搜索结果：Medical science educator

Medical science educators are faculty members primarily responsible for teaching the medical sciences to healthcare profession students. These educators also have roles in other academic areas such as curriculum development, learner assessment, advising and mentoring, clinical duties, research, institutional service, leadership and administration. Academic institutions worldwide are increasingly focused on excelling in cutting-edge research, a major criterion for university rankings, which has led to significant resources and attention invested in those endeavours. At the same time, the primary goal of academic institutions is to educate and train healthcare professionals. As a result, medical science educators are often caught in the middle of these competing interests, leading to the ambiguity between personal career development and institutional priorities. It is in this context that we consider how medical science educators might navigate these issues and how academic institutions can support and strengthen this important cohort of faculty. First, with an attempt at humour, we begin by considering three stereotypical identities of medical science educators. We then discuss how the growing number of medical education associations and programs designed to support medical science educators are making a difference. Our goal is to provide a clear direction for the current career trajectory of medical science educators.

AIM: To compare what medical educators who are specialists in the behavioural and social sciences and their non-specialist counterparts consider to be core concepts that medical graduates should understand. BACKGROUND: Previously perceived as 'nice to know' rather than 'need to know', the General Medical Council (GMC) now places behavioural and social sciences on the same need-to-know basis as clinical and basic sciences. Attempts have been made to identify what components of these topics medical students need to know; however, it remains unknown if decisions over programme content differ depending on whether or not educationalists have specialist knowledge of the behavioural and social sciences. METHODS: In a survey of medical educationalists within all UK medical schools, respondents were asked to indicate from a comprehensive list of psychological, sociological and anthropological concepts what they considered a minimally competent graduate should understand. Comparisons were made between the concepts identified by specialist behavioural and social science (BSS) educators and those without such training. RESULTS: Despite different disciplinary backgrounds, non-specialist educators largely concurred with BSS specialist educators in the concepts they considered tomorrow's doctors should know about. However, among BSS specialists there remained disagreement on what BSS content was relevant for graduates. Differences reflect specialist knowledge and recognition of the role of theoretical underpinning of BSS and reveal gaps in non-specialists knowledge. CONCLUSIONS: Educationalists with formal training in the full range of behavioural and social sciences should be involved in the development of BSS curriculum content at both national and school levels.

BACKGROUND: Principles of ethics are among the pillars of the teaching-learning system. Evaluation of educators' adherence to principles of ethics in virtual education requires the use of reliable instruments. This study was carried out to develop and test the psychometric properties of a questionnaire for assessment of medical science educators' adherence to principles of ethics in virtual education. METHODS: This is an exploratory sequential mixed methods study conducted in two parts. In the first stage (the qualitative phase), we used conventional content analysis to establish the concept of ethical principles in virtual education. Thus, 21 semi-structured, in-depth interviews were conducted with 21 medical science professors on a face-to-face basis from March 2022 to November 2022. Subsequently, we developed the items of the questionnaire based on a review of literature and semi-structured in-depth interviews. In the second stage (the quantitative phase), psychometric features of the questionnaire were evaluated using COSMIN criteria (face validity, content validity, construct validity and internal consistency). RESULTS: Construct validity was surveyed with exploratory and confirmatory factor analysis via completing the questionnaire by 300 medical science professors, who were selected using convenience sampling. The results of exploratory factor analysis yielded a factor loading of the 20 items of the questionnaire to range between 0.79 and 0.98, all the values being significant. The three factors of adherence to the principles of copyright, adherence to educational principles, and justice in evaluation, which were addressed by the instrument, were verified by satisfactory values. The confirmatory factor analysis (CFA) fitted the data well (χ2/df = 13), RMSEA = 0.01, CFI = 0.96, NFI = 0.97, and TLI = 0.99. The total interclass correlation (ICC) of the questionnaire was estimated to be 0.90. Moreover, the reliability of the instrument measured in terms of internal consistency was estimated 0.98. CONCLUSION: The findings of the study indicated that the questionnaire we developed for evaluation of adherence to ethical principles of in virtual education was valid and reliable enough. Therefore, the managers in the education system can employ this instrument to assess medical science educators' adherence to principles of ethics in virtual education.

PURPOSE: Basic science medical educators (BSME) play a vital role in the training of medical students, yet little is known about the factors that shape their professional identities. This multi-institutional qualitative study investigated factors that support and threaten the professional identity formation (PIF) of these medical educators. METHOD: A qualitative descriptive study was conducted with a purposive sample of 58 BSME from 7 allopathic medical schools in the U.S. In-depth semi-structured interviews of individual BSME were conducted between December 2020 and February 2021 to explore the facilitators and barriers shaping the PIF of BSME. Thematic analysis was conducted. RESULTS: Factors shaping PIF were grouped into 3 broad domains: personal, social, and structural. Interrelated themes described a combination of factors that pushed BSME into teaching (early or positive teaching experiences) and kept them there (satisfaction and rewards of teaching, communities of like-minded people), as well as factors that challenged their PIF (misunderstanding from medical students, clinical, and research faculty, lack of formal training programs, and lack of tenure-track educator positions). The structural environment was reported to be crucial for PIF and determined whether BSME felt that they belonged and were valued. CONCLUSIONS: This study shows that although most BSME derive a sense of fulfillment and meaning from their role as medical educators, they face considerable obstacles during their PIF. Structural change and support are needed to increase recognition, value, promotion, and belonging for BSME to improve the satisfaction and retention of this important group of faculty.

To address gaps in U.S. health care outcomes, medical education is evolving to incorporate new competencies, as well as to align with care delivery transformation and prepare systems-ready providers. These new health systems science (HSS) competencies-including value-based care, quality improvement, social determinants of health, population health, informatics, and systems thinking-require formal education and role modeling in both classroom and clinical settings. This is challenging because few faculty had formal training in how to practice or teach these concepts. Thus, these new competencies require both expanding current educators' skills and a new cohort of educators, especially interprofessional clinicians. Additionally, because interprofessional teams are the foundation of many clinical learning environments, medical schools are developing innovative experiential activities that include interprofessional clinicians as teachers. This combination of a relative "expertise vacuum" within the current cohort of medical educators and expanding need for workplace learning opportunities requires a reimagining of medical school teachers. Based on experiences implementing HSS curricula at two U.S. medical schools (Penn State College of Medicine and University of California, San Francisco, School of Medicine, starting in 2013), this Perspective explores the need for new educator competencies and the implications for medical education, including the need to identify and integrate "new" educators into the education mission, develop faculty educators' knowledge and skills in HSS, and acknowledge and reward new and emerging educators. These efforts have the potential to better align the clinical and education missions of academic health centers and cultivate the next generation of physician leaders.

PURPOSE: Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators. METHODS: Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described 'ideal traits' or 'characteristics of good teachers/educators,' presented competencies as part of a larger curricular framework, and teaching assessment tool content. RESULTS: The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5-7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines. CONCLUSION: Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks.

Background & Objective: There are many reasons that it is necessary to change the culture, educational environment, and curriculum of medical education toward addressing and developing the fundamentals of medical professionalism. The primary objective of this study was to assess the attitudes of residents about training professionalism in the School of Medicine in Guilan University of Medical Sciences, Iran. 
\nMethods: This descriptive study was conducted on 189 residents of Guilan University of Medical Sciences based on a questionnaire adjusted to culture and ethical issues of Iran in 2011-12. The reliability and validity of the questionnaire was confirmed. The data were analyzed by t-test and using the Stata statistical software. 
\nResults: In this study, 140 residents from 14 fields participated with mean age of 32.2 ± 4.49 years. More than 50% of residents rated the success of medical professionalism education programs as medium to high. More than 40% of them have considered the effect of role model educators, in the education of these principles, to be great. 62.9% of residents agreed with the theoretical–practical teaching of these principles.
\nConclusion: The degree of success of educational programs in various fields of medical professionalism was acceptable, but needs improvement. The residents acknowledge that they learn the principles of professionalism from their educators in a hidden educational curriculum, but believe that they must also be taught in theoretical and practical units.
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\nKeywords
\nMedical professionalism Medical residents Education Role modeling

Abstract Background & Aims: Clinical education is the heart of nursing profession. The available clinical educations do not empower students for gaining clinical competency and skills. Because educator’s performance and behavior is one of the main determinants of effective clinical education, the present study aimed to determine the relationship between educators’ clinical behaviors and students’ learning in shiraz university of medical sciences. Material & Methods: This descriptive, correlational study was conducted on 128 nursing students selected through the convenience sampling. The students’ viewpoints were assessed regarding the extent to which educational behaviors are applied by nursing educators as well as the effectiveness of these behaviors in students’ learning. The data were collected using the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) developed by Knox and Morgan. Then, the data were analyzed by descriptive and inferential statistics and Pearson’s correlation coefficient using the SPSS software version 19. Results: There was a significant positive relationship between the educational behaviors applied by the clinical educators and the effectiveness of these behaviors in nursing students’ learning (P=0.001, r=0.71). Regarding educational behaviors, the results showed that the teaching ability and personality traits had the highest and lowest priority, respectively. Also considering the effectiveness of these behaviors in learning, teaching ability and evaluation gained the highest and lowest priority, respectively. Conclusion: The effective educational behaviors of educators lead to improve the nursing students’ learning. According to the results of the study, there is a need to improve the educators’ conditions for doing effective clinical behaviors in the areas of educators’ personality traits and student evaluation methods. In this regard, the use of educational programs to show the importance of doing educational behaviors related to the mentioned areas by clinical educators and their effects on students learning can be very beneficial.

A research paradigm, or set of common beliefs about research, should be a key facet of any research project. However, despite its importance, there is a paucity of general understanding in the medical sciences education community regarding what a research paradigm consists of and how to best construct one. With the move within medical sciences education towards greater methodological rigor, it is now more important than ever for all educators to understand simply how to better approach their research via paradigms. In this monograph, a simplified approach to selecting an appropriate research paradigm is outlined. Suggestions are based on broad literature, medical education sources, and the author's own experiences in solidifying and communicating their research paradigms. By assisting in detailing the philosophical underpinnings of individuals research approaches, this guide aims to help all researchers improve the rigor of their projects and improve upon overall understanding in research communication.

OBJECTIVES: In 2008, the Association of Academic Health Sciences Libraries established an Education Research Task Force (ERTF) to plan research addressing research priorities outlined in key Association of American Medical Colleges reports. ERTF members conducted a literature review to describe the state of collaborative research at the intersection of medical education and health sciences librarianship. Analysis of initial results revealed instruction in evidence-based medicine (EBM) was a shared interest and is thus the focus of this review. METHODS: Searches on EBM teaching programs were conducted, and results were posted to a shared online citation management service. Individual articles were assessed and assigned metadata describing subject matter, scope, and format. RESULTS: Article analysis identified key themes. Most papers were descriptive narratives of curricular development. Evaluation studies were also prominent and often based on student satisfaction or self-reported competency. A smaller number of controlled studies provide evidence of impacts of librarian involvement in EBM instruction. CONCLUSIONS: Scholarship of EBM instruction is of common interest between medical educators and health sciences librarians. Coauthorship between the groups and distribution of literature points to a productive collaboration. An emerging literature of controlled studies measuring the impact of cross-disciplinary efforts signals continued progress in the arena of EBM instruction.

BACKGROUND AND OBJECTIVE: Applying the Best Evidence Medical Education (BEME) in real educational arena is a necessity in medical education. As to the literature, there are enough evidence; however, their application by educators and policymakers has been still failed. Therefore, this study conducted to explore the experience of educators about applying BEME in Iranian context. MATERIALS AND METHODS: Qualitative approach using content analysis method was utilized for exploring 25 participants involved with medical education in different levels, introduced the study using purposeful sampling. Data were collected through a semi-structured interview by which they answered to researcher's questions in around 45 min about how they apply evidence in their educational setting. To make more clarification, probing questions were used. Interviews were recorded and transcribed and then analyzed by coding paradigm immediately. RESULTS: Three categories were emerged as: applying different levels of evidence, substitution of evidence-based medicine for BEME, and variation of understanding BEME. The first category includes subcategories of using personal experience, textbooks, and filtered papers. The second contains lack of knowledge about BEME elements, time and motivation as well as no priority for applying available medical education evidence; and third, using different terminology and having some problems in applying process, based on individual understanding and using papers with or without modification. DISCUSSION: For effective evidence application, it is necessary to operationalize BEME terminology and overcome any ambiguity surrounded it. It is also important to suggest educators to apply the appraised evidence as well as teach them how they search and appraise evidence independently. Certainly, in the first steps, supervision and providing a proper context for BEME applications are crucial.

PURPOSE: During the last two decades in the United States, academies of medical educators (AMEs) have proliferated as formal organizations within faculties of health professions education to recognize teaching excellence, support faculty development, and encourage scholarly activity. AMEs have been effective at rewarding faculty for educational excellence and providing faculty development. However, the impact of an AME on campus culture remains unclear. METHOD: A qualitative case study asked, How has an AME shaped organizational culture? The authors investigated the University of Colorado health sciences campus AME given its clear mandate to impact organizational culture. The authors interviewed a purposeful sample of 26 AME members and non-AME campus faculty and educational leaders during the 2014-2015 academic year. Two reviewers employed content analysis to code the transcripts. RESULTS: The AME has positively impacted organizational culture by being a symbol of institutional commitment to the educational mission, and by asserting education as an evidence-based practice. At the faculty member level, the AME's impact includes creating a home and community for educators to network. Individual faculty influence departments and programs across campus through teaching and interpersonal connections. However, the AME has not impacted all of campus, due to only reaching self-identified educators, and the siloed nature of departments on campus. CONCLUSIONS: Although limited to a single campus and an early established AME, this study contributes significant insight by describing how an AME as a structural unit impacts individual faculty members, who in turn impact organizational campus culture regarding the educational mission.

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Museums promote co-learning through the construction of a social community, one that involves personal, physical, and sociocultural contexts. As researchers and museum educators, we report some of our contextual reflections and recommendations that emerged from our collaborative learning experience of conducting research in a medical science museum. Guided by an established 6P model of museum learning (place, purpose, person, people, process, and product), we articulate our experiences and propose an additional P (partnership) with eight steps–beginning with relationship building and culminating in dissemination to varied audiences. Using examples from our research of children and young adolescents’ experience of a science and health-related museum program entitled “Surviving the Zombie Apocalypse,” we identify principles, factors, and processes that contributed to the success of our museum-based research. By presenting the lessons we learned, we aim to help guide future research endeavors of others considering interdisciplinary museum research.

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