BMC Medical Education, Год журнала: 2024, Номер 24(1)
Опубликована: Май 14, 2024
Although extensive research exists about students' clinical learning, there is a lack of translation and integration this knowledge into educational practice. As result, improvements may not be implemented thus contribute to learning. The present study aimed explore the nature faculty members' learning related how they apply student autonomy.
Язык: Английский
BMC Medical Education, Год журнала: 2024, Номер 24(1)
Опубликована: Янв. 22, 2024
Язык: Английский
Процитировано
6
Medical Teacher, Год журнала: 2024, Номер unknown, С. 1 - 9
Опубликована: Авг. 18, 2024
Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies instigating meaningful changes instructional practices has come under scrutiny.
Язык: Английский
Процитировано
3
Medical Teacher, Год журнала: 2024, Номер unknown, С. 1 - 22
Опубликована: Дек. 15, 2024
Background There is wide variation in how faculty development (FD) practiced globally and described the literature. This scoping review aims to clarify FD conceptualised health professions education.
Язык: Английский
Процитировано
3
BMC Medical Education, Год журнала: 2025, Номер 25(1)
Опубликована: Март 18, 2025
Clinical faculty development focused on Health Systems Science (HSS) is crucial for integrating HSS concepts into medical education. The 2021 HSSIP Faculty Development program was created to support in effectively creating and incorporating comprehensive content the clerkship experience. Nine clinical champions, selected their diverse backgrounds interest HSS, participated from November through October 2022 monthly day-long, in-person workshops, bi-monthly self-directed sessions, covering both domains foundational learning curriculum development. Using a community of practice model, champions gained expertise developed curricula throughout year-long program. Evaluation methods included surveys feedback, focusing satisfaction, self-efficacy, curricular creation. Post-engagement showed increased comfort teaching content, with significant improvement specific areas. Participants valued experts collaborating peers but found virtual sessions challenging. Despite systemic challenges time constraints, successfully implemented HSS-focused content. They also contributed broader education efforts, presenting scholarly work various educational activities. This study showcases an innovative approach preparing integrate Key lessons value subject matter experts, engagement, participation. limitations such as low response numbers context-specific results, demonstrated potential broad integration. Further research more participants rigorous data collection protocols needed fully understand generalizability innovation. initiative serves model other academic health centers.
Язык: Английский
Процитировано
0
Innovation and change in professional education, Год журнала: 2025, Номер unknown, С. 431 - 455
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
0
Innovation and change in professional education, Год журнала: 2025, Номер unknown, С. 271 - 296
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
0
Innovation and change in professional education, Год журнала: 2025, Номер unknown, С. 341 - 357
Опубликована: Янв. 1, 2025
Язык: Английский
Процитировано
0
Physiotherapy Theory and Practice, Год журнала: 2025, Номер unknown, С. 1 - 11
Опубликована: Май 31, 2025
Clinical learning has an important role in health care education. However, challenging working environments with increasing staff turnover, sick leave and high work pace create tensions between teaching clinical activities. After participation a faculty development program, teacher team implemented new activities, the supervisors were grouped pairs for support; workshop was created sharing experiences; video about feedback produced. To explore describe supervisors' perceptions of workplace-based interventions to develop quality supervision environment, we posed research question: How did physiotherapy perceive during their supervision? A qualitative study conducted. Data collected using focus group interviews physiotherapist (n = 12) analyzed inductive content analysis. One overarching latent theme identified: integrated structured pedagogical approach key manage learning. Three categories The contributed structure sense coherence, increased opportunity collegial collaboration, clarification tasks roles decreased experience stress. activities where collaboration beneficial both experienced supervisors. Through testing approaches, reported that educational made more visible attractive well-functioning organization difference.
Язык: Английский
Процитировано
0
Medical Education, Год журнала: 2024, Номер unknown
Опубликована: Июль 21, 2024
Abstract Background Clinician‐teachers, physicians with educational responsibilities in either classroom or clinical setting, are assumed to add value by virtue of their dual role. The often prioritised over the tasks. How and under which circumstances clinician‐teachers able perform role create added for different stakeholders is currently unclear. Objectives To identify whom, how activities executed CTs others. Scope linking system education practice beyond direct patient interactions purposefully executed. Methods A realist review was conducted. Databases were searched two stages: a narrow conventional search, followed comprehensive artificial intelligence‐aided search. Studies concerning clinician‐teachers' included. Realist analysis applied contexts resource mechanisms triggered reasoning mechanisms, led specific outcomes stakeholders. Results Sixty‐six studies In where formally recognised valued, benefitted from credibility legitimacy bestowed on them, making transfer domain‐specific knowledge more impactful. sociocultural differences between both systems existed, mediate adjust recommendations aligned stakeholders' perceived relevance. Also, organised support roles made Clinician‐teachers students' competency learning environment, organisations' curricular innovation. workspace, enhancing colleague physicians' teaching expertise, implementing innovations recruiting students scarce specialisms. Conclusion students, at large. Domain‐specific important gain achieve value. Openness, formal recognition allocated time towards strengthen impact
Язык: Английский
Процитировано
1
Medical Education, Год журнала: 2023, Номер 57(7), С. 606 - 608
Опубликована: Апрель 13, 2023
The authors propose a bench‐to‐bedside approach to shift current faculty development from focusing mainly on teachers towards consideration of student needs.
Язык: Английский
Процитировано
2