Michael Gottlieb1, Lalena M Yarris2, Sara M Krzyzaniak3, Sreeja Natesan4, Jonathan Sherbino5, Michelle Lin6, Teresa M Chan7. 1. Department of Emergency Medicine Rush University Medical Center Chicago Illinois USA. 2. Department of Emergency Medicine Oregon Health & Science University Portland Oregon USA. 3. Department of Emergency Medicine Stanford University Palo Alto California USA. 4. Division of Emergency Medicine Department of Surgery Duke University Durham North Carolina USA. 5. Division of Emergency Medicine Department of Medicine McMaster University Hamilton Ontario Canada. 6. Department of Emergency Medicine University of California-San Francisco San Francisco California USA. 7. Division of Emergency Medicine Division of Education & Innovation Department of Medicine McMaster University Hamilton Ontario Canada.
Abstract
INTRODUCTION: The Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program is a longitudinal, 1-year, virtual faculty development program for early- and mid-career faculty members that crosses specialties and institutions. This study sought to evaluate the outcomes among 3 years of participants. METHODS: This cross-sectional survey study evaluated postcourse and 1-year outcomes from three graduated classes of the ALiEM Faculty Incubator program. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels using pre/post surveys and tracking of abstracts, publications, speaking opportunities, new leadership positions, and new curricula. RESULTS: Over 3 years, 89 clinician educators participated in the program. Of those, 59 (66%) completed the initial survey and 33 (37%) completed the 1-year survey. Participants reported a significant increase in knowledge (4.1/9.0 vs. 7.0/9.0). The number of abstracts, publications, and invited presentations significantly increased after course completion and continued postcourse. A total of 37 of 59 (62.7%) developed a new curriculum during the course and 19 of 33 (57.6%) developed another new curriculum after the course. A total of 29 of 59 (49.2%) began a new leadership position upon course completion with 15 of 33 (45.5%) beginning another new leadership position 1 year later. DISCUSSION: The ALiEM Faculty Incubator program demonstrated an increase in perceived knowledge and documented academic productivity among early- and mid-career medical educators.
INTRODUCTION: The Academic Life in Emergency Medicine (ALiEM) Faculty Incubator program is a longitudinal, 1-year, virtual faculty development program for early- and mid-career faculty members that crosses specialties and institutions. This study sought to evaluate the outcomes among 3 years of participants. METHODS: This cross-sectional survey study evaluated postcourse and 1-year outcomes from three graduated classes of the ALiEM Faculty Incubator program. The program evaluation survey was designed to collect outcomes across multiple Kirkpatrick levels using pre/post surveys and tracking of abstracts, publications, speaking opportunities, new leadership positions, and new curricula. RESULTS: Over 3 years, 89 clinician educators participated in the program. Of those, 59 (66%) completed the initial survey and 33 (37%) completed the 1-year survey. Participants reported a significant increase in knowledge (4.1/9.0 vs. 7.0/9.0). The number of abstracts, publications, and invited presentations significantly increased after course completion and continued postcourse. A total of 37 of 59 (62.7%) developed a new curriculum during the course and 19 of 33 (57.6%) developed another new curriculum after the course. A total of 29 of 59 (49.2%) began a new leadership position upon course completion with 15 of 33 (45.5%) beginning another new leadership position 1 year later. DISCUSSION: The ALiEM Faculty Incubator program demonstrated an increase in perceived knowledge and documented academic productivity among early- and mid-career medical educators.
Authors: Teresa M Chan; Michael Gottlieb; Jonathan Sherbino; Robert Cooney; Megan Boysen-Osborn; Anand Swaminathan; Felix Ankel; Lalena M Yarris Journal: Acad Med Date: 2018-10 Impact factor: 6.893
Authors: Jeffrey N Love; Wendy C Coates; Sally A Santen; Cherri D Hobgood; Brian E Mavis; Susan E Farrell Journal: Acad Emerg Med Date: 2009-12 Impact factor: 3.451
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: Shera Hosseini; Yusuf Yilmaz; Kaushal Shah; Michael Gottlieb; Christine R Stehman; Andrew K Hall; Teresa M Chan Journal: AEM Educ Train Date: 2022-06-23