Supporting the Professional Identity of Medical Science Educators: Understanding Faculty Motivations for Quality Improvement in Teaching

Love, Lori A.; Haggar, Faye L.; McBrien, Sarah B.; Buzalko, Russell J.; Hartman, Teresa; Shope, Ron J.; Dallaghan, Gary L. Beck

doi:10.1007/s40670-018-0609-3

Cited by 10 publications

(8 citation statements)

References 66 publications

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“…One solution mentioned by the focus group participants for the Success principle was for administrators to provide faculty with assistant teachers to help them provide regular feedback and grade assignments. This finding is consistent with other researchers who have noted that faculty often lack the time needed to provide quality feedback and assessment; and therefore, could use help in doing so [ 49 ]. If faculty perceive that they are being asked to provide effective feedback to students but are not being supported by paid time or assistant teachers [ 49 , 52 , 53 ], they may believe that it is not a reasonable expectation to provide regular feedback and, in turn, provide less feedback.…”

Section: Discussionsupporting

confidence: 91%

“…The fact that some students take a passive role towards learning may also limit faculty’s use of empowering strategies. Love et al [ 49 ] identified student passivity as an obstacle for medical faculty who want to improve their teaching, similar to what our participants experienced when using flipped teaching. A possible solution is to gradually introduce students to more active teaching techniques [ 50 ], as a way to move students towards more independent learning.…”

Section: Discussionsupporting

confidence: 78%

“…In addition, the focus group participants seemed unfamiliar with technologies that might assist them in providing feedback. Love et al [ 49 ] reported that being able to use technology in teaching was identified as one of main drivers behind faculty’s motivation to want to improve their teaching. Given that our focus group participants appeared supportive of the idea of student peer feedback and using technology to do so, the reasons that they did not use these strategies were related to a lack of training in how to guide students to provide effective peer feedback and in how to use technology to provide feedback, in general.…”

Section: Discussionmentioning

confidence: 99%

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Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study

2021

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Background It is uncommon for faculty development professionals to assess faculty attitudes towards their teaching responsibilities and their perceived obstacles to teaching effectiveness. The purposes of this study were (a) to document faculty attitudes and practices related to applying motivation principles, and (b) to identify the perceived contextual factors that may shape these attitudes and practices. Methods A sequential explanatory mixed methods design was used. Faculty members (n = 272; 32% response rate) were surveyed about their responsibility for and application of the five motivational principles that are part of the MUSIC Model of Motivation: eMpowerment, Usefulness, Success, Interest, and Caring. Repeated measures ANOVAs and Student’s t-tests were computed to detect differences. Subsequently, two focus groups of faculty members (n = 11) interpreted the survey results. We conducted a thematic analysis and used the focus group results to explain the survey results. Results Faculty rated their responsibilities for applying principles related to Usefulness, Interest, and Caring significantly higher than they did for Success and eMpowerment. Most faculty also reported that they actually applied Usefulness, Interest, and Caring strategies within the past year, whereas over half of the faculty applied Success strategies and about a third of faculty applied eMpowerment strategies. Focus group participants identified factors that affected their ability to apply eMpowerment strategies, (e.g., offering choices), including students lacking generic skills (e.g., critical thinking, problem-solving), a lack of confidence in their abilities to implement empowering strategies and meet the needs of students, passive students, and large lecture-type courses. Focus group participants cited obstacles to implementing Success strategies (e.g., providing feedback), including difficulty in providing feedback in large courses, lacking time and assistant teachers, limited knowledge of technologies, and lacking skills related to guiding effective student peer feedback. Conclusions Faculty appear adequately prepared to implement some types of motivational strategies, but not others, in part due to contextual factors that can influence their attitudes and, ultimately, their application of these strategies. We discuss how these factors affect attitudes and application of motivational strategies and formulate suggestions based on the results.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 78%

Section: Discussionmentioning

confidence: 99%

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Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study

2021

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“…in staff recruitment and promotion policies), opportunities for HRM and leadership to act in synergy are not used to an optimal degree (Leroy et al 2018 ). 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: 99%

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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“…an educator involved with teaching the healthcare sciences) in new tenure‐track faculty members (TF) as being in phases that can take up to 1–3 years as clinicians identify the complexities of teaching and realise their clinical skills do not necessarily make them good teachers . In response to this challenge, programmes to enhance teaching quality and skills have been found to increase identity as a medical educator in TF . (For the purposes of our study, TF were defined as all faculty members hired for a permanent position.…”

Section: Introductionmentioning

confidence: 99%

Factors predicting identity as educators and openness to improve: an exploratory study

et al. 2019

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Context Researchers suggest that teachers’ work environment affects their sense of connectedness and appreciation, which affects their educator identity. However, sessional (also known as adjunct, clinical, contingent and non‐tenured) faculty members may struggle with their educator identity. The purpose of this exploratory study was to examine the extent to which perceived connectedness and received appreciation predicted identity as a medical (health care science) educator and openness to improve in tenure‐track and sessional faculty members. Methods We utilised an ‘identification with teaching’ scale to measure medical educator identity. We developed scales to measure perceived connectedness to university department, openness to improve teaching, and appreciation as a motivation to try a new teaching method. We then hypothesised a path model between these constructs. We surveyed faculty members at a health sciences school and performed confirmatory factor analyses and structural equation modelling using data from a sample of 73 tenure‐track and 146 sessional faculty members to explore support for the hypothesised model. Results Connectedness and appreciation predicted identity as a medical educator and openness to improve in different ways for sessional and tenure‐track faculty members. For tenure‐track faculty members, appreciation predicted medical educator identity and openness to improve, whereas a sense of connectedness trended towards predicting an openness to improve. For sessional faculty members, connectedness to their department predicted their identity as a medical educator, which acted as a mediator to predict an openness to improve. Discussion Our data supported the hypothesised model, but the sessional and tenure‐track faculty models differed in strength and focus. We explore reasons for these differences based on the working environment of each teacher type. We suggest that the two models partially explain the transformation from ‘a clinician who teaches’ to a medical educator. Finally, we make suggestions for how identity as a medical educator and openness to improve may be encouraged in both types of teachers.

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Supporting the Professional Identity of Medical Science Educators: Understanding Faculty Motivations for Quality Improvement in Teaching

Cited by 10 publications

References 66 publications

Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study

Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study

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

Factors predicting identity as educators and openness to improve: an exploratory study

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