Who will be the faculty of the future? Results of a 5-year study growing educators using an immersive third postgraduate year (PGY-3) faculty development mini-fellowship

Brian V. Reamy, Pamela M. Williams, Cindy Wilson, Jeffrey L. Goodie, Mark Stephens

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Background: Residency education requires large numbers of skilled teaching faculty. Potential faculty can often be identified during residency training. Aims: Employ a 4-week immersive faculty development mini-fellowship to enhance the teaching skills of selected PGY-3 residents and study outcomes over 5 years. Methods: PGY-3 residents were competitively selected and completed the 4-week curriculum to increase skills in precepting, small group teaching, large group teaching, learner feedback/assessment, academic career development, and research. Results: Fifteen residents completed the mini-fellowship over the 5-year study period. The curriculum was rated highly by the residents with mean ratings of curriculum components ranging from 4.5 to 4.9 on a 5-point scale. Eight residents (53%) were selected for faculty positions compared to a usual selection rate of 11. Compared to new faculty without mini-fellowship completion, program directors rated the residents completing the mini-fellowship as better prepared to perform learner feedback (4.1 vs. 3.0, p≤0.01) and to understand the conduct of research (3.6 vs. 2.5 p≤0.01). Conclusions: This study demonstrates short-term success at growing faculty with enhanced teaching skills during residency. While long-term retention in academic medicine cannot be predicted, this program represents one method to mitigate shortages of qualified junior residency faculty.

Original languageEnglish (US)
JournalMedical teacher
Volume34
Issue number6
DOIs
StatePublished - Jun 1 2012

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educator
resident
Internship and Residency
Teaching
Curriculum
curriculum
academic career
Research
research and development
small group
shortage
director
rating
Medicine
Outcome Assessment (Health Care)
medicine
Education
education
Group

All Science Journal Classification (ASJC) codes

  • Medicine(all)
  • Education

Cite this

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title = "Who will be the faculty of the future? Results of a 5-year study growing educators using an immersive third postgraduate year (PGY-3) faculty development mini-fellowship",
abstract = "Background: Residency education requires large numbers of skilled teaching faculty. Potential faculty can often be identified during residency training. Aims: Employ a 4-week immersive faculty development mini-fellowship to enhance the teaching skills of selected PGY-3 residents and study outcomes over 5 years. Methods: PGY-3 residents were competitively selected and completed the 4-week curriculum to increase skills in precepting, small group teaching, large group teaching, learner feedback/assessment, academic career development, and research. Results: Fifteen residents completed the mini-fellowship over the 5-year study period. The curriculum was rated highly by the residents with mean ratings of curriculum components ranging from 4.5 to 4.9 on a 5-point scale. Eight residents (53{\%}) were selected for faculty positions compared to a usual selection rate of 11. Compared to new faculty without mini-fellowship completion, program directors rated the residents completing the mini-fellowship as better prepared to perform learner feedback (4.1 vs. 3.0, p≤0.01) and to understand the conduct of research (3.6 vs. 2.5 p≤0.01). Conclusions: This study demonstrates short-term success at growing faculty with enhanced teaching skills during residency. While long-term retention in academic medicine cannot be predicted, this program represents one method to mitigate shortages of qualified junior residency faculty.",
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Who will be the faculty of the future? Results of a 5-year study growing educators using an immersive third postgraduate year (PGY-3) faculty development mini-fellowship. / Reamy, Brian V.; Williams, Pamela M.; Wilson, Cindy; Goodie, Jeffrey L.; Stephens, Mark.

In: Medical teacher, Vol. 34, No. 6, 01.06.2012.

Research output: Contribution to journalArticle

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