Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development

Cameron, Michael W; Crowther, Lee N; Huang, Grace C.

doi:10.1097/acm.0000000000004896

Cited by 6 publications

(9 citation statements)

References 47 publications

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“…The factors responsible for the increasing quantity of published scholarship include promotion incentives, elevated status in academia afforded to those who publish more, and the greater array of outlets to publish with the advent of electronic-only journals [ 20 , 21 ]. There are also prevalent factors that may lower the quality of medical education publications, such as limited funding and few opportunities for faculty development related to research [ 22 – 24 ]. The investment of time and resources devoted to publishing in medical education may need to be reconsidered; shifting incentives to support other educational activities, such as teaching and curricular enhancements, may promote greater value across the medical education system.…”

Section: Discussionmentioning

confidence: 99%

What makes an article a must read in medical education?

Nakhostin-Ansari,

Mirabal,

Mendes

et al. 2024

BMC Med Educ

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Background The dissemination of published scholarship is intended to bring new evidence and ideas to a wide audience. However, the increasing number of articles makes it challenging to determine where to focus one’s attention. This study describes factors that may influence decisions to read and recommend a medical education article. Methods Authors analyzed data collected from March 2021 through September 2022 during a monthly process to identify “Must Read” articles in medical education. An international team of health sciences educators, learners, and researchers voted on titles and abstracts to advance articles to full text review. Full texts were rated using five criteria: relevance, methodology, readability, originality, and whether it addressed a critical issue in medical education. At an end-of-month meeting, 3–4 articles were chosen by consensus as “Must Read” articles. Analyses were used to explore the associations of article characteristics and ratings with Must Read selection. Results Over a period of 19 months, 7487 articles from 856 journals were screened, 207 (2.8%) full texts were evaluated, and 62 (0.8%) were chosen as Must Reads. During screening, 3976 articles (53.1%) received no votes. BMC Medical Education had the largest number of articles at screening (n = 1181, 15.8%). Academic Medicine had the largest number as Must Reads (n = 22, 35.5%). In logistic regressions adjusting for the effect of individual reviewers, all rating criteria were independently associated with selection as a Must Read (p < 0.05), with methodology (OR 1.44 (95%CI = 1.23–1.69) and relevance (OR 1.43 (95%CI = 1.20–1.70)) having the highest odds ratios. Conclusions Over half of the published medical education articles did not appeal to a diverse group of potential readers; this represents a missed opportunity to make an impact and potentially wasted effort. Our findings suggest opportunities to enhance value in the production and dissemination of medical education scholarship.

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Section: Discussionmentioning

confidence: 99%

What makes an article a must read in medical education?

Nakhostin-Ansari,

Mirabal,

Mendes

et al. 2024

BMC Med Educ

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“…Cameron et al encouraged academic societies to sponsor professional development efforts related to education scholarship, including MPRs, which have the potential to “foster a pipeline of education scholars that reap benefits for an entire specialty.” 12 In 2020 the Council of Residency Directors of Emergency Medicine (CORD) learned through a posting on the CORD listserv of a need among EM education fellowships for a learning opportunity related to peer review. A follow-up query on the CORD listserv yielded 14 education fellowships that were interested in having their fellows gain experience in this scholarly activity.…”

Section: Objectivesmentioning

confidence: 99%

A Collaborative Approach to Mentored Peer Reviews Sponsored by the Council of Residency Directors in Emergency Medicine

Love,

Merritt,

Ilgen

et al. 2024

WestJEM

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Introduction Historically, there have been no systematic programs for teaching peer review, leaving trainees to learn by trial and error. Recently, a number of publications have advocated for programs where experienced reviewers mentor trainees to more efficiently acquire this knowledge. Objective Our goal was to develop an introductory learning experience that intentionally fosters peer-review skills. Methods The Council of Residency Directors in Emergency Medicine (CORD) offered education fellowship directors the opportunity to mentor their fellows by reviewing submitted manuscript(s) supplemented by educational material provided by their journal. Reviews were collaboratively created. The decision letter that was sent to manuscript authors was also sent to the mentees; it included all reviewers’ and editor’s comments, as feedback. In 2022, fellows received a post-experience survey regarding prior experiences and their perspectives of the mentored peer-review experience. Results From 2020–2022, participation grew from 14 to 30 education fellowships, providing 76 manuscript peer reviews. The 2022 survey-response rate of 87% (20/23) revealed that fellows were inexperienced in education scholarship prior to participation: 30% had authored an education paper, and 10% had performed peer review of an education manuscript. Overall, participants were enthusiastic about the program and anxious to participate the following year. In addition, participants identified a number of benefits of the mentored experience including improved understanding of the scholarship process; informing fellows’ scholarly pursuits; improved conceptualization of concepts learned elsewhere in training; and learning through exposure to scholarship. Conclusion This program’s early findings suggest that collaboration between academic societies and interested graduate medical education faculty has the potential to formalize the process of learning peer review, benefitting all involved stakeholders.

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“…Encourage funding for educational innovation and scholarship 36,49,57,66,67 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Create opportunities to share results of innovations and scholarship 67 Influencing policies and procedures - ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Advocate for educator faculty engagement Ensure educators from diverse backgrounds and disciplines are represented on all key committees [18][19][20] -…”

Section: A Proposed Model For Advancing Change At the Organizational ...mentioning

confidence: 99%

“…13 Formal mentoring and coaching programs, which can be offered in departments and workplaces, can enhance educational effectiveness and personal well-being. 2,18,22,36,37 FD initiatives can also play an important role in creating a culture of DEI, as well as antiracism and antioppression. 3,[38][39][40] For example, workshops, certificate programs, and coaching programs can address DEI directly or influence it indirectly by incorporating DEI content into all FD workshops.…”

Section: Strengthen Educational Policies and Proceduresmentioning

confidence: 99%

“…65 In addition, fundraising for the establishment of educational innovation and intramural research seed grants can be motivating to some donors and can go a long way toward promoting a scholarly educational agenda. 36,66,67 As illustrated in Figure 1, advocating for infrastructure and resources, as appropriate, helps increase individual and group development. Furthermore, establishing or reshaping institutional structures and resources enhances the visibility of educational pursuits and provides a powerful tool to influence organizational policies and procedures.…”

Section: Strengthen Educational Policies and Proceduresmentioning

confidence: 99%

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The Role of Faculty Development in Advancing Change at the Organizational Level

Steinert,

O’Sullivan,

Irby

2024

Acad Med

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Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes 4 major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity, and inclusion; and (4) contributing to organization-wide initiatives, such as addressing “hot button” issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the 4 goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Because each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions.

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Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development

Cited by 6 publications

References 47 publications

What makes an article a must read in medical education?

What makes an article a must read in medical education?

A Collaborative Approach to Mentored Peer Reviews Sponsored by the Council of Residency Directors in Emergency Medicine

The Role of Faculty Development in Advancing Change at the Organizational Level

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