Tags

Type your tag names separated by a space and hit enter

Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty.
Acad Psychiatry. 2007 Nov-Dec; 31(6):452-64.AP

Abstract

OBJECTIVE

At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders.

METHODS

The UCD Teaching Scholars Program is a half-year course, comprised of 24 weekly half-day small group sessions, for faculty in the School of Medicine and Veterinary Medicine. The program's philosophical framework was centered on personal reflection to enhance change: 1) understanding educational theory to build metacognitive bridges, 2) diversity of perspectives to broaden horizons, 3) colleagues as peer teachers to improve interactive experiences, and 4) reciprocal process of testing theory and examining practice to reinforce learning. The authors describe the program development (environmental analysis, marketing, teaching techniques), specific challenges, and failed experiments. The authors provide examples of interactive exercises used to enhance curricular content. The authors enrolled 7-10 faculty per year, from a diverse pool of current and near-future educational leaders.

RESULTS

Four years of Teaching Scholars participants were surveyed about program experiences and short/longer term outcomes. Twenty-six (76%) respondents reported that they were very satisfied with the course (4.6/5), individual curricular blocks (4.2-4.6), and other faculty (4.7). They described participation barriers/facilitators. Participants reported positive impact on their effectiveness as educators (100%), course directors (84%), leaders (72%), and educational researchers (52%). They described specific acquired attitudes, knowledge, and skills. They described changes in their approach to education/career changed based on program participation. Combining faculty from different educational backgrounds significantly broadened perspectives, leading to greater/new collaboration.

DISCUSSION

Developing a cadre of master educators requires careful program planning, implementation, and program/participant evaluation. Based on participant feedback, our program was a success at stimulating change. This open assessment of programmatic strengths and weaknesses may provide a template for other medical institutions that seek to enhance their institutional educational mission.

Authors+Show Affiliations

Department of Internal Medicine, University of California, Davis School of Medicine, Sacramento, CA 95833, USA. malathi@ucdavis.eduNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

18079507

Citation

Srinivasan, Malathi, et al. "Developing the Master Educator: Cross Disciplinary Teaching Scholars Program for Human and Veterinary Medical Faculty." Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, vol. 31, no. 6, 2007, pp. 452-64.
Srinivasan M, Pratt DD, Collins J, et al. Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty. Acad Psychiatry. 2007;31(6):452-64.
Srinivasan, M., Pratt, D. D., Collins, J., Bowe, C. M., Stevenson, F. T., Pinney, S. J., & Wilkes, M. S. (2007). Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty. Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry, 31(6), 452-64.
Srinivasan M, et al. Developing the Master Educator: Cross Disciplinary Teaching Scholars Program for Human and Veterinary Medical Faculty. Acad Psychiatry. 2007 Nov-Dec;31(6):452-64. PubMed PMID: 18079507.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Developing the master educator: cross disciplinary teaching scholars program for human and veterinary medical faculty. AU - Srinivasan,Malathi, AU - Pratt,Daniel D, AU - Collins,John, AU - Bowe,Constance M, AU - Stevenson,Frazier T, AU - Pinney,Stephen J, AU - Wilkes,Michael S, PY - 2007/12/15/pubmed PY - 2008/3/20/medline PY - 2007/12/15/entrez SP - 452 EP - 64 JF - Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry JO - Acad Psychiatry VL - 31 IS - 6 N2 - OBJECTIVE: At the University of California, Davis (UCD), the authors sought to develop an institutional network of reflective educational leaders. The authors wanted to enhance faculty understanding of medical education's complexity, and improve educators' effectiveness as regional/national leaders. METHODS: The UCD Teaching Scholars Program is a half-year course, comprised of 24 weekly half-day small group sessions, for faculty in the School of Medicine and Veterinary Medicine. The program's philosophical framework was centered on personal reflection to enhance change: 1) understanding educational theory to build metacognitive bridges, 2) diversity of perspectives to broaden horizons, 3) colleagues as peer teachers to improve interactive experiences, and 4) reciprocal process of testing theory and examining practice to reinforce learning. The authors describe the program development (environmental analysis, marketing, teaching techniques), specific challenges, and failed experiments. The authors provide examples of interactive exercises used to enhance curricular content. The authors enrolled 7-10 faculty per year, from a diverse pool of current and near-future educational leaders. RESULTS: Four years of Teaching Scholars participants were surveyed about program experiences and short/longer term outcomes. Twenty-six (76%) respondents reported that they were very satisfied with the course (4.6/5), individual curricular blocks (4.2-4.6), and other faculty (4.7). They described participation barriers/facilitators. Participants reported positive impact on their effectiveness as educators (100%), course directors (84%), leaders (72%), and educational researchers (52%). They described specific acquired attitudes, knowledge, and skills. They described changes in their approach to education/career changed based on program participation. Combining faculty from different educational backgrounds significantly broadened perspectives, leading to greater/new collaboration. DISCUSSION: Developing a cadre of master educators requires careful program planning, implementation, and program/participant evaluation. Based on participant feedback, our program was a success at stimulating change. This open assessment of programmatic strengths and weaknesses may provide a template for other medical institutions that seek to enhance their institutional educational mission. SN - 1042-9670 UR - https://www.unboundmedicine.com/medline/citation/18079507/Developing_the_master_educator:_cross_disciplinary_teaching_scholars_program_for_human_and_veterinary_medical_faculty_ DB - PRIME DP - Unbound Medicine ER -