september 24, 2012
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Advancing Educators and Education: The Role of Academies Haile T. Debas Academy of Medical Educators Celebration of New Members. September 24, 2012. Blohm. WHY Are a Quarter of Faculty Considering Leaving Academic Medicine?. - PowerPoint PPT PresentationTRANSCRIPT
Advancing Educators and Education: The Role of Academies
Haile T. Debas Academy of Medical Educators
Celebration of New Members
September 24, 2012 Blohm
WHY Are a Quarter of Faculty Considering Leaving Academic Medicine?
Why Are a Quarter of Faculty Considering Leaving Academic Medicine?
• 26 U.S. Medical Schools 2007-2009• 52% response rate• Surveyed about:
• 14% seriously considered leaving institution, 21% academic medicine due to dissatisfaction
Pololi LH et al. Why Are a Quarter of Faculty Considering Leaving Academic Medicine? A Study of Their Perceptions of Institutional Culture and Intentions to Leave at 26 Representative U.S. Medical Schools. Acad Med. 2012;87:859–869.
Why?Pololi et al. 2012
• Primary role is research
• Low institutional support
• High ethical/moral distress
• Younger faculty• Having MD degree
• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve
support for faculty
Factors associated with leaving institution only
Shared Factors Factors associated with leaving academic medicine
Academies…
• Primary role is research
• Low institutional support
• High ethical/moral distress
• Younger faculty• Having MD degree
• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve
support for faculty
Recognize
Promote
Support
Mentor
Create Community Pololi et. al. 2012
Develop
The Academy Movement
“…teaching faculty members [in academies] have a new set of colleagues from across the school who share a common passion for teaching and who are being mentored in teaching and scholarship. Academies provide a second academic ‘home.’”
Irby DM, Cooke M, Lowenstein D, Richards B. The academy movement: A structural approach to reinvigorating the educational mission. Acad Med. 2004;79:729 –736.
Characteristics of AcademiesSearle et al. 2010
2008 national survey (122 schools, 96% rr)
36 Academies
Nomination – 50% self nomination
Selection of members
69% standards-referenced vs. normative
22% used peer review
Criteria: Quality of teaching, educational leadership, development of ed. Materials, publications, ed. Research efforts
Searle NS et. al. The prevalence and practice of Academies of Medical Educators: A survey of U.S. Medical Schools. Acad Med. Jan 2010
Academies Goals
Data from Searle et al. 2010
Benefits to the Institution
Data from Searle et al. 2010
Benefits for Members
Data from Searle et al. 2010
How do academies differ?
and
What words do they use?
Declaration of Independence
Greenpeace
Haile T. Debas Academy of Medical Educators
Mission: To support and advance the teaching mission of the UCSF School of Medicine and the people who carry it out.
Goals:Enhance the status of teachersPromote and reward teaching excellenceFoster curricular innovationEncourage scholarship in medical education
UCSF Academy of Medical Educators - MISSION
UCSF Academy of Medical EducatorsWEBSITE TEXT
Harvard Medical School Academy“About” Page (Goals)
Mount Sinai School of Medicine, Institute for Medical Education – Mission & Goals
Louisiana State University Academy for the Advancement of Education Scholarship
Mission, Vision, Purpose
University of North Carolina School of Medicine Academy of Educators
Mission
What are the greatest benefits/rewards the AME can provide to medical educators (members and non-members in all health professions)?
① Opportunity to collaborate with others educators
② Mentorship as an educator
③ Networking opportunities
④ Medical education research guidance (design, statistical analysis)
⑤ Opportunities for skill development (teaching, curriculum design, program assessment, leadership)
⑥ Guidance in the promotions process
⑦ Monetary (Grants, protected time, development programs)
⑧ Recognition for work as an educator
⑨ Belonging to a supportive group of peers
⑩ Other
Mentorship as an Academy Goal
National Mentorship SurveyPalepu et. al. 1998
• National survey, 1808 faculty responded (60%rr)
• 54% junior faculty mentored and they:
• Perceived more institutional support for teaching, research & administration
• Allocated more time to research each week (28% vs. 15%)
• Were more satisfied at work (62.6% vs. 59.5%)
• Better research skills
Palepu A, Friedman RH, Barnett RC, Carr PL, Ash AS, Szalacha L, Moskowitz M. Junior faculty members’ mentoring relationships and their professional development in US medical schools. Acad Med 1998; 73:318-23.
Junior Faculty’s PerspectiveChew et. al. 2003
•Survey - all 162 junior faculty (75% rr) at University of Washington School of Medicine
•36% considered themselves to be mentored
•Adjusted for age, years on faculty, and fellowship training
•Mentored faculty were more likely to be men (OR 2.9) and clinician-scientists (OR 10.3)
•Mentored clinician-educators spent more time on scholarly activity (20.6% vs 11.5%, p<0.01)
Chew LD et al. Junior Faculty’s Perspectives on Mentoring. Acad Med. 2003;78:652.
Does Mentoring Matter?Feldman et. al. 2010
•UCSF Study
•Baseline survey prior to large mentoring program
•Survey 852 junior faculty (all health professions)
• 56% rr, N=464
•2/3 had a mentor, 28% needed help
•Having a mentor was associated with …
greater satisfaction with time allocation at work
Higher academic self-efficacy scores (reported in several studies)
Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university. Medical Education Online 2010, 15: 5063
Faculty Retention and SuccessReis et. al. 2012
•UCSD School of Medicine
•National Center of Leadership in Academic Medicine 1998-2005
•Faculty development workshops + lots of mentoring
•Matched participants to non-participants
•67% vs. 56% retention new assistant professors after 8 years (AAMC: 43% 10 yr retention)
•Greater academic success (awards, grants, teaching/mentoring, publications)
Ries A, Wingard D, Gamst A, Larsen C, Farrell E, Reznik V. Measuring Faculty Retention and Success in Academic Medicine. Acad Med. 2012;87:1046–1051.
Peer MentoringLord et. al. 2012
• 6 assistant professor clinician educators in Psychiatry (4 yrs)
• Qualitative analysis of interviews and survey showed increased/improved…
Workplace satisfaction Social connection Professional/scholarly productivity Involvement in professional activities Opportunity for peer discussions in a safe
environment Accountability and motivation collaboration with other group members
Lord JA, Mourtzanos E, McLaren K, Murray SB, Kimmel RJ, Cowley DS. A peer mentoring group for junior clinician educators: four years' experience. Acad Med. 2012 Mar;87(3):378-83.
In Business
• Increased retention and job satisfaction
• Mentor programs are more likely to succeed if mentors are rewarded/recognized
• Primary role is research
• Low institutional support
• High ethical/moral distress
• Younger faculty• Having MD degree
• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve
support for faculty
Mentorship
Factors associated with leaving institution only
Factors associated with leaving academic medicine
"My chief want in life is someone who shall make me do what I can.”
Ralf Waldo Emerson
Blohm, MD
Thank You
Cynthia Ashe
Karen Brent
Dr. Molly Cooke
Dr. Helen Loeser
Dr. Patricia O’Sullivan