Development and Implementation of a Hospitalist Faculty Development Program in a University- and Community-Based Multihospital System.

OBJECTIVES: Robust faculty development (FD) is an emerging area of focus within hospital medicine, a relatively new specialty with limited mentorship infrastructure to find and develop a professional niche. There are few descriptions in the literature of establishing and evaluating an FD program with strategies to evaluate success, invite collaboration, and achieve feasible, useful metrics. METHODS: We created our University Division of Hospital Medicine's FD Program to help community and academic hospitalist faculty fulfill professional goals in (and beyond) quality improvement, leadership, education, and clinical skills. We describe program development, initial implementation, and early evaluation results. We outline program roles and offerings such as professional development awards, lectures, and mentorship structures. RESULTS: Our program was successfully implemented, measured by engagement and participation via preliminary indicators suggesting programmatic effectiveness: faculty who applied for (and continued participation in) mentorship and faculty development awards and faculty who attended our lecture series. Since program implementation, faculty retention has increased, and percentages of faculty reporting they were likely to remain were stable, even during the coronavirus disease 2019 pandemic. Scholarly production increased and the number of division associate professors/professors grew from 2 in 2015 to 19 in 2024. CONCLUSIONS: Our experience can guide institutions seeking to support and encourage faculty professional development. Lessons learned include the importance of needs assessment and leadership commitment to meeting identified needs; how a steering committee can amplify the effectiveness and relevance of FD efforts; and the utility of multiple recognition strategies-quarterly newsletters, monthly clinical recognition, mentions on social media-to support and encourage faculty.

A Renaissance in Academic Medicine-Using a Coach Approach to Develop Early-Career Faculty.

This Viewpoint discusses contemporary approaches to mentoring and coaching new physicians.

The Role of Faculty Development in Advancing Change at the Organizational Level.

ABSTRACT: Although the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes 4 major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity, and inclusion; and (4) contributing to organization-wide initiatives, such as addressing "hot button" issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the 4 goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Because each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions.

Commitment to inclusion: The importance of collaboration in gender equity work.

Despite decades of faculty professional development programs created to prepare women for leadership, gender inequities persist in salary, promotion, and leadership roles. Indeed, men still earn more than women, are more likely than women to hold the rank of professor, and hold the vast majority of positions of power in academic medicine. Institutions demonstrate commitment to their faculty's growth by investing resources, including creating faculty development programs. These programs are essential to help prepare women to lead and navigate the highly matrixed, complex systems of academic medicine. However, data still show that women persistently lag behind men in their career advancement and salary. Clearly, training women to adapt to existing structures and norms alone is not sufficient. To effectively generate organizational change, leaders with power and resources must commit to gender equity. This article describes several efforts by the Office of Faculty in the Johns Hopkins University School of Medicine to broaden inclusivity in collaborative work for gender equity. The authors are women and men leaders in the Office of Faculty, which is within the Johns Hopkins University School of Medicine dean's office and includes Women in Science and Medicine. Here, we discuss potential methods to advance gender equity using inclusivity based on our institutional experience and on the findings of other studies. Ongoing data collection to evaluate programmatic outcomes in the Johns Hopkins University School of Medicine will be reported in the future.

Utilizing Complexity Leadership Theory to Promote Faculty Mentorship and Resident Leadership.

OBJECTIVE: To create and evaluate a structured combined faculty mentorship/resident leadership program based on complexity leadership theory. DESIGN: In 2021, a logic model was used to create a 5 part bi-monthly resident leadership series utilizing administrative, adaptive, and enabling components of complexity leadership theory. Each of the 5 sessions had a nationally prominent senior faculty member mentor 3 junior faculty in creation of an interactive workshop that was delivered to resident physicians during scheduled didactics. Validated surveys were used to assess faculty post-mentorship experience and resident self-perception of leadership skills pre-and post-series. Descriptive statistics and 2-way ANOVA were performed; text comments underwent content analysis. SETTING: A large academic OB/GYN department at Baylor College of Medicine in Houston, Texas. PARTICIPANTS: Five faculty mentors, 15 junior faculty, and 48 residents participated in this program. All faculty mentors (5/5) and 87% (13/15) of mentees completed the post-mentorship survey. Resident response rate was 60% (29/48) pre-series and 63% (30/48) post-series. RESULTS: Both mentors and mentees rated the experience favorably (4.62 versus 5.29, p = 0.51). In open-ended comments, enabling components of mentorship process, such as approachability and expertise of the mentors, were most often noted as positive. Both mentees and mentors suggested administrative changes to the experience, such as longitudinal relationships between mentors and mentees. The mean score on the resident leadership questionnaire improved from 3.82 to 3.96 (5-point Likert scale, p = 0.30) with self-reported leadership skills improving in 8/9 domains, although none reaching statistical significance. Open-ended comments revealed that residents also most desired administrative changes in the leadership series, such as increased leadership opportunities and more interactive workshops. CONCLUSIONS: A structured combined faculty mentorship/resident leadership program formed utilizing complexity leadership theory was positively received. Participants most liked the enabling components of the series, with requested administrative changes in the future.

Conocimientos de medicina basada en evidencia en profesionales de la medicina / Knowledge of medical professionals on evidence - based medicine

La medicina basada en evidencia (MBE) representa un nuevo modelo de investigación y en la práctica médica es sinónimo de actualización. Esta práctica permite identificar la evidencia obteniendo resultados óptimos en la atención de pacientes. Objetivo: Determinar el conocimiento sobre el signifi-cado de medicina basada en evidencia y la forma correcta de aplicarla por parte de los profesionales de la medicina. Se aplicaron entrevistas en el Congreso Médico Nacional realizado en San Pedro Sula en el 2011. Metodos: Estudio descriptivo, de corte transversal sobre los conocimientos de los profesionales de la medicina en el tema de MBE previo consentimiento informado para la aplicación de la entrevista. Se entrevistaron un total de 428 médicos aprovechando la realización del Congreso Médico Nacional en la Ciudad de San Pedro Sula en Agosto del 2011. Resultados: La gran mayoría de los entrevistados no conocen el concepto de medicina basada en evidencia y no la aplicarán a su práctica clínica diaria. Conclusiones: El conocimiento sobre MBE del profesional de la medicina, es prácticamente nulo. Se evidencia la necesidad de formar desde estudiante al profesional de la medicina y aprofesores de pregrado en las escuelas de formación de recursos médicos...(AU)

Aspectos éticos de la gestión académica en una Facultad de Medicina / Ethical aspects of academic management in a faculty of medicine

This article states that the incorporation of ethical issues such as bioethics and principles of good practice, facilitates the academic management in a Faculty of Medicine. It presents some interesting aspects necessary to carry out a quality academic management that serves the university mission and its educational and research project. It underlines good practices regarding not only professional relations but also organizational aspects. It includes an analysis of academic management and its association with quality and leadership, it reflects on the ethical values of quality work and on the theory of functional or interactional leadership, a key element to boost the development of a university health institution.

Evaluación de la pertinencia del programa de la Maestría en Educación Médica / Assessment of appropriateness of Medical Education Mastery

El presente trabajo, tuvo el objetivo de evaluar la pertinencia del actual Programa de la Maestría en Educación Médica que se desarrolla en la Escuela Nacional de Salud Pública desde el año 1998, así como la calidad en la organización y ejecución del proceso docente educativo. Es una investigación de corte cualitativo y cuantitativo, los métodos utilizados fueron teóricos, empíricos y estadísticos, con la correspondiente triangulación metodológica de la información obtenida por diferentes fuentes para el análisis y arribo a las conclusiones correspondientes. Se realizó la revisión documental del programa, guías de estudio y evaluaciones de cada módulo en las tres ediciones. Se realizaron entrevistas a expertos del Sistema Nacional de Salud, a informantes claves. Se efectuaron encuestas a maestrantes que provienen de diferentes niveles del sistema formativo, con igual objetivo. Finalmente se desarrolló un grupo focal en el seno del Comité Académico donde se discutieron y fundamentaron los programas propuestos, con los cambios que permitirán su perfeccionamiento para futuras ediciones de la Maestría. Como resultado se identificaron los principales cambios en el actual sistema formativo y la necesidad de preparar a los docentes para conducir el proceso docente educativo con estas particularidades. Como conclusiones se destacan: existe un alto grado de satisfacción con el desarrollo del proceso docente educativo de la Maestría expresado por estudiantes y profesores. El perfeccionamiento del programa de la maestría se ha ido implementando en el desarrollo de cada uno de sus diferentes módulos. Se introdujo desde la 4ta edición el diseño y ejecución de las estrategias curriculares: investigación educacional en salud y tecnologías de la información y las comunicaciones. Se utiliza el aula virtual en salud como recurso de aprendizaje y estrategia virtual de aprendizaje colaborativo, desde la 3ra edición

The objective of present paper is to assess the relevance of the current Medical Education Mastery Program developing in the Public Health National School from 1998, as well as the quality of the organization and the carrying out of educational teaching process. This is a quantitative and qualitative research using the following types of methods: theoretical, empirical and statistical with the corresponding methodological triangulation of the information obtained by different sources for the analysis and to come to the pertinent conclusions. The documentary review of this program was carried out, the study guidings and the evaluations of each module in the three editions. Interviews to experts of the National Health System were performed to key informers and also mastery surveys from different levels of the formative system with the same objective. Finally, a focal group was developed within the Academic Committee where the proposal programs were discussed and based, with changes that will allow its improvement for future editions of the Mastery. As result, we identified the major changes in the current formative system and the need to prepare students for to direct the educative teaching process with these peculiarities. As conclusions the following features stand out: that there is a high degree of satisfaction with the development of educational teaching process of Mastery expressed by students and professors. The mastery program improvement has been applying in the development of each of its different modules. From the fourth edition we have introduced the design and the execution of curricular strategies: educational research in health and information technologies and of communications. The health virtual classroom is used as a learning resource and virtual strategy of cooperative learning from the third edition

La preparación profesoral en la impartición de la asignatura Morfofisiología Humana IV / The professors training to give the IV Human Morphophysiology subject

OBJETIVO: Identificar las necesidades de aprendizaje presentadas por los profesores para impartir la asignatura Morfofisiología Humana IV, y los criterios que tienen sobre la reunión de Preparación Metodológica en su preparación y desempeño docente. MÉTODOS: Se encuestaron 40 profesores del Nuevo Programa de Formación de Médicos (NPFM). RESULTADOS: Mostraron que el nivel de dificultad presentado en el desarrollo de la asignatura estuvo entre las categorías bajo y medio y que los criterios sobre la reunión de preparación metodológica son positivos. CONCLUSIONES: Se identificaron necesidades de aprendizaje en relación con la autopreparación docente, la impartición de la asignatura y su vinculación con los problemas de salud de la comunidad; de otra parte se reconoce como positiva la realización de la reunión de preparación metodológica como forma de trabajo metodológico

OBJECTIVE: To identify the learning needs proposed by professors to give the IV Human Morphophysiology subject and their criteria on meeting for Methodological Training in their teaching performance and training. METHODS: Forty professors from the New Program of Physicians Training (NPPT) were polled. RESULTS: It was possible to demonstrate that the difficulty level showed in the subject development was low and middle and that the criteria on the methodological training meeting are positive. CONCLUSIONS: Learning needs were identified in relation to teaching self-training, the subject giving and its link with community health problems; besides it is recognized as positive the carry out of the methodological training meeting as a methodological task

Adaptación de las unidades docentes hospitalarias a la nueva normativa española / Adapting hospital teaching units in Spain to new guidelines

El Real Decreto 183/2008 sobre formación médica especializada en España, publicado en 2008, ha supuesto un cambio sustancial de esta formación.

Aspectos psicosociales de la actividad científica en la Facultad de Medicina / Aspects

El objetivo de este estudio es la descripción e interpretación de algunas características psicosociales de la actividad científica desarrollada por los docentes investigadores de la Facultad de Medicina de la Universidad Central de Venezuela. A través de relatos de vida se indagó acerca de los procesos del contexto socio-estructural y socio-simbólico en los cuales realizan sus labores de investigación. Esto permitió conocer acerca de las creencias, actitudes, valores, hábitos y motivaciones de quienes ejercen la actividad científica, como elemento básico para su interacción con las estructuras sociales. En la información obtenida encontramos su formación como "investigadores", las orientaciones sobre áreas prioritarias y otros factores que enriquecen el análisis de la tarea del investigador y muestran la interacción de factores psicosociales que influyen en su conducta

Estudio de la situación socioeconómica y académica del docente de la Facultad de Medicina de la Universidad Peruana Cayetano Heredia / Study of the social, economic and academic situation of the professor of the Faculty of Medicine in the Universidad Peruana Cayetano Heredia

Una muestra de 121 docentes, 51.3 por ciento del total, de la Facultad de Medicina Alberto Hurtado de la UPCH fue encuestada con el objeto de conocer sus características sociales, económicas y académicas. Hallamos: promedio de edad: 49.4 años; 89.3 por ciento varones; 87.6 por ciento casados; 85.8 residían en distritos de nivel medio y alto; promedio de 2.8 hijos; 8.3 por ciento a dedicación exclusiva o tiempo completo; promedio de 19.5 años en la docencia; 95.9 por ciento hacían docencia por atracción; 85.1 por ciento no la dejarían; 42.4 por ciento se sentían satisfechos; 52.9 por ciento tenían capacitación en tecnología educativa; 54.5 por ciento investigaba; 55.9 por ciento publicaba; 90.0 por ciento trabajaba para el Ministerio de Salud; 79.2 por ciento hacía práctica privada; 75.0 por ciento tenía casa propia; 52.5 por ciento tenía familiares que generaban ingresos y 72.5 por ciento tenía la práctica privada como principal fuente de ingreso. se concluye que nuestros docentes en promedio son de nivel socioeconómico medio, realizan la docencia como actividad complementaria, tienen vocación por la enseñanza y mucha experiencia, más no suficiente formación pedagógica y que podrían incrementar la investigación y publicaciones

Implicaciones de la formación de docentes en los cursos de especialización médica del personal para la salud / Implication of teacher formation for health personnel at specialization level

En este trabajo se hace un análisis de la formación de los docentes en los Cursos de Especialización de Personal para la Salud del Instituto Mexicano del Seguro Social, en donde se mencionan los antecedentes históricos del posgrado en México y de la formación de docentes para el posgrado en medicina, así como de la conceptuación y sentido de la administrción del Centro de Formación de Profesores en Medicina del IMSS en sus primeros diez años de existencia