Training medical educators to teach: bridging the gap between perception and reality
Alison Trainor1, Jeremy B Richards2,3
1Division of Pulmonary, Critical Care, and Sleep Medicine, Beth Israel Deaconess Medical Center, 330 Brookline Avenue, KS-B23, Boston, MA, 02215, USA.
Israel Journal of Health Policy Research
|December 17, 2021
Summary
Most physicians receive inadequate training to teach medical students and residents. This study highlights the need for better faculty development programs and recognition for medical educators to improve teaching quality.
Area of Science:
- Medical Education
- Physician Training
- Academic Medicine
Background:
- Best practices for training physicians to teach are not established, leading to variability in medical education globally and within Israel.
- A survey of 245 Israeli physicians revealed that most received minimal (< 2 days) or no training in medical education skills.
- Physicians perceived their training as inadequate and misaligned with their educational needs.
Discussion:
- A disconnect exists between the expectation that physicians can teach and the need for dedicated, longitudinal training in medical education.
- Aligning faculty development with physicians' self-perceived needs and best practices in curriculum design is crucial.
- Physicians feel teaching is less valued than research, impacting motivation and recognition.
Key Insights:
- Despite limited training, physicians express high confidence in their medical education skills.
- There is a significant gap between perceived teaching competence and actual training received.
- Physicians perceive less "compensation and appreciation" for teaching compared to research.
Outlook:
- Implementing dedicated faculty development strategies is essential for enhancing physician teaching skills.
- Assessing the effectiveness of teaching physicians is vital to address perceptions of undervaluation.
- Supporting frontline teaching faculty is critical for educating future healthcare providers.
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