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The learning community faculty experience: how longitudinal relationships with learners enhance work meaning
Danielle Roussel1, Paul R Gordon2, James M Wagner3
1Department of Anesthesiology, University of Utah School of Medicine, Salt Lake City, UT, USA. danielle.roussel@hsc.utah.edu.
Perspectives on Medical Education
|August 22, 2020
Summary
Physician faculty find meaning in mentoring medical students through learning communities, enhancing their professional identity and well-being. This participation can also have negative impacts, highlighting the need for careful program design.
Area of Science:
- Medical Education
- Academic Medicine
- Physician Well-being
Background:
- Work meaning is crucial for physician engagement and well-being.
- The impact of medical school learning communities on faculty work meaning is understudied.
Purpose of the Study:
- To explore how physician faculty derive meaning from mentoring in medical school learning communities.
- To understand the impact of this meaning on other work aspects.
- To connect findings to existing literature and theoretical frameworks.
Main Methods:
- Conducted 25 semi-structured telephone interviews with faculty mentors.
- Coded interviews using an iterative process to identify themes.
- Analyzed data from four US medical schools with learning communities.
Main Results:
- Identified six themes: "I am a better professional," "I am more connected," "I am rejuvenated," "I am contributing," "I am honored," and "I am harmed."
- Themes align with Rosso et al.'s framework for meaningful work.
- Highlighted both positive and negative aspects of the faculty mentoring experience.
Conclusions:
- Faculty participation in learning communities can foster work meaning, positively impacting professional identity and connection.
- Understanding these dynamics is vital for academic medicine leaders as learning communities expand.
- Careful consideration of potential harms is necessary for optimizing faculty experiences.
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