What’s New: A Preview of the July Issue
Well-Being in Graduate Medical Education: A Call for Action
Ripp and colleagues find that physician wellness programs, though costly, may promote greater patient satisfaction, long-term physician satisfaction, and increased physician productivity. Recommendations are made at national, hospital, program, and non-work levels.
The Net Present Value and Other Economic Implications of a Medical Career
Commenting on Marcu et al, Reinhardt explains how the NPV is calculated then discusses other issues concerning the economics of a medical career, including medical school tuition, residents’ salaries, and investments in human capital as tax deductible.
The Use of Social Media in Graduate Medical Education: A Systematic Review
Sterling and colleagues describe the effect of social media platforms on residency education, recruitment, and professionalism as mixed, and the quality of existing studies as modest at best.
Considerations for Medical Students and Advisors after an Unsuccessful Match
Bumsted and colleagues discuss medical schools’ responsibilities to unmatched students and to society, outline various pathways for unmatched students to secure a GME or other non-clinical position in the future, and share guidelines for advising unmatched students following an unsuccessful Match.
Enhancing Student Empathetic Engagement, History-Taking, and Communication Skills During Electronic Medical Record Use in Patient Care
LoSasso and colleagues suggest a simple intervention providing specialized training in electronic medical record–specific communication can improve medical students’ empathic engagement, history-taking skills, and communication skills.
What’s In the Queue: A Sneak Peek
Here’s a preview of an upcoming research report by Baker and colleagues.
Exploring Faculty Developers’ Experiences to Inform Our Understanding of Competence in Faculty Development
Lindsay Baker, MEd, Karen Leslie, MEd, MD, Danny Panisko, MD, Allyn Walsh, MD, Anne Wong, MD, PhD, Barbara Stubbs, MD, and Maria Mylopoulos, PhD
Now a mainstay in medical education, faculty development has created the role of the faculty developer. However, faculty development research tends to overlook faculty developers’ roles and experiences. This study aimed to develop an empirical understanding of faculty developer competence by digging deeper into the actions, experiences, and perceptions of faculty developers as they perform their facilitator role.
A constructivist grounded theory approach guided observations of faculty development activities, field interviews, and formal interviews with 31 faculty developers across two academic institutions from 2013 to 2014. Analysis occurred alongside and informed data collection. Themes were identified using a constant comparison process.
Consistent with the literature, findings highlighted the knowledge and skills of the faculty developer and the importance of context in the design and delivery of faculty development activities. Three novel processes (negotiating, constructing, and attuning) were identified that integrate the individual faculty developer, her context, and the evolution of her competence.
These findings suggest that faculty developer competence is best understood as a situated construct. A faculty developer’s ability to attune to, construct, and negotiate her environment can both enhance and minimize the impact of contextual variables as needed. Thus, faculty developers do not passively experience context; rather, they actively interact with their environment in ways that maximize their performance. Faculty developers should be trained for the adaptive, situated use of knowledge.