The Central Group on Educational Affairs (CGEA)
Medical Educator Competency Project

Terri Cameron, MA

Janet M. Riddle, MD

Debra A. DaRosa, PhD

Goals

*  Help CGEA members achieve highest levels of competence as medical educators

*  Results will . . .

*       Guide selection of themes for CGEA meetings

*       Guide the activities of sections & SIGs

*       Foster individual reflection & self-assessment

The Survey

*  Based on the competencies identified by Carole Bland, PhD, in Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them. ( New York: Springer Publishing Company, Inc., 1990, pp. 25-35.  Used by permission, Springer Publishing Company, Inc., New York 10012.)

*  183 Questions

*  Set up as a four-part survey

*       Part I:  Education (42 Questions)

*       Part II:  Administration and Research (44 Questions)

*       Part III:  Research (Continued) and Written Communication (45 Questions)

*       Part IV:  Written Communication (Continued) and Professional Academic Skills (52 Questions)

*  Demographics collected on each part

*  For each competency, participants responded with “Not Important in My Role” or used a 5-point scale to provide current and desired levels of competency

*  Piloted with CGEA Executive Committee and SIUSOM faculty

*  Parts distributed weekly to 60 CGEA Volunteers

*  Response rate 62% to 43%

*  E-mailed to volunteers once – follow-up being planned

Data Analysis

*  By respondent type

*       MD faculty

*       PhD faculty

*       Masters faculty

*       Other faculty

*       Course/Clerkship Director

*       Dean/Associate Dean/Assistant Dean

*       Curriculum Coordinator/Staff

*        This will allow us to set up audience-specific professional development programs.

*  By attendance at CGEA meeting

*  By length of time in current educational role

*  By percent of time spent in roles:

*       Clinical

*       Teacher/Educator

*       Administrator

*       Researcher

*       Consultant/Liaison

*        This will allow us to market the CGEA meeting to specific audiences and to further develop audience-specific professional development.

Preliminary Trends

*  Five themes for faculty development:

*      Time

*        Managing time commitments and expectations

*        Understanding the amount of time necessary to complete project(s)

*        Avoiding overcommitment

*        Managing research projects

*        Finding a regular time for writing

*        Overcoming anxiety about writing

*      Money

*        Financing research

*        Understanding the financing of the institution’s mission

*      Working inside (and outside) the academic environment

*        Understanding and responding to values and expectations

*        Negotiating

*        Networking and collaboration

*      Teaching and learning

*        Responding to learner needs

*        Developing simulations

*        Assessing students

*        Validity and reliability of methods

*      Research

*        Measurement

*        Reliability and validity

*        Other statistical techniques

Questions for further study/discussion

*  What programs or activities should CGEA undertake based upon these result?

*  How could faculty and administrations apply this survey (or these results) in their institutional settings?

*  How do we link process measures to outcome measures?

*  What differentiates academic clinicians and researchers from their non-academic counterparts?

*  How can faculty performance measures be expanded to go beyond student feedback?

*  How can achievement of medical educator competencies be documented?

*  How can achievement of medical educator competencies be linked to Promotion and Tenure rewards?

*       Education of deans and department chairs

*       Understanding of concept of medical educator competency and recognition of excellence by the institution (what gets rewarded is what gets done!)

*  What academic/educational support is necessary to enhance faculty achievement of medical educator competencies?

*       Audiovisual

*       Computer

*       Research/Statistics

*       Grant Writers

Next Steps

*  Increase respondent base:

*  All CGEA members

*  Other GEA regions

*  Dr-Ed Listserve

*  Develop faculty development program for CGEA (and potentially other regional GEAs) based on results

*  Post survey to CGEA website for use as a self-assessment instrument and use in developing Individual Education Plans (IEPs)

*  Develop certificate programs in specific competencies

 

Resources

*  PowerPoint Presentation

*  Survey Part I

*  Survey Part II
*  Survey Part III
*  Survey Part IV
*  Survey Part V

*  Medical Educator Competency Project Data

 

 

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Last revised: 01.10.2005