Transcript 01_Corporate Overview_Master

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?
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26 U.S. Medical Schools 2007-2009
52% response rate
Surveyed about:
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Engagement
Equity
Advancement
Leadership
Relationships
Institutional
Diversity
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values
Work-life integration
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
Factors associated with
leaving institution only
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Primary role is
research
Low institutional
support
Factors associated with
leaving academic medicine
Shared Factors
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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
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High ethical/moral
distress
Younger faculty
Having MD degree
Academies…
Recognize
Support
Mentor
Promote
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Primary role is
research
Low institutional
support
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Develop
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
Create Community
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High ethical/moral
distress
Younger faculty
Having MD degree
Pololi et. al. 2012
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 Academies
Searle et al. 2010
 2008
 36
national survey (122 schools, 96% rr)
Academies
 Nomination
 Selection
– 50% self nomination
of members
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69% standards-referenced vs. normative
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22% used peer review
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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 teachers
 Promote and reward teaching excellence
 Foster curricular innovation
 Encourage scholarship in medical education
UCSF Academy of Medical Educators - MISSION
UCSF Academy of Medical Educators
WEBSITE 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 nonmembers in all health professions)?
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
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Mentorship as an Academy Goal
National Mentorship Survey
Palepu et. al. 1998
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National survey, 1808 faculty responded (60%rr)
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54% junior faculty mentored and they:
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Perceived more institutional support for teaching,
research & administration
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Allocated more time to research each week (28% vs.
15%)
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Were more satisfied at work (62.6% vs. 59.5%)
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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 Perspective
Chew et. al. 2003
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Survey - all 162 junior faculty (75% rr) at University of
Washington School of Medicine
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36% considered themselves to be mentored
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Adjusted for age, years on faculty, and fellowship training
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Mentored faculty were more likely to be men (OR 2.9) and
clinician-scientists (OR 10.3)
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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
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survey prior to large mentoring program
852 junior faculty (all health professions)
56% rr, N=464
•2/3
had a mentor, 28% needed help
•Having
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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 Success
Reis et. al. 2012
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UCSD School of Medicine
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National Center of Leadership in Academic Medicine 1998-2005
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Faculty development workshops + lots of mentoring
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Matched participants to non-participants
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67% vs. 56% retention new assistant professors after 8 years
(AAMC: 43% 10 yr retention)
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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 Mentoring
Lord et. al. 2012
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6 assistant professor clinician educators in Psychiatry (4 yrs)
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Qualitative analysis of interviews and survey showed
increased/improved…
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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
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Increased retention and job satisfaction
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Mentor programs are more likely to succeed if
mentors are rewarded/recognized
Mentorship
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Primary role is
research
Low institutional
support
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Factors associated with
leaving institution only
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
•
•
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High ethical/moral
distress
Younger faculty
Having MD degree
Factors associated with
leaving academic medicine
"My chief want in life is someone who shall
make me do what I can.”
Ralf Waldo Emerson
Thank You
Cynthia Ashe
Karen Brent
Dr. Molly Cooke
Dr. Helen Loeser
Dr. Patricia O’Sullivan
Blohm, MD