Ann H Cottingham1,2, Greg A Sachs3,4, Richard M Frankel3,5,6. 1. Division of General Internal Medicine & Geriatrics, Indiana University School of Medicine, Indianapolis, IN, USA. ancottin@iu.edu. 2. Center for Health Services and Outcomes Research, Regenstrief Institute, Inc., Indianapolis, IN, USA. ancottin@iu.edu. 3. Division of General Internal Medicine & Geriatrics, Indiana University School of Medicine, Indianapolis, IN, USA. 4. Center for Aging Research, Regenstrief Institute, Inc, Indianapolis, IN, USA. 5. Center for Health Services and Outcomes Research, Regenstrief Institute, Inc., Indianapolis, IN, USA. 6. Center for Healthcare Information and Communication (CHIC), Roudebush VA Medical Center, Indianapolis, IN, USA.
Abstract
INTRODUCTION: Faculty development programs encouraging clinician educators' scholarship have been established at many medical schools. The same is true for programs that address the isolation and loneliness many faculty members feel in their day-to-day clinical work and administration. Few programs have explicitly combined development of scholarship and sense of community. AIM: The goals of the Advanced Scholars Program for Internists in Research and Education (ASPIRE) are as follows: (1) provide training in scholarship development including research methods, implementation, and dissemination; (2) provide expert mentoring and support for professional development; and (3) create a greater sense of campus community. SETTING: ASPIRE scholars are clinician educators in the Department of Medicine at Indiana University School of Medicine. PROGRAM DESCRIPTION: The program runs 18 months, includes intensive mentoring, covered time for scholars and mentors, resources, and two half-day educational sessions per month focused on scholarship and community development. PROGRAM EVALUATION: Institutional leaders' public statements and actions regarding ASPIRE were documented by program leadership. Data collected from ASPIRE mentors and scholars through interviews and free text survey responses were analyzed using an immersion/crystallization approach. Two central themes were identified for both scholars and mentors: benefits and challenges of the program. Benefits included mentors, program design, community development, increased confidence, skills development, improved patient care, and institutional impact. Challenges included time to accomplish the program, balance of community-building and skills development, and lack of a clear path post-ASPIRE. DISCUSSION: Combining skills-based learning with safe psychological space were judged important elements of success for the ASPIRE program. Conversations are ongoing to identify opportunities for scholars who have completed the program to continue to pursue scholarship, expand their skills, and build community. We conclude that the program both is feasible and was well-received. Sustainability and generalizability are important next steps in ensuring the viability of the program.
INTRODUCTION: Faculty development programs encouraging clinician educators' scholarship have been established at many medical schools. The same is true for programs that address the isolation and loneliness many faculty members feel in their day-to-day clinical work and administration. Few programs have explicitly combined development of scholarship and sense of community. AIM: The goals of the Advanced Scholars Program for Internists in Research and Education (ASPIRE) are as follows: (1) provide training in scholarship development including research methods, implementation, and dissemination; (2) provide expert mentoring and support for professional development; and (3) create a greater sense of campus community. SETTING: ASPIRE scholars are clinician educators in the Department of Medicine at Indiana University School of Medicine. PROGRAM DESCRIPTION: The program runs 18 months, includes intensive mentoring, covered time for scholars and mentors, resources, and two half-day educational sessions per month focused on scholarship and community development. PROGRAM EVALUATION: Institutional leaders' public statements and actions regarding ASPIRE were documented by program leadership. Data collected from ASPIRE mentors and scholars through interviews and free text survey responses were analyzed using an immersion/crystallization approach. Two central themes were identified for both scholars and mentors: benefits and challenges of the program. Benefits included mentors, program design, community development, increased confidence, skills development, improved patient care, and institutional impact. Challenges included time to accomplish the program, balance of community-building and skills development, and lack of a clear path post-ASPIRE. DISCUSSION: Combining skills-based learning with safe psychological space were judged important elements of success for the ASPIRE program. Conversations are ongoing to identify opportunities for scholars who have completed the program to continue to pursue scholarship, expand their skills, and build community. We conclude that the program both is feasible and was well-received. Sustainability and generalizability are important next steps in ensuring the viability of the program.
Authors: Howard B Beckman; Melissa Wendland; Christopher Mooney; Michael S Krasner; Timothy E Quill; Anthony L Suchman; Ronald M Epstein Journal: Acad Med Date: 2012-06 Impact factor: 6.893
Authors: Deborah Simpson; Ruth-Marie E Fincher; Janet P Hafler; David M Irby; Boyd F Richards; Gary C Rosenfeld; Thomas R Viggiano Journal: Med Educ Date: 2007-09-05 Impact factor: 6.251
Authors: Mark Linzer; Rachel Levine; David Meltzer; Sara Poplau; Carole Warde; Colin P West Journal: J Gen Intern Med Date: 2014-01 Impact factor: 5.128
Authors: Michael S Krasner; Ronald M Epstein; Howard Beckman; Anthony L Suchman; Benjamin Chapman; Christopher J Mooney; Timothy E Quill Journal: JAMA Date: 2009-09-23 Impact factor: 56.272
Authors: Linda Pololi; Maria C. Clay; Mack Lipkin; Mariana Hewson; Craig Kaplan; Richard M. Frankel Journal: Med Teach Date: 2001-05 Impact factor: 3.650