Nonphysician Medical Educators: A Literature Review and Job Description Resource

Riesenberg, Lee Ann; Little, Brian W.; Wright, V

doi:10.1097/acm.0b013e3181ad1a05

Cited by 30 publications

(21 citation statements)

References 40 publications

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“…The teaching of specific skills has been noted in the literature to improve attitudes and relationships between medical students and nurses, leading to better interprofessional collaboration. [3][4][5][6] These learning objectives could be incorporated into the undergraduate medical education program to prepare students, provide comprehensive education, and to improve interprofessional relationships. For example, formal teaching labs or sessions led by NPHCPs could be conducted with students of other health care professions e.g.…”

Section: Discussionmentioning

confidence: 99%

“…1, Issue 1 Article Common themes have emerged in the literature with respect to the teaching of medical students by NPHCPs. Benefits identified with NPHCPs being involved in medical education include providing support and sharing the time burden with busy physician educators, improving the quality of education while controlling costs, 3 enhancing attitudes towards and understanding of healthcare roles, and improved interprofessional teamwork. 4,5 In addition, NPHCPs identify an increase in job satisfaction and personal enjoyment derived from teaching students.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Non-Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses

Lien

Sommer

Bite

et al. 2018

JRMC

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Phenomenon: Satellite campuses of medical schools in Canada introduce smaller communities to new medical learners. Non-physician health care professionals (NPHCPs) in regional hospitals may have had little prior exposure to learners. Lack of clarity regarding the role of the medical student is a barrier that hinders interprofessional collaboration. The purpose of this project was to examine the educational relationship between students and NPHCPs in regional hospitals. Approach: Surveys were distributed to NPHCPs of various disciplines at two community hospitals in Waterloo Region. A second survey was distributed to medical students attending a satellite medical campus of McMaster University. Findings: Surveys completed by 141 NPHCPs identified the following themes: frequent student interaction, no orientation to students, uncertainty of roles, willingness to teach, and barriers to teaching. Student surveys demonstrated frequent interactions, lack of familiarity of their role by NPHCPs at regional hospitals, desire to learn from NPHCPs, and specific teachable procedures. Insights: NPHCPs and medical students agree that interprofessional medical education can improve patient care, communication and the quality of education. While there is interest in involving NPHCPs in teaching, orienting NPHCPs to the roles of students in regional hospitals may improve relationships and allow informal teaching opportunities.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Role of Non-Physician Health Care Professionals in the Education of Medical Students at Satellite Campuses

Lien

Sommer

Bite

et al. 2018

JRMC

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“…The authors introduce two general types: (1) individuals with advanced degrees in education ("or a related field") who lend their skills and expertise to the particulars of medical education, and (2) ). There appears to be little that lies beyond the expertise of the education experts.…”

Section: Introductionmentioning

confidence: 99%

Commentary: When Much Is Promised, Much Is—and Should Be—Expected

Hafferty

Hafler

2009

Academic Medicine

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There is much to be excited about in Riesenberg and colleagues' report-if all they promise can be delivered. But their endorsement of nonphysician medical educators' (NPMEs') remedial role in educating health professionals is excessive, even as they point out that NPMEs are only one solution to the problems facing such training, and even as they raise provocative ideas (having NPMEs function as role models for physicians in training) about the realignment of responsibilities for educating future physicians. Moreover, it is not clear how the core transformational skills for NPMEs identified in their report are tied to the broad array of educational experiences they outline. Furthermore, the venues for teaching NPMEs about education, particularly graduate schools of education, are, with some exceptions, not viewed as exemplars of educational excellence within the general university community. Flooding classrooms, clinics, and hospital wards with NPMEs, however well trained and inexpensive, is not the way to best educate the next generation of health professionals. Medical practice and medical education constitute a complex system, and medicine's culture is tribal, and intolerant of generalists and outsiders (including "educationalists"). The real issue is not NPMEs' acquisition of theory, research methods, or teaching skills so much as it is whether NPMEs possess the disciplinary independence and identity necessary to make the kinds of contributions needed within a culture that can be so seductive, dominating, and dismissive of outsiders.

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“…Most commonly they are trained as registered nurses (RNs), licensed practical nurses (LPNs), or medical assistants (MAs). Although each of these positions carries with it different job descriptions, licensure requirements, and responsibilities, 26 often their roles are similar. Job responsibilities often include rooming patients, obtaining vital signs, obtaining a preliminary history, administering immunizations, and returning phone calls.…”

mentioning

confidence: 99%

“…In inpatient settings, the patient perception of care was improved by higher levels of nursing education, experience, time spent providing patient care, greater role clarity, and less role distraction. 25,26 "Office nurses" or clinical associates (CAs) come from a variety of backgrounds, not just nursing. Most commonly they are trained as registered nurses (RNs), licensed practical nurses (LPNs), or medical assistants (MAs).…”

mentioning

confidence: 99%