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A Needs Assessment of Educational Faculty Development for Clinicians of a Multisite Obstetrics and Gynecology Clerkship
Objective: To perform a needs assessment regarding educational faculty development for clinicians participating in a multisite Obstetrics and Gynecology clerkship.
Study Design: The study design is a qualitative needs assessment using a survey. The survey was sent to ninety-eight clinicians in 3 states (Vermont, Connecticut, and Florida) at 3 hospitals (Fletcher Allen Healthcare, Danbury Hospital, and St. Mary’s Hospital). The survey was designed in RedCAP. Responses were anonymous. Data were analyzed in a qualitative fashion.
Results: 44.9% (44/98) overall response rate. 73.8% (31/42) of faculty from our academic institution responded and only 16.7% (4/24) and 12.5% (2/16) from our affiliate clinical sites. 35.9% reported never having received training in medical education and 61.4% had no faculty development in medical education in the last 2 years. 52% answered no or were unsure that an educational faculty development curriculum existed at their institution. On an institutional and personal level, respectively, the 3 biggest barriers were time (84.1%, 81%), lack of clinical coverage (56.8%, 38.1%), and the inability to measure educational contributions (52.3%, 35.7%).
Conclusions: Faculty in academic and private settings that teach medical students lack adequate training in medical education, they do not actively seek out training to maintain their teaching skills, and there are significant institutional and personal barriers that prevent faculty participation in an educational faculty development curriculum aimed at improving medical student education.
2014, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Professionalism, Systems-Based Practice & Improvement, Practice-Based Learning & Improvement, CME, UME,