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2.
MedEdPORTAL ; 17: 11114, 2021 03 04.
Artigo em Inglês | MEDLINE | ID: mdl-33768146

RESUMO

Introduction: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. Methods: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. Results: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. Discussion: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools.


Assuntos
Competência Clínica/normas , Tomada de Decisão Clínica/métodos , Educação/organização & administração , Docentes/normas , Treinamento por Simulação/métodos , /epidemiologia , Currículo , Educação Médica/métodos , Educação Médica/tendências , Humanos , Educação Interprofissional/métodos , Educação Interprofissional/organização & administração , Meio Social , Ensino
3.
J Surg Res ; 262: 240-243, 2021 06.
Artigo em Inglês | MEDLINE | ID: mdl-33549329

RESUMO

As the SARS-COV-2 pandemic created the need for social distancing and the implementation of nonessential travel bans, residency and fellowship programs have moved toward a web-based virtual process for applicant interviews. As part of the Society of Asian Academic Surgeons 5th Annual Meeting, an expert panel was convened to provide guidance for prospective applicants who are new to the process. This article provides perspectives from applicants who have successfully navigated the surgical subspecialty fellowship process, as well as program leadership who have held virtual interviews.


Assuntos
/prevenção & controle , Cirurgia Geral/educação , Internato e Residência/organização & administração , Seleção de Pessoal/métodos , Comunicação por Videoconferência/organização & administração , /epidemiologia , Certificação/organização & administração , Certificação/normas , Docentes/psicologia , Docentes/normas , Bolsas de Estudo/organização & administração , Bolsas de Estudo/normas , Humanos , Internato e Residência/normas , Liderança , Pandemias/prevenção & controle , Seleção de Pessoal/organização & administração , Seleção de Pessoal/normas , Conselhos de Especialidade Profissional , Cirurgiões/psicologia , Cirurgiões/normas
5.
PLoS One ; 15(12): e0244016, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33326489

RESUMO

OBJECTIVE: Based on a national survey of program directors we developed a letter of recommendation (LOR) scoring rubric (SR) to assess LORs submitted to a pediatric residency program. The objective was to use the SR to analyze: the consistency of LOR ratings across raters and LOR components that contributed to impression of the LOR and candidate. METHODS: We graded 30 LORs submitted to a pediatric residency program that were evenly distributed based on final rank by our program. The SR contained 3 sections (letter features, phrases, and applicant abilities) and 2 questions about the quality of the LOR (LORQ) and impression of the candidate (IC) after reading the LOR on a 5-point Likert scale. Inter-rater reliability was calculated with intraclass correlation coefficients (ICC(2,1)). Pearson (r) correlations and stepwise multivariate linear regression modeling predicted LORQ and IC. Mean scores of phrases, features, and applicant abilities were analyzed with ANOVA and Bonferroni correction. RESULTS: Phrases (ICC(2,1) = 0.82, p<0.001)) and features (ICC(2,1) = 0.60, p<0.001)) were rated consistently, while applicant abilities were not (ICC(2,1) = 0.28, p<0.001)). For features, LORQ (R2 = 0.75, p<0.001) and IC (R2 = 0.58, p<0.001) were best predicated by: writing about candidates' abilities, strength of recommendation, and depth of interaction with the applicant. For abilities, LORQ (R2 = 0.47, p<0.001) and IC (R2 = 0.51, p<0.001) were best predicted by: clinical reasoning, leadership, and communication skills (0.2). There were significant differences for phrases and features (p<0.05). CONCLUSIONS: The SR was consistent across raters and correlates with impression of LORQ and IC. This rubric has potential as a faculty development tool for writing LORS.


Assuntos
Correspondência como Assunto , Docentes/normas , Internato e Residência/normas , Candidatura a Emprego , Revisão por Pares/métodos , Redação/normas , Mobilidade Ocupacional , Avaliação de Desempenho Profissional/métodos , Avaliação de Desempenho Profissional/normas , Humanos , Pediatras/educação , Pediatras/normas , Revisão por Pares/normas
6.
Educ. med. (Ed. impr.) ; 21(6): 397-402, nov.-dic. 2020.
Artigo em Espanhol | IBECS | ID: ibc-198378

RESUMO

En este documento se refieren las bases legales nacionales y, más en concreto, las autonómicas andaluzas que dan respaldo a la figura del profesor contratado doctor vinculado y a la posibilidad de convocar las plazas correspondientes en las facultades de medicina de las universidades públicas españolas. Se exponen, asimismo, las características asistenciales y académicas que deben darse para llevar a cabo la convocatoria pública de dichas plazas. Se resume, a continuación, cuál es la situación actual existente en relación con dicha figura del profesorado en las facultades de medicina españolas. Se analizan también las ventajas y las posibles limitaciones que actualmente se derivan de contar con profesores contratados doctores vinculados y ello tanto para los médicos especialistas eventualmente interesados en optar a una de estas plazas como para el centro sanitario y la facultad de medicina correspondientes. Finalmente, se reseña la posible utilidad del documento elaborado por la Conferencia Nacional de Decanos de Facultades de Medicina de España (CNDFME) en la Asamblea General que se celebró en la Facultad de Medicina de Oviedo del 17 al 19 de mayo del 2018 y actualizado en marzo de 2020


A discussion is presented on the national legal foundations, and more specifically, those of Andalusia, that support the figure of the tenure-eligible lecturer and the possibility of filling the corresponding positions in the faculties of medicine in Spanish public universities are discussed. The clinical and academic characteristics that they must have in order to fill those public positions are also presented. The current situation as regards such a figure as a lecturer in Spanish faculties of medicine is then summarised. An analysis is made of the advantages and the possible limitations arising from having a tenure-eligible lecturer, and how this affects both the medical specialists possibly interested in opting for one of these positions, as well as for the corresponding health centres and faculties of medicine. Finally, mention is made of the possible use of the document prepared by the National Conference of Medical Faculty Deans (CNDFME) in the General Assembly held in the Oviedo Faculty of Medicine from 17 to 19 May 2018, and updated in March 2020


Assuntos
Humanos , Educação Médica/legislação & jurisprudência , Docentes/legislação & jurisprudência , Faculdades de Medicina/legislação & jurisprudência , Acreditação/normas , Docentes/normas , Espanha , Faculdades de Medicina/normas , Contratos/normas
7.
An. psicol ; 36(2): 283-294, mayo 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-192065

RESUMO

Identificar factores instruccionales específicos relacionados con progresos en comprensión lectora es esencial para optimizar el aprendizaje y orientar la intervención, especialmente en contextos de desventaja socio-cultural o dificultades de aprendizaje. Este estudio pretende identificar patrones instruccionales de mediación eficaces en la explicación del progreso en comprensión. Se grabaron, transcribieron y analizaron sistemáticamente 82 sesiones-clase, y se registraron pautas de mediación relativas a diferentes procesos lectores. Los patrones de mediación fueron analizados mediante codificación y categorización del contenido con el programa Maxqdea-7. Fueron consideradas 19 categorías, que aglutinaron 178 unidades de información significativas (pautas/conductas de mediación). La muestra estuvo compuesta por 21 docentes y 821 estudiantes de tercero a octavo grado de Educación Básica de escuelas públicas de Chile ubicadas en contextos de-privados socialmente. El progreso lector se midió con la prueba estandarizada CL-PT, aplicada al principio y al final del curso escolar. Los resultados permitieron identificar pautas específicas de mediación significativas en la explicación del progreso, especialmente el patrón M_17 (Mediación del uso de estrategias para la activación e integración de conocimientos previos) explicaba el 26% de la varianza (r = .55, p < .01; R2ajustado = .26, F (1, 19) = 8.19, p = .01). Se discuten las implicaciones educativas de estos resultados


Identifying specific instructional factors related to progress in reading comprehension is essential to optimize learning and guide intervention, especially in contexts of sociocultural disadvantage or learning difficulties. This study aims to identify effective mediational instructional patterns in the explanation of progress in reading comprehension. Teaching guidelines were systematically recorded in relation to different reading processes. Eighty-two sessions were recorded, transcribed and analyzed by coding and categorizing the content of the sessions through the Maxqdea-7 program. Nineteen categories were considered, which comprised 178 significant units of information (mediation guidelines). The sample consisted of 21 teachers and 821 students from third to the eighth grade of public schools of Chile located in deprived contexts. Reading progress was measured with the standardized CL-PT test, which was applied at the beginning and end of the school year. The results have allowed identifying mediation patterns with a significant relevance in the explanation of reading progress, especially the pattern M_P17 (Mediation of the use of strategies for the activation and integration of previous knowledge) managed to explain 26% of the variance in the progress (r = .55, p < .01; R2adjusted = .26, F(1, 19) = 8.19, p = .01). The educational implications of these results are discussed


Assuntos
Humanos , Masculino , Feminino , Criança , Compreensão , Populações Vulneráveis , Leitura , Aprendizagem , Docentes/normas , Desempenho Acadêmico/psicologia , Estudantes/psicologia , Metacognição/fisiologia , Estudos Transversais , 25783 , Recursos Audiovisuais/normas , Ajustamento Social , Análise de Regressão , Desempenho Acadêmico/normas
8.
PLoS One ; 15(6): e0233515, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32492028

RESUMO

Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching from RateMyProfessor.com and information regarding career and contemporary research performance indicators from the company Academic Analytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student's interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held a rank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.


Assuntos
Docentes/normas , Estudantes , Ensino/normas , Universidades/normas , Bases de Dados Factuais/estatística & dados numéricos , Docentes/estatística & dados numéricos , Feminino , Humanos , Modelos Lineares , Masculino , Preconceito/estatística & dados numéricos , Pesquisa/normas , Estatísticas não Paramétricas , Estudantes/psicologia , Ensino/estatística & dados numéricos , Estados Unidos , Universidades/estatística & dados numéricos
9.
Acad Med ; 95(6): 860-863, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32134778

RESUMO

Medical schools and other higher education institutions across the United States are grappling with how to respond to racism on and off campus. Institutions and their faculty, administrators, and staff have examined their policies and practices, missions, curricula, and the representation of racial and ethnic minority groups among faculty, staff, and students. In addition, student-led groups, such as White Coats for Black Lives, have emerged to critically evaluate medical school curricula and advocate for change. Another approach to addressing racism has been a focus on the role of professionalism, which has been variably defined as values, traits, behaviors, morality, humanism, a role, an identity, and even a social contract.In this article, the authors consider the potential role that professionalism might play in responding to racism in medical education and at medical schools. They identify 3 concerns central to this idea. The first concern is differing definitions of what the problem being addressed really is. Is it isolated racist acts or institutional racism that is a reflection of white supremacy? The second concern is the notion that professionalism may be used as a tool of social control to maintain the interests of the social groups that dominate medicine. The third concern is that an overly simplistic application of professionalism, regardless of how the problem of racism is defined, may result in trainees practicing professionalism that is performative rather than internally motivated. The authors conclude that professionalism may complement a more systematic and holistic approach to addressing racism and white supremacy in medical education, but it is an insufficient stand-alone tool to address this core problem.


Assuntos
Educação de Graduação em Medicina/normas , Docentes/normas , Profissionalismo , Faculdades de Medicina/organização & administração , Estudantes de Medicina , Humanos
10.
FEBS J ; 287(3): 443-451, 2020 02.
Artigo em Inglês | MEDLINE | ID: mdl-31994340

RESUMO

You have spent most of your training learning how to be successful in a research laboratory. But are you ready to step in front of a class and teach? This Words of Advice article provides guidance and resources for designing a course using backward design and for becoming an effective teacher, especially in today's new format of large, interactive classes.


Assuntos
Disciplinas das Ciências Biológicas/educação , Docentes/normas , Docentes/educação , Humanos , Tutoria/métodos , Tutoria/normas , Capacitação de Professores/métodos , Capacitação de Professores/normas
11.
Med Educ Online ; 25(1): 1694309, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-31876251

RESUMO

Background: Recent reports suggest that faculty development (FD) programs need a structured framework to design training and assess improvement in teaching performance of participants. Entrustable professional activities (EPAs) can serve as a novel framework to plan and conduct structured FD programs, and to assess the proficiency of small group facilitators after training. Objective: The researchers aimed to develop an EPAs framework for small group facilitators. Design: In March 2019, three workshops were organized to develop the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed, and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped professional tasks with relevant competencies. Results: A total of 15 teachers and 15 studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into 11 tasks and 17 competencies after removing duplicating and non-qualifying professional tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal training and entrustment of small group facilitators. It can also guide small group facilitators in their continuous professional development and in building their teaching portfolios.


Assuntos
Docentes/educação , Desenvolvimento de Pessoal/organização & administração , Docentes/normas , Processos Grupais , Ocupações em Saúde/educação , Humanos , Competência Profissional , Desenvolvimento de Programas
12.
Nurse Educ Today ; 84: 104210, 2020 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-31683137

RESUMO

BACKGROUND: Health science teacher competence is multifaceted and continuously changing according to national and international healthcare standards. Organizational restructuring and emphasis on cost effectiveness is changing the scope of health science teachers' practical work and their role in healthcare (worldwide). AIM: This study aimed to describe student teachers' perceptions of the competencies needed to work as an educator in the healthcare field. Objective of study was to gain new knowledge which can be used in the development of teacher education programs in nursing science and to define a broader definition of the health science educators. METHODS: A qualitative study was conducted. Data were collected from 23 Finnish students completing a master's degree in teaching in the healthcare context using focus group interviews. The data were analyzed by inductive content analysis. RESULTS: The student teachers identified eight main categories of teacher competence: leadership and management competence; evidence-based practice competence; subject competence; ethical competence; pedagogical competence; collaboration competence; internationalization competence; and continuous professional development competence. CONCLUSION: This study identified essential teacher competencies that can be evaluated among students to develop health science teacher curricula. The findings can be used in follow-up studies or comparative research to investigate competence differences between novice and experienced teachers.


Assuntos
Docentes/normas , Educação em Saúde/normas , Percepção , Estudantes/psicologia , Adulto , Docentes/estatística & dados numéricos , Feminino , Finlândia , Grupos Focais/métodos , Educação em Saúde/métodos , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Estudantes/estatística & dados numéricos
13.
J Vet Med Educ ; 47(2): 137-147, 2020 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-31194636

RESUMO

Competencies can guide outcomes assessment in veterinary medical education by providing a core set of specific abilities expected of new veterinary graduates. A competency-guided evaluation of Colorado State University's (CSU) equine veterinary curriculum was undertaken via an alumni survey. Published competencies for equine veterinary graduates were used to develop the survey, which was distributed to large animal alumni from CSU's Doctor of Veterinary Medicine program. The results of the survey indicated areas for improvement, specifically in equine business, surgery, dentistry, and radiology. The desire for more hands-on experiences in their training was repeatedly mentioned by alumni, with the largest discrepancies between didactic knowledge and hands-on skills in the areas of business and equine surgery. Alumni surveys allow graduates to voice their perceived levels of preparation by the veterinary program and should be used to inform curriculum revisions. It is proposed that the definition and utilization of competencies in each phase of a curricular review process (outcomes assessment, curriculum mapping, and curricular modifications), in addition to faculty experience and internal review, is warranted.


Assuntos
Currículo , Educação em Veterinária , Animais , Colorado , Currículo/normas , Currículo/tendências , Educação em Veterinária/normas , Educação em Veterinária/tendências , Docentes/normas , Cavalos , Inquéritos e Questionários
14.
Acad Med ; 95(1): 136-144, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31335811

RESUMO

PURPOSE: Despite increasing emphasis in medical school education on quality and systems improvement, many medical schools lack sufficient faculty with expertise to teach systems improvement. Using the pedagogical content knowledge framework, this study explores how faculty engage students in systems improvement work and faculty perceptions of the outcomes for the health system and students. METHOD: In May-June 2017, the authors interviewed 12 of 13 invited faculty with experience in teaching and engaging first-year medical students in systems improvement work, the course of students' systems improvement work over time, the impact of students' projects on health systems, and students' learning and attitudes about systems improvement. The authors conducted qualitative analysis iteratively with data collection to sufficiency. RESULTS: Six emergent themes characterized faculty's approach to guiding students in systems improvement work: faculty-student relationship, faculty role, student role, faculty-student shared responsibility for projects, faculty and student content knowledge, and project outcomes. The faculty-student relationship was foundational for successful systems improvement work. Faculty roles included project selection, project management, and health systems interactions. Students engaged in systems improvement as their faculty leveraged their knowledge and skills and created meaningful student roles. Faculty and students shared responsibility and colearned systems improvement content knowledge. Faculty defined successful outcomes as students' learning about the systems improvement process and interprofessional collaboration. CONCLUSIONS: Findings highlight the critical importance of pedagogical content knowledge to engage early learners in systems improvement work, understand their learning interests and needs, and manage their projects longitudinally.


Assuntos
Educação de Graduação em Medicina/métodos , Docentes/educação , Estudantes de Medicina/estatística & dados numéricos , Ensino/normas , Atitude , Currículo/tendências , Coleta de Dados/normas , Educação Médica/métodos , Estudos de Avaliação como Assunto , Docentes/normas , Feminino , Humanos , Relações Interpessoais , Conhecimento , Sistema de Aprendizagem em Saúde/métodos , Masculino , Percepção/ética , São Francisco/epidemiologia , Faculdades de Medicina/estatística & dados numéricos , Ensino/tendências
15.
Am J Pharm Educ ; 83(8): 7013, 2019 10.
Artigo em Inglês | MEDLINE | ID: mdl-31831893

RESUMO

Objective. To implement a continuous professional development (CPD) program in the didactic curriculum of a three-year Doctor of Pharmacy (PharmD) program, and evaluate associated outcomes. Methods. The initial CPD program was implemented in the didactic curriculum of the PharmD program in 2014-2015. Barriers were identified and strategies adopted to overcome the barriers. A revised CPD curriculum was implemented in the 2015-2016 academic year. Student and faculty evaluations of the course were conducted, and students' perceived capabilities in the various skills related to professional development were measured. Results. The student ratings of the course were acceptable (ranging from 3.3 to 4.2 on a 5-point Likert scale). First-year students rated the course higher than second-year students did. The majority of faculty members found the CPD curriculum valuable for students. Students perceived that their skills in oral, written and interprofessional communication, leadership, and time management had significantly improved after completing the course. Conclusion. Implementation of a CPD process during the didactic curriculum for PharmD students is feasible and beneficial to students' professional development. This CPD model provided students with an opportunity to develop self-directed lifelong learning skills and prepared them to transition to practice-based learning in their final year of the program.


Assuntos
Currículo/normas , Educação Continuada em Farmácia/métodos , Educação Continuada em Farmácia/normas , Educação de Pós-Graduação em Farmácia/métodos , Educação de Pós-Graduação em Farmácia/normas , Avaliação Educacional/normas , Docentes/normas , Humanos , Liderança , Aprendizagem , Desenvolvimento de Programas/normas , Estudantes de Farmácia , Gerenciamento do Tempo/métodos
16.
Curr Pharm Teach Learn ; 11(11): 1167-1171, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31783964

RESUMO

BACKGROUND: While pharmacists should be aware of gender and sex-related differences in treatment related decisions, this is not a required doctor of pharmacy curricular component. A regional pilot study demonstrated that approximately half of pharmacy practice faculty discussed these differences in their content area. The aim of this study was to evaluate the extent of inclusion of gender and sex-related differences on a national level in doctor of pharmacy curricula and to determine if faculty are comfortable teaching the topic. METHODS: An electronic message with a link to an online survey was distributed to 7250 faculty members at 139 colleges of pharmacy. The survey remained open for three weeks and potential participants received weekly email reminders. The survey was voluntary, and responses were de-identified. RESULTS: Overall, 641 faculty participated in the survey (8.8% response rate). Most respondents indicated that they do not teach about gender or sex-related differences (54.9%). Of those faculty reporting teaching gender and/or sex-related differences, 28% indicated that it was addressed in one clinical topic, while some (7.7%) indicated that the content was included in up to five topics. Half of faculty (53.6%) indicated that they believe this topic is somewhat important. CONCLUSIONS: Results of this study suggest that gender and sex-related differences are not adequately addressed in current pharmacy curricula.


Assuntos
Currículo/estatística & dados numéricos , Docentes de Farmácia/educação , Docentes/normas , Farmacêuticos/estatística & dados numéricos , Conscientização , Currículo/tendências , Educação em Farmácia/métodos , Feminino , Identidade de Gênero , Ocupações em Saúde/ética , Humanos , Masculino , Projetos Piloto , Faculdades de Farmácia/estatística & dados numéricos , Caracteres Sexuais , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários , Ensino/tendências , Universidades , Saúde da Mulher/normas
17.
Curr Pharm Teach Learn ; 11(11): 1111-1116, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31783956

RESUMO

INTRODUCTION: Due to demands for qualified faculty and educators, more pharmacy residency programs have adopted resident teaching certificate programs (RTCP). There is a lack of standardization and published research on what should be included in these programs. The primary objective of this study was to utilize an online survey to identify and evaluate perceived gaps in skills, qualities, and knowledge needed for a successful career in academia. METHODS: An IRB-approved Qualtrics® survey was developed and emailed to faculty at Ohio colleges of pharmacy in January 2018. RESULTS: Eighty of 299 total surveys (26.8%) were completed by faculty with representation from all seven colleges in Ohio. When asked to select from a provided list, the top five self-identified gaps in knowledge at the beginning of their career were: accreditation (80.56%), institutional finance (79.17%), programmatic assessment (79.17%), admissions/marketing (77.78%), and experiential site recruitment/retention (77.78%). However, when asked to list five gaps as a free response, the most common themes were tenure, teaching, research, curriculum, and work life balance/time management. Additional questions assessed skills, qualities, resources, and faculty development techniques. CONCLUSIONS: There are many identifiable gaps that participants recalled experiencing in their early years as a faculty member. The number of RTCPs is growing and RTCPs are often the only training residents receive in direct relation to academia and pedagogy. It is critical that RTCPs cover consistent content to expose residents to a career in academia and teach skills that residents need to successfully educate others.


Assuntos
Acreditação/estatística & dados numéricos , Internato não Médico/normas , Residências em Farmácia/normas , Universidades/estatística & dados numéricos , Adulto , Mobilidade Ocupacional , Currículo/normas , Docentes/organização & administração , Docentes/normas , Feminino , Humanos , Conhecimento , Masculino , Ohio/epidemiologia , Inquéritos e Questionários
18.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(6): 263-267, nov.-dic. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-187784

RESUMO

Introducción: La docencia clínica es diferente a la docencia de aula, pues está más estrechamente vinculada al desarrollo del perfil profesional de los estudiantes de la salud y ocurre en espacios de atención al paciente. Por lo mismo, requiere competencias específicas de los tutores clínicos que guían este momento formativo. Sujetos y métodos: Se realizó un estudio cuantitativo donde se encuestó a 70 tutores clínicos de cinesiología. A estos se les aplicó el cuestionario de competencias para tutores clínicos, previo consentimiento informado. Resultados: Los tutores clínicos tienen una percepción positiva de sus competencias pedagógicas, pero son más críticos de sus capacidades para diseñar recursos, evaluar y planificar. Igualmente, estas percepciones mostraron estar asociadas a la capacitación disciplinar, la capacitación pedagógica y la especialidad cinesiológica. Conclusión: Los resultados muestran la importancia del perfeccionamiento docente para el desarrollo de competencias pedagógicas, sobre todo de aquellas no vinculadas a la docencia directa. Igualmente, subrayan el carácter contextualizado de las competencias


Introduction: Clinical teaching is different from classroom teaching, because it is more closely linked to professional development. For this reason, it requires specific competences in clinical preceptors who guide this formative moment. Subjects and methods: A quantitative study was conducted, where 70 clinical preceptors of physiotherapy were surveyed. The Clinical Preceptors Competencies Questionnaire was applied to them, with prior informed consent. Results: Clinical tutors had a positive perception of their pedagogical competencies, but they are more critical of their capacities for resource design, evaluation and planning. Likewise, these perceptions are related to disciplinary training, pedagogical training and physiotherapy specialty. Conclusion: Results show the importance of teaching training for the development of pedagogical competencies, especially those not linked to direct teaching. The context dependent nature of competencies is also underlined


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Tutoria , Cinesiologia Aplicada/educação , Fisioterapia/educação , Educação de Pós-Graduação/organização & administração , Reprodutibilidade dos Testes , Cinesiologia Aplicada/organização & administração , Desenvolvimento de Programas/métodos , 24960 , Inquéritos e Questionários , Docentes/educação , Docentes/normas
19.
Educ. med. (Ed. impr.) ; 20(6): 380-386, nov.-dic. 2019. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-191846

RESUMO

El artículo da cuenta de cómo los docentes universitarios, devenidos investigadores, históricamente han mostrado una especial preocupación por la redacción de artículos originales. Uno de los mayores retos que deben enfrentar en este empeño es la elaboración de la discusión, el corazón del manuscrito y la sección más compleja, donde se somete a prueba la fortaleza científica de un investigador. Se realizó un estudio observacional, descriptivo y transversal, orientado a presentar los resultados de la determinación de las principales dificultades de un grupo de docentes en la elaboración de la sección «Discusión» de artículos científicos. Los resultados muestran que todas las subcategorías experimentaron una reducción del porcentaje. Las limitaciones y fortalezas del estudio fue la subcategoría que mayor disminución tuvo, con un 21,1%. En relación con la selección del tiempo verbal para la redacción de los contenidos también experimentó una disminución de un 19,2% respecto a la primera revisión. El resto de las subcategorías experimentaron una reducción menor (entre un 1,9% y un 3,9%)


The article reports on how university teachers, aspiring researchers, have historically shown particular concern about writing original articles. One of the biggest challenges they face in this endeavour is the development of the discussion, the heart of the manuscript, as well as the most complex section, where the scientific strength of a researcher is put to the test. An observational, descriptive, and cross-sectional study was carried out to present the results of the identification of the main problems of a group of teachers in developing the "Discussion" section of scientific articles. The results show that all subcategories experienced a percentage reduction. The limitations and strengths of the study was the subcategory that had the greatest decrease, with 21.1%. In relation to the selection of the verb tense for the writing of the contents also experienced a decrease of 19.2%, with respect to the first revision. The remaining sub-categories experienced a smaller reduction (between 1.9% and 3.9%)


Assuntos
Humanos , Escrita Médica/normas , Manuscritos Médicos como Assunto , Docentes/educação , Docentes/normas , Estudos Transversais , Publicações/normas
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