Original Article

Does Formal Training in Medical Education and Professional Development Lead to Better Career Outcomes for Clinician Educators?

Authors: Amar Kohli, MD, MS, Maggie Benson, MD, MS, Alexandra Mieczkowski, MD, MS, Carla Spagnoletti, MD, MS, Doris Rubio, PhD, Melissa McNeil, MD, Rosanne Granieri, MD

Abstract

Objectives: Medical school and residency training programs rely on skilled clinician-educators to provide high-quality educational experiences. In 2002, the University of Pittsburgh’s Institute for Clinical Research Education created a master’s-level degree-granting program in medical education, which now has more than a decade of graduates.

Methods: All graduates between 2004 and 2014 were invited to complete an anonymous electronic survey regarding their experiences with the program and their perception of whether the master’s program adequately prepared them in domains pertinent to medical educators. Participants also were asked to upload their current curricula vitae (CV) to assess objective measures of academic productivity among program graduates.

Results: More than 75% of surveys were completed (47/60) and 75% of CVs were submitted (45/60). Demographics of respondents showed that 66% were woman. The racial demographics of respondents revealed 13% Hispanic/Latino, 28% Asian, and 59% white, respectively. More than 90% of respondents agreed that because they completed the program, they were competent in multiple teaching and learning domains; 94% of respondents believed that they were more effective educators than peers who did not complete this degree. CV abstraction revealed that 98% of respondents currently held academic positions. Number of publications and number of years since program graduation were used to determine the rate of productivity of the graduates. Twenty-six graduates (58%) successfully published at least one peer-reviewed article per year since they graduated. This equated to approximately 3.77 publications per year for these 26 respondents and 2.27 publications per year for the entire cohort.

Conclusions: Program graduates attributed their competence in several key domains that are crucial to excellence as a clinician-educator to their participation in the degree-granting program. The results of this study suggest that receipt of a graduate-level degree in medical education develops and enhances teaching skills and academic productivity among clinician-educators.

This content is limited to qualifying members.

Existing members, please login first.

If you have an existing account please login now to access this article or view your purchase options.

Purchase only this article ($15)

Create a free account, then purchase this article to download or access it online for 24 hours.

Purchase an SMJ online subscription ($75)

Create a free account, then purchase a subscription to get complete access to all articles for a full year.

Purchase a membership plan (fees vary)

Premium members can access all articles plus recieve many more benefits. View all membership plans and benefit packages.

References

1. Leslie K, Baker L, Egan-Lee E, et al. Advancing faculty development in medical education: a systematic review. Acad Med 2013;88:1038-1045.
2. Cohen R, Murnaghan L, Collins J, Pratt D. An update on master' degrees in medical education. Med Teach 2005;27:686-692.
3. Searle NS, Hatem CJ, Perkowski L, et al. Why invest in an educational fellowship program? Acad Med 2006;81:936-940.
4. Atasoylu AA, Wright SM, Beasley BW, et al. Promotion criteria for clinician-educators. J Gen Intern Med 2003;18:711-716.
5. Thomas PA, Diener-West M, Canto MI, et al. Results of an academic promotion and career path survey of faculty at the Johns Hopkins University School of Medicine. Acad Med 2004;79:258-264.
6. Al-Subait R, Elzubeir M. Evaluating a masters of medical education program: attaining minimum quality standards? Med Teach 2012;34(suppl 1):S67-S74.
7. Pugsley L, Brigley S, Allery L, et al. Counting quality because quality counts: differing standards in master' in medical education programmes. Med Teach 2008;30:80-85.
8. Cusimano MD, David MA. A compendium of higher education opportunities in health professions education. Acad Med 1998;73:1255-1259.
9. Tekian A, Harris I. Preparing health professions education leaders worldwide: a description of masters-level programs. Med Teach 2012;34:52-58.
10. Searle NS, Thompson BM, Perkowski LC. Making it work: the evolution of a medical educational fellowship program. Acad Med 2006;81:984-989.
11. Simon SR, Shaneyfelt TM, Collins MM, et al. Faculty training in general internal medicine: a survey of graduates from a research-intensive fellowship program. Acad Med 1999;74:1253-1255.
12. Gorlitz A, Ebert T, Bauer D, et al. Core competencies for medical teachers (KLM)-a position paper of the GMA Committee on Personal and Organizational Development in Teaching. GMS Z Med Ausbild 2015;32:Doc23.
13. Srinivasan M, Li ST, Meyers FJ, et al."Teaching as a competency": competencies for medical educators. Acad Med 2011;86:1211-1220.
14. Lucey CR. Promotion for clinician-educators: time for a fresh approach? J Gen Intern Med 2003;18:768-769.
15. Nivet MA. Minorities in academic medicine: review of the literature. J Vasc Surg 2010;51(4 suppl):53S-58S.
16. Beasley B, Simon S, Wright S. A Time to Be Promoted: The Prospective Study of Promotion in Academia. J Gen Intern Med 2006;21:123-129.
17. Morzinski JA, Diehr S, Bower DJ, et al. A descriptive, cross-sectional study of formal mentoring for faculty. Fam Med 1996;28:434-438.
18. Palepu A, Friedman RH, Barnett RC, et al. Junior faculty members' mentoring relationships and their professional development in U.S. medical schools. Acad Med 1998;73:318-323.
19. Pololi L, Knight S. Mentoring faculty in academic medicine. A new paradigm? J Gen Intern Med 2005;20:866-870.
20. Varkey P, Jatoi A, Williams A, et al. The positive impact of a facilitated peer mentoring program on academic skills of women faculty. BMC Med Educ 2012;12:14.