BACKGROUND: Although medical faculty are frequently encouraged to participate in education scholarship, there is a paucity of literature addressing how to support those who wish to do so. AIMS: The purpose of this study was to explore faculty involvement in and support needs for pursuing education scholarship. METHODS: A purposive sample of 108 medical faculty with an interest in medical education were invited to participate in a two-phase, mixed-methods study (survey and focus groups). RESULTS: Seventy-three faculty (67.6%) completed the questionnaire with 16 subsequently participating in focus group sessions. Nearly 40% had enrolled in or completed formal education training. Although the majority had been involved in at least one education project during the past five years, few had received funding or published their work. Three support-related themes emerged: education research support; enhancing colleague interactions; and ongoing development activities. Three related barriers were identified: time, access to support staff, and knowledge of research methodology. No significant differences were identified between those with and without additional education training. CONCLUSIONS: Assisting faculty to participate in education scholarship is a complicated endeavor. Institutional supports should not be limited to those with advanced degrees nor rely on Master-level degree programs to provide all the necessary training.
BACKGROUND: Although medical faculty are frequently encouraged to participate in education scholarship, there is a paucity of literature addressing how to support those who wish to do so. AIMS: The purpose of this study was to explore faculty involvement in and support needs for pursuing education scholarship. METHODS: A purposive sample of 108 medical faculty with an interest in medical education were invited to participate in a two-phase, mixed-methods study (survey and focus groups). RESULTS: Seventy-three faculty (67.6%) completed the questionnaire with 16 subsequently participating in focus group sessions. Nearly 40% had enrolled in or completed formal education training. Although the majority had been involved in at least one education project during the past five years, few had received funding or published their work. Three support-related themes emerged: education research support; enhancing colleague interactions; and ongoing development activities. Three related barriers were identified: time, access to support staff, and knowledge of research methodology. No significant differences were identified between those with and without additional education training. CONCLUSIONS: Assisting faculty to participate in education scholarship is a complicated endeavor. Institutional supports should not be limited to those with advanced degrees nor rely on Master-level degree programs to provide all the necessary training.
Authors: Lalena M Yarris; Amy Miller Juve; Anthony R Artino; Gail M Sullivan; Steven Rougas; Barbara Joyce; Kevin Eva Journal: J Grad Med Educ Date: 2014-09
Authors: Teresa M Chan; Jaime Jordan; Samuel O Clarke; Luan Lawson; Wendy C Coates; Lalena M Yarris; Sally A Santen; Michael Gottlieb Journal: AEM Educ Train Date: 2022-02-01
Authors: Teresa M Chan; Michael Gottlieb; Abra L Fant; Anne Messman; Daniel W Robinson; Robert R Cooney; Dimitrios Papanagnou; Lalena M Yarris Journal: West J Emerg Med Date: 2016-08-22