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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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Physician educators' perceptions of experiences contributing to teaching.

TingLan Ma1, Joseph A Costello1, Ting Dong1

  • 1Center for Health Professions Education, F. Edward Hébert School of Medicine, Uniformed Services University, Bethesda, Maryland, USA.

The Clinical Teacher
|April 23, 2024
PubMed
Summary

Physician educators gain teaching skills through residency, faculty roles, and medical school experiences. Self-directed learning and reflection are key, highlighting needs for formal faculty development programs.

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Area of Science:

  • Medical Education
  • Physician Development
  • Faculty Training

Background:

  • Physician educators are crucial for training future doctors.
  • Understanding their beneficial teaching experiences is vital.
  • This study explores physician educators' perspectives on valuable teaching preparation.

Purpose of the Study:

  • To identify experiences physician educators find beneficial for teaching.
  • To explore the prevalence of these beneficial experiences.
  • To understand how Social Cognitive Career Theory (SCCT) and Communities of Practice (CoP) inform these perceptions.

Main Methods:

  • Survey of physician alumni from a US medical school in 2019.
  • Content analysis of text responses to identify themes.
  • Chi-square analysis to assess variations by gender, specialty, and academic rank.

Main Results:

  • Top factors: residency/fellowship (29.8%), teaching as faculty (28.9%), medical school classes/peer interaction (26%).
  • Key themes: reflection on teaching quality, learning journey, and learning by doing.
  • Gender and specialty influenced perceptions of faculty development and meta-reflection.

Conclusions:

  • Findings align with SCCT and CoP, emphasizing self-directed learning.
  • Physician educators' teaching is shaped by self-directed learning and regulation.
  • Identified gaps suggest a need for more formalized faculty development in medical education.