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Factors predicting identity as educators and openness to improve: an exploratory study.

Abigail Grover Snook1, Asta B Schram1, Brett D Jones2

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Medical educator identity and teaching improvement differ for tenure-track and sessional faculty. Connectedness is key for sessional faculty, while appreciation drives tenure-track faculty, impacting their openness to enhance medical education.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Faculty work environments influence connectedness, appreciation, and educator identity.
  • Sessional (non-tenured) faculty may face unique challenges in developing their educator identity.
  • Understanding factors influencing medical educator identity is crucial for improving teaching.

Purpose of the Study:

  • To investigate how perceived connectedness and appreciation predict medical educator identity.
  • To examine the relationship between connectedness, appreciation, and openness to improve teaching.
  • To compare these relationships between tenure-track and sessional faculty members.

Main Methods:

  • Utilized an 'identification with teaching' scale for medical educator identity.
  • Developed scales for perceived connectedness, openness to improve teaching, and appreciation.
  • Employed structural equation modeling with data from 73 tenure-track and 146 sessional faculty.

Main Results:

  • Connectedness and appreciation differentially predicted medical educator identity and openness to improve.
  • For tenure-track faculty, appreciation predicted identity and openness; connectedness showed a trend towards predicting openness.
  • For sessional faculty, connectedness predicted identity, which mediated openness to improve.

Conclusions:

  • The study supported the hypothesized model, with distinct pathways for sessional and tenure-track faculty.
  • Differences in working environments likely contribute to the varied impact of connectedness and appreciation.
  • Findings offer insights into fostering medical educator identity and encouraging teaching improvement in diverse faculty groups.