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How can clinician-educator training programs be optimized to match clinician motivations and concerns?

BACKGROUND: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of pr...

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Detalles Bibliográficos
Autores principales: McCullough, Brendan, Marton, Gregory E, Ramnanan, Christopher J
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove Medical Press 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4309549/
https://www.ncbi.nlm.nih.gov/pubmed/25653570
http://dx.doi.org/10.2147/AMEP.S70139
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author McCullough, Brendan
Marton, Gregory E
Ramnanan, Christopher J
author_facet McCullough, Brendan
Marton, Gregory E
Ramnanan, Christopher J
author_sort McCullough, Brendan
collection PubMed
description BACKGROUND: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. METHODS: Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. RESULTS: A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. CONCLUSION: Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education.
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spelling pubmed-43095492015-02-04 How can clinician-educator training programs be optimized to match clinician motivations and concerns? McCullough, Brendan Marton, Gregory E Ramnanan, Christopher J Adv Med Educ Pract Review BACKGROUND: Several medical schools have implemented programs aimed at supporting clinician-educators with formal mentoring, training, and experience in undergraduate medical teaching. However, consensus program design has yet to be established, and the effectiveness of these programs in terms of producing quality clinician-educator teaching remains unclear. The goal of this study was to review the literature to identify motivations and perceived barriers to clinician-educators, which in turn will improve clinician-educator training programs to better align with clinician-educator needs and concerns. METHODS: Review of medical education literature using the terms “attitudes”, “motivations”, “physicians”, “teaching”, and “undergraduate medical education” resulted in identification of key themes revealing the primary motivations and barriers involved in physicians teaching undergraduate medical students. RESULTS: A synthesis of articles revealed that physicians are primarily motivated to teach undergraduate students for intrinsic reasons. To a lesser extent, physicians are motivated to teach for extrinsic reasons, such as rewards or recognition. The key barriers deterring physicians from teaching medical students included: decreased productivity, lack of compensation, increased length of the working day, patient concerns/ethical issues, and lack of confidence in their own ability. CONCLUSION: Our findings suggest that optimization of clinician-educator training programs should address, amongst other factors, time management concerns, appropriate academic recognition for teaching service, and confidence in teaching ability. Addressing these issues may increase the retention of clinicians who are active and proficient in medical education. Dove Medical Press 2015-01-22 /pmc/articles/PMC4309549/ /pubmed/25653570 http://dx.doi.org/10.2147/AMEP.S70139 Text en © 2015 McCullough et al. This work is published by Dove Medical Press Limited, and licensed under Creative Commons Attribution – Non Commercial (unported, v3.0) License The full terms of the License are available at http://creativecommons.org/licenses/by-nc/3.0/. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed.
spellingShingle Review
McCullough, Brendan
Marton, Gregory E
Ramnanan, Christopher J
How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title_full How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title_fullStr How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title_full_unstemmed How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title_short How can clinician-educator training programs be optimized to match clinician motivations and concerns?
title_sort how can clinician-educator training programs be optimized to match clinician motivations and concerns?
topic Review
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4309549/
https://www.ncbi.nlm.nih.gov/pubmed/25653570
http://dx.doi.org/10.2147/AMEP.S70139
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