Effectiveness of an Online Preceptor Development Program Across Health Professions.

Introduction: An online Preceptor Development Program (PDP) was developed to meet the needs of geographically dispersed preceptors across health professions. We aimed to measure the audience, their engagement, and effectiveness of an online PDP developed and implemented amid the COVID-19 pandemic. Methods: The mixed methods study included survey and attendance data for live and asynchronous formats. T-tests compared overall session perception to self-reported session impact. Objective alignment and self-reported measures of impact were analyzed around Kirkpatrick's levels of reaction, learning, and behavior. Results: Participants engaged in live and/or asynchronous PDP sessions from various professions, specialties, and geographical locations. Quantitative findings indicated significant associations between overall session perception and knowledge (session 2), competence (sessions 1, 2), and performance (session 1). Objectives were met, and key learning takeaways were reported. While most participants indicated no barriers to implementation, two barriers identified were a lack of time and uninterested students. Conclusion: Participants were afforded flexibility and choice and likely benefitted in the areas of knowledge, competence, and behavior. This online PDP effectively addressed preceptor needs in common areas, including feedback. Future program development may include advisory group input and interactive learning opportunities.

Widening the Road to Health Professions Education: Expanding Access for Diverse and Underserved Populations.

The Spring 2023 Webinar Audio Seminar (WAS) of the International Association of Medical Science Educators (IAMSE), titled "Widening the Road to Health Professions Education: Expanding Access for Diverse and Underserved Populations," was designed to help health science educators explore innovative practices in recruiting and enrolling students from underserved populations into health sciences programs. From March 2, 2023, to March 30, 2023, this five-part webinar series was broadcast live to institutions and educators worldwide. This series helped participants learn about creating pathways for students to meet the unique needs of their communities.

To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards.

Interprofessional training, social sciences curricula, service-learning, pre-clerkship integration, and self-directed learning are all cornerstones of medical education and closely align with accreditation elements for most accreditation bodies within health professions education. As a sequel to the Winter 2022 series, the Spring 2022 Webcast Audio Seminar (WAS) of the International Association of Medical Science Educators (IAMSE) continued to examine the evolving roles of basic science educators. From March 3 to March 31, 2022, the five-part webinar series was broadcast live to audiences at academic institutions worldwide; recordings are available on the IAMSE website. This series built a framework through which basic scientists can leverage their content to meet various accreditation standards.

Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age.

The virtual age of learning is no longer a concern of the future. It is here. The Fall 2021 Webinar Audio Series (WAS) of the International Association of Medical Science Educators (IAMSE), titled "Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age," was designed to help health science educators equip themselves with tools to teach the next generation of health care professionals successfully. From September 2, 2021 to September 30, 2021, the Fall 2021 Series was broadcast live to audiences at academic institutions worldwide in five weekly webinars. This five-part webinar series explored theories and best practices in delivering content over virtual and online media while simultaneously promoting a positive learning environment and enhanced student wellbeing.

USMLE Step-1 is Going to Pass/Fail, Now What Do We Do?

The Winter 2021 Webinar Audio Series (WAS) of the International Association of Medical Science Educators (IAMSE), titled, "USMLE Step-1 is Going to Pass/Fail, Now what do we do?" was broadcast live to audiences at academic institutions worldwide in five weekly webinars from January 7, 2021, to February 4, 2021. Recognized experts from various stakeholder groups discussed the impact of the decision to score the United States Medical Licensing Examination (USMLE) Step 1 exam Pass/Fail (P/F). The speakers identified challenges to their respective programs and explored creative ways to address potential consequences. Sessions included the perspectives of allopathic and osteopathic residency program directors, basic science faculty, undergraduate medical education curriculum designers, clinical educators, and programs for international medical students matriculating to the United States. On February 25, 2021, a bonus session provided cutting-edge updates from a co-chair of the Coalition for Physician Accountability Undergraduate Medical Education (UME) to Graduate Medical Education (GME) Review Committee (UGRC).

Utilization and Perceived Effectiveness of a Web-Based Faculty Development Seminar for International Medical Science Educators.

The goal of this study was to examine the utilization and perceived effectiveness of the International Association of Medical Science Educators (IAMSE) Webcast Audio Seminar Series (WAS) by participants at the individual and institutional levels. The Webcast Audio Seminar Series User Survey (WASUS) included multiple quantitative and qualitative measures of user perceptions of their experiences and overall quality. Data was collected using a 42-item survey that examined user identification, utilization, and perceived effectiveness of the IAMSE WAS as a faculty development tool. Quantitative measures were summarized using descriptive statistics, including frequencies, means, and standard deviations. Qualitative data was investigated using an iterative, inductive thematic coding method. Qualitative themes were summarized and applied to quantitative trends as explanatory mechanisms with the intent to provide a more nuanced narrative of the data. The survey was sent to all 2012-2017 WAS participants which provided a cross-sectional snapshot of WAS user perceptions over a substantial period of time. Fifty-two participants responded. Survey participants were asked to rate WAS sessions on twelve different quality components. Quality ratings were explored by user subscription types and user experiences with other web-based conferences. Users rated the WAS program very highly on all components from 2012 to 2017. The high level of perceived quality by users is likely an important reason why WAS participation has continued to grow since its implementation. Since the quality ratings were consistently high over a 5-year period in which the number of users also grew and organizers continue to add new interactive features for users, it is expected that this growth is sustainable.

A small grants program improves medical education research productivity.

BACKGROUND: This study compared research collaboration and productivity among applicants to a small educational research grants program. METHOD: Brief interviews were conducted with 89% (8/9) of funded applicants and 55% (6/11) of unfunded applicants. RESULTS: Funded projects had an average 6.6 scholarly products per project and 3.8 interinstitutional collaborators with 72.5% continuing collaborations, compared with the unfunded group that had 2.8 products, 1.8 collaborators, and only 16% continuing collaborations. CONCLUSIONS: This program seems beneficial to research productivity and multiinstitutional collaboration.