Suzanne Minor1, Suzanne Baker2, Joanna Drowos3, Jumana Antoun4, Dennis Baker5, Suzanne Leonard Harrison2, Alexander W Chessman6. 1. Florida International University Herbert Wertheim College of Medicine, Office of Medical Education, Miami, FL. 2. Florida State University College of Medicine, Tallahassee, FL. 3. Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, FL. 4. Department of Family Medicine, American University of Beirut, Beirut, Lebanon. 5. Alabama College of Osteopathic Medicine, Dothan, AL. 6. Department of Family Medicine, Medical University of South Carolina, Charleston, SC.
Abstract
INTRODUCTION: Technology provides a platform to help address individualized training needs for community preceptors who are separated from the campus and pressured to achieve clinical productivity goals. This study explores technology use and support for delivering faculty development to community preceptors. METHODS: This cross-sectional study was part of the 2017 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) annual survey of family medicine clerkship directors in the United States and Canada. RESULTS: The majority of respondents (n=62, 68.9%) agreed or strongly agreed that "using technology is critical to the successful delivery of faculty development to community preceptors." Only one-third (n=31) agreed or strongly agreed that their institution offers them adequate support to create and deliver technology-mediated faculty development or offers adequate support to community preceptors for accessing and using technology. CONCLUSIONS: Clerkship directors need institutional support to provide effective faculty development to preceptors via technology. The opportunity exists for institutions, national organizations, and professions to collaborate across disciplines and health professions on technology-based faculty development to support a level of quality and engagement for faculty development that is consistent with the levels we bring to student education.
INTRODUCTION: Technology provides a platform to help address individualized training needs for community preceptors who are separated from the campus and pressured to achieve clinical productivity goals. This study explores technology use and support for delivering faculty development to community preceptors. METHODS: This cross-sectional study was part of the 2017 Council of Academic Family Medicine's (CAFM) Educational Research Alliance (CERA) annual survey of family medicine clerkship directors in the United States and Canada. RESULTS: The majority of respondents (n=62, 68.9%) agreed or strongly agreed that "using technology is critical to the successful delivery of faculty development to community preceptors." Only one-third (n=31) agreed or strongly agreed that their institution offers them adequate support to create and deliver technology-mediated faculty development or offers adequate support to community preceptors for accessing and using technology. CONCLUSIONS: Clerkship directors need institutional support to provide effective faculty development to preceptors via technology. The opportunity exists for institutions, national organizations, and professions to collaborate across disciplines and health professions on technology-based faculty development to support a level of quality and engagement for faculty development that is consistent with the levels we bring to student education.
Authors: Navkiran Shokar; George Bergus; Andrew Bazemore; C Randall Clinch; Andrew Coco; Betsy Jones; Arch G Mainous; Dean Seehusen; Vijay Singh Journal: Ann Fam Med Date: 2011 Jul-Aug Impact factor: 5.166
Authors: Stephen M Scott; Karen E Schifferdecker; David Anthony; Jason Chao; Alexander W Chessman; Katherine Margo; Martha Seagrave; Shou Ling Leong Journal: Fam Med Date: 2014 Nov-Dec Impact factor: 1.756