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Visualizing faculty development impact: A social network analysis
Faculty development programs have tended to focus on low levels of evaluation such as participant satisfaction rather than assess the actual changes that training has brought about in the workplace. This has prompted scholars to suggest using social network analysis as a means to provide a more rigo...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Bohn Stafleu van Loghum
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6565640/ https://www.ncbi.nlm.nih.gov/pubmed/31001738 http://dx.doi.org/10.1007/s40037-019-0510-9 |
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author | Foo, Yang Yann Moody, James Cook, Sandy |
author_facet | Foo, Yang Yann Moody, James Cook, Sandy |
author_sort | Foo, Yang Yann |
collection | PubMed |
description | Faculty development programs have tended to focus on low levels of evaluation such as participant satisfaction rather than assess the actual changes that training has brought about in the workplace. This has prompted scholars to suggest using social network analysis as a means to provide a more rigorous method of evaluating the impact of faculty development. To test the feasibility of such a suggestion, we used the social network analysis concepts of social cohesion to assess the impact of a year-long fellowship program conducted by Duke-NUS Medical School’s Academic Medicine Education Institute (AM·EI). Specifically, we used the key metrics of connectedness and betweenness centrality to assess the changes in the AM·EI fellows’ information and collaboration networks post-fellowship. We invited three cohorts of AM·EI fellows (2013–2016; n = 74) to participate in a branched survey. The response rate was 64%; n = 47. Results showed that in terms of connectedness, the largest connected set more than doubled in size, and pair level reachability grew threefold. Betweenness centrality among the AM·EI fellows also increased, with more individuals reporting that they sought advice from the fellows as well as trusted the advice the fellows provided. In sum, this study suggests that it is indeed viable to use social network analysis to identify changes in social cohesion. As such, social network analysis serves as another tool for scholars to use to assess the impact of their faculty development efforts. |
format | Online Article Text |
id | pubmed-6565640 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Bohn Stafleu van Loghum |
record_format | MEDLINE/PubMed |
spelling | pubmed-65656402019-06-28 Visualizing faculty development impact: A social network analysis Foo, Yang Yann Moody, James Cook, Sandy Perspect Med Educ Show and Tell Faculty development programs have tended to focus on low levels of evaluation such as participant satisfaction rather than assess the actual changes that training has brought about in the workplace. This has prompted scholars to suggest using social network analysis as a means to provide a more rigorous method of evaluating the impact of faculty development. To test the feasibility of such a suggestion, we used the social network analysis concepts of social cohesion to assess the impact of a year-long fellowship program conducted by Duke-NUS Medical School’s Academic Medicine Education Institute (AM·EI). Specifically, we used the key metrics of connectedness and betweenness centrality to assess the changes in the AM·EI fellows’ information and collaboration networks post-fellowship. We invited three cohorts of AM·EI fellows (2013–2016; n = 74) to participate in a branched survey. The response rate was 64%; n = 47. Results showed that in terms of connectedness, the largest connected set more than doubled in size, and pair level reachability grew threefold. Betweenness centrality among the AM·EI fellows also increased, with more individuals reporting that they sought advice from the fellows as well as trusted the advice the fellows provided. In sum, this study suggests that it is indeed viable to use social network analysis to identify changes in social cohesion. As such, social network analysis serves as another tool for scholars to use to assess the impact of their faculty development efforts. Bohn Stafleu van Loghum 2019-04-18 2019-06 /pmc/articles/PMC6565640/ /pubmed/31001738 http://dx.doi.org/10.1007/s40037-019-0510-9 Text en © The Author(s) 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Show and Tell Foo, Yang Yann Moody, James Cook, Sandy Visualizing faculty development impact: A social network analysis |
title | Visualizing faculty development impact: A social network analysis |
title_full | Visualizing faculty development impact: A social network analysis |
title_fullStr | Visualizing faculty development impact: A social network analysis |
title_full_unstemmed | Visualizing faculty development impact: A social network analysis |
title_short | Visualizing faculty development impact: A social network analysis |
title_sort | visualizing faculty development impact: a social network analysis |
topic | Show and Tell |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6565640/ https://www.ncbi.nlm.nih.gov/pubmed/31001738 http://dx.doi.org/10.1007/s40037-019-0510-9 |
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