaches to Faculty Development

Cited by 15 publications

References 40 publications

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Is it worth it? A qualitative analysis of the impact of medical education fellowships on careers

Supporting Midcareer Women Faculty in Academic Medicine Through Mentorship and Sponsorship

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