Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership

Jaime Jordan, Lalena Yarris, Sally A. Santen, Todd A. Guth, Steven Rougas, Daniel P. Runde, Wendy C. Coates

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

PURPOSE: Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD: A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS: Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS: Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

Original languageEnglish (US)
JournalAcademic Medicine
DOIs
StateAccepted/In press - Nov 1 2016

Fingerprint

Needs Assessment
cadre
Medical Education
educator
leadership
Education
education
Research
graduate
leader
director
Emergency Medicine
Teaching
stakeholder
Graduate Education
medicine
Mentors

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Creating a Cadre of Fellowship-Trained Medical Educators, Part II : A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership. / Jordan, Jaime; Yarris, Lalena; Santen, Sally A.; Guth, Todd A.; Rougas, Steven; Runde, Daniel P.; Coates, Wendy C.

In: Academic Medicine, 01.11.2016.

Research output: Contribution to journalArticle

@article{ad58e4924a0e4a90beb749e423359c9c,
title = "Creating a Cadre of Fellowship-Trained Medical Educators, Part II: A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership",
abstract = "PURPOSE: Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD: A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS: Participants were 11/15 (73{\%}) education fellowship directors, 13/20 (65{\%}) fellows/graduates, 106/239 (44{\%}) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85{\%}) and teach clinically (96{\%}). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7{\%}) and that ESFs would improve the overall quality of education research (91.1{\%}). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS: Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.",
author = "Jaime Jordan and Lalena Yarris and Santen, {Sally A.} and Guth, {Todd A.} and Steven Rougas and Runde, {Daniel P.} and Coates, {Wendy C.}",
year = "2016",
month = "11",
day = "1",
doi = "10.1097/ACM.0000000000001460",
language = "English (US)",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",

}

TY - JOUR

T1 - Creating a Cadre of Fellowship-Trained Medical Educators, Part II

T2 - A Formal Needs Assessment to Structure Postgraduate Fellowships in Medical Education Scholarship and Leadership

AU - Jordan, Jaime

AU - Yarris, Lalena

AU - Santen, Sally A.

AU - Guth, Todd A.

AU - Rougas, Steven

AU - Runde, Daniel P.

AU - Coates, Wendy C.

PY - 2016/11/1

Y1 - 2016/11/1

N2 - PURPOSE: Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD: A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS: Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS: Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

AB - PURPOSE: Education leaders at the 2012 Academic Emergency Medicine Consensus Conference on education research proposed that dedicated postgraduate education scholarship fellowships (ESFs) might provide an effective model for developing future faculty as scholars. A formal needs assessment was performed to understand the training gap and inform the development of ESFs. METHOD: A mixed-methods needs assessment was conducted of four emergency medicine national stakeholder groups in 2013: department chairs; faculty education/research leaders; existing education fellowship directors; and current education fellows/graduates. Descriptive statistics were reported for quantitative data. Qualitative data from semistructured interviews and free-text responses were analyzed using a thematic approach. RESULTS: Participants were 11/15 (73%) education fellowship directors, 13/20 (65%) fellows/graduates, 106/239 (44%) faculty education/research leaders, and a convenience sample of 26 department chairs. Department chairs expected new education faculty to design didactics (85%) and teach clinically (96%). Faculty education/research leaders thought new faculty were inadequately prepared for job tasks (83.7%) and that ESFs would improve the overall quality of education research (91.1%). Fellowship directors noted that ESFs provide skills, mentorship, and protected time for graduates to become productive academicians. Current fellows/graduates reported pursing an ESF to develop skills in teaching and research methodology. CONCLUSIONS: Stakeholder groups uniformly perceived a need for training in education theory, clinical teaching, and education research. These findings support dedicated, deliberate training in these areas. Establishment of a structure for scholarly pursuits prior to assuming a full-time position will effectively prepare new faculty. These findings may inform the development, implementation, and curricula of ESFs.

UR - http://www.scopus.com/inward/record.url?scp=84994154375&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84994154375&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000001460

DO - 10.1097/ACM.0000000000001460

M3 - Article

C2 - 27805949

AN - SCOPUS:84994154375

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

ER -