Needs assessment for developing teaching competencies of medical educators

Abstract

Thus, the educational needs assessment scores obtained in this study can be used as criteria for designing and developing faculty development programs for medical educators.

A Systematic Scoping Review on Portfolios of Medical Educators

“…In answering its primary and secondary research questions, this SSR in SEBA provides a number of key insights into the creation and employ of MEPs. To begin MEPs chronicles the professional, personal, research, academic, education and learning Listing of key contributions to medical education and major educational activities 81,85,95,98,108,109,117,118 Teaching and scholarship Documentation of teaching evidence illustrating topics taught [1][2][3]5,6,14,15,[18][19][20][21]25,71,72,[76][77][78][79][80][81][82][83][85][86][87][88][89][90][91][92][93][94][95][96][98][99][100][101][102][103]…”

“…Stage 2: Designing the MEP. To maximise its impact, a MEP must include longitudinal quantitative and qualitative evidence 15,19,20,68,71,74,75 that is accompanied by clear documentation, reflections and be supplemented the medical educators' many educational roles, 12,[81][82][83] competencies, [84][85][86][87] characteristics, expectations 5,15,20,21,80 and attainment of specific professional standards such as those set out by the Academy of Medical Educators (AoME) 84,[88][89][90][91][92] and the Accreditation Council for Graduate Medical Education (ACGME). 91,[93][94][95][96] Guiding this design are several considerations.…”

“…Components of MEP. SuB-THEMES ELABORATION AND/OR EXAMPLES general Cover page 2,71,80,81 List of Contents 2,71,79,80,82-84 Identification 72,83,85-90Personal particulars and contact details72,83,[85][86][87][88][89][90] Present rank and organisation affiliation83,[86][87][88][89][90][91][92] Present role71,[93][94][95][96][97] Personal statement2,6,17,79,81,89,93,98,99 Teaching philosophy1,3,5,6,14,17,20,22,71,72,75,81,[86][87][88]90, What the educator considers essential constituents and attributes for successful teaching and learning1,6,…”

“…for progression1,20,89,94,101,105 Should be specific, measurable, attainable, relevant and time bound (SMART)1,75,108 outline of duties and roles2,85,91,97,103,113,114,117 …”

“…Teaching location and hours15,20,69,75,[80][81][82][83][85][86][87][88][89][90][91][92]95,96,99,100,103,[105][106][107][108]112,[117][118][119]121,122,[124][125][126] Includes number of hours spent devising the activity as well as its actual execution69,105 Teaching impact7,14,69,81,85,88,90,98,108,109 Invitations to teach95,98,100,107,118,125 Reference letters or letters of appreciation/support 2,6,7,71,75,81,92,96,98,100,…”