Column Editors: Craig Campbell, MD and Joseph Szot, MD
Mindfulness training in healthcare professions: A scoping review of systematic reviews. Kajee N, Montero-Marin J, Saunders KEA, Myall K, Harriss E, Kuyken W. Med Educ. 2024 Jun;58(6):671-686. doi: 10.1111/medu.15293. Epub 2024 Jan
This scoping review of 16 systematic reviews investigating mindfulness training interventions in health care practitioners found substantial evidence that mindfulness training interventions improved mental health and wellbeing across different HCPs with the exception of burnout, where the evidence is mixed. There is a paucity of systemic reviews evaluating communication skills other than empathy where the evidence was suggested based on self-reported improvements. The available evidence continues to lack details of the fidelity and dosage of interventions. The authors’ recommendations for future research include greater details of the population being studied, the curriculum and reporting on the fidelity and intensity of interventions and the effects on communication skills.
Critical ethnography: implications for medical education research and scholarship. Rashid M, Goldszmidt M. Med Educ. 2024 Apr 10. doi: 10.1111/medu.15401. Online ahead of print. PMID: 38600755 Review.
The authors of this paper challenge medical education to rethink the dominant culture’s fundamental assumptions and their unintended consequences on less advantaged groups and society at large. To understand and fully explore the extent to which medical education is rising to the challenges of today’s society, the authors used critical ethnography methodology to demonstrate its potential to identify and gain novel insights into necessary solutions to many of today’s educational challenges. This paper shares novel insights into how critical ethnographers see the world; ask questions and can change how readers of this paper see their world. This is a definite read for academic CPD professionals.
Education Scholarship Assessment Reconsidered: Expansion of Glassick’s Criteria to Incorporate Health Equity. Bockrath R, Osman C, Trainor J, Wang HC, Phatak UP, Richards DG, Keeley M, Chung EK., Acad Med. 2024 May 1;99(5):487-492. doi: 10.1097/ACM.0000000000005654. Epub 2024 Feb 2. PMID: 38306582
In response for calls for antiracism approaches to advance health equity, the authors of this paper propose an approach to medical education scholarship assessment that expands each of Glassick’s 6 existing criteria to address health inequities and adds health equity as a seventh criterion. The proposed revisions to medical education scholarship will enable medical educators, researchers, reviewers, and others to consider how education scholarship affects diverse populations and settings, direct educational products and scholarship to address health inequities, and raise the importance of advancing health equity in medical education scholarship. By expanding and standardizing the assessment of scholarship to incorporate health equity, the medical education community is position to foster a cultural shift that brings health equity to the forefront of education scholarship.
A scoping review of artificial intelligence in medical education: BEME Guide No. 84. Gordon M, Daniel M, Ajiboye A, Uraiby H, Xu NY, Bartlett R, Hanson J, Haas M, Spadafore M, Grafton-Clarke C, Gasiea RY, Michie C, Corral J, Kwan B, Dolmans D, Thammasitboon S. Med Teach. 2024 Apr;46(4):446-470. doi: 10.1080/0142159X.2024.2314198. Epub 2024 Feb 29., PMID: 38423127 Review.
Given how healthcare is being rapidly transformed by Artificial Intelligence this scoping review focused on how AI is reshaping teaching, learning and educational practice in medical education. Using standard framework for a rapid scoping review, the authors synthesized 278 publications covering diverse AI applications in medication education and identified AIs varied roles in augmenting traditional teaching methods to innovative educational practices. The authors underscore the urgent need for ethical guidelines in AI’s application in medical education. This article is a foundations resource for CPD professionals and researchers in navigating the evolving role of AI in medical education
The Role of Faculty Development in Advancing Change at the Organizational Level., Steinert Y, O’Sullivan PS, Irby DM., Acad Med. 2024 Apr 8. doi: 10.1097/ACM.0000000000005732. Online ahead of print. PMID: 38579264
While the traditional goal of faculty development (FD) has been to enhance individual growth and development, this goal may no longer suffice to address the compelling challenges faculty members are facing, such as increasing workloads, emotional well-being, and institutional support for education. Addressing these challenges will require change at the organizational level. The purpose of this perspective is to articulate a vision for FD programming that describes ways in which FD leaders, together with other educational leaders, can bring about change at the organizational level to support excellence and innovation in health professions education. To impact the organization at large, the authors propose a model that includes four major goals: (1) promoting individual and group development, through educational and leadership development programs, coaching and mentoring, and advanced degrees; (2) advocating for infrastructure and resources, including academies of medical educators, educational scholarship units, educational awards, and intramural funding for educational innovation and scholarship; (3) influencing policies and procedures, by engaging educators on key committees, reviewing appointment and promotion criteria, defining educator roles and portfolios, and valuing diversity, equity and inclusion; and (4) contributing to organization-wide initiatives, such as addressing “hot button” issues, identifying value factors that support investments in FD and medical education, and enhancing the visibility of educators. In this model, the four goals are dynamically interconnected and can impact the culture of the organization. For each goal, the authors offer evidence-informed actions that FD leaders, along with other educational leaders, can adopt to improve the organizational culture and inspire institutionally relevant actions. Since each institution is unique, the options are illustrative and not prescriptive. The intent is to provide examples of how FD leaders and programs can enhance the educational mission through broader engagement with their institutions.
Team Stress and Its Impact on Interprofessional Teams: A Narrative Review. Sorensen D, Cristancho S, Soh M, Varpio L.Teach Learn Med. 2024 Apr-May;36(2):163-173. doi: 10.1080/10401334.2022.2163400. Epub 2023 Jan 10.PMID: 36625564 Review. PMID: 38527013
In this article, the authors examine team stress in high stress environments that interprofessional healthcare teams work in. Understanding this is important for the delivery of health professions education. They conducted a narrative review of five databases for the years 1990-2021 and found 22 relevant articles. They found five stressors that teams faced: challenging problems, time pressure, life threats, environmental distractors, and communication/coordination. Reaction to these stressors included cohesion/communication and engagement/cohesions. Stressors may strengthen or hinder team performance. By understanding the impact of team stress it should allow for better training for interprofessional healthcare teams to meet the demands placed on them functioning in high stress environments.
Precision Education: The Future of Lifelong Learning in Medicine. Desai SV, Burk-Rafel J, Lomis KD, Caverzagie K, Richardson J, O’Brien CL, Andrews J, Heckman K, Henderson D, Prober CG, Pugh CM, Stern SD, Triola MM, Santen SA.Acad Med. 2024 Apr 1;99(4S Suppl 1):S14-S20. doi: 10.1097/ACM.0000000000005601. Epub 2024 Jan 29. PMID: 38277444
In this perspective piece the authors build on previous work to advance a conceptual framework for precision education (PE). PE is a system that uses technology and data to transform lifelong learning by improving personalization, efficiency and agency at the individual, program, and organizational level. They describe PE cycles that start with data inputs that are proactively gathered, sources include assessments, educational activities, the EMR, patient outcomes and clinical practice patterns. Coaching plays a crucial role in the process. Assessments and evaluations of the interventions at done at the individual, program and organizational level for ongoing adjustment of future PE cycles.
In Their Own Voices: A Critical Narrative Review of Black Women Faculty Members’ First-Person Accounts of Racial Trauma Across Higher Education., Johnson S, Konopasky A, Wyatt T., Teach Learn Med. 2024 Mar 21:1-11. doi: 10.1080/10401334.2024.2329680. Online ahead of print. PMID: 38511837
The authors gathered first-person narratives of Black women faculty in the U.S. from ERIC, Web of Science and Ovid Medline. They used a variety of terms to draw out potential experiences of trauma. From the articles they extracted claims about 1) the institution, 2) experiences in those spaces and 3) suggestions for change. Four key themes were identified from 46 first person accounts of racial trauma in higher education: pressures arising from being “the only or “one of the few”, elimination of value through the “cloak of invisibility” and “unconscious assumptions”, the psychological burden of “walking the tightrope” and communal responsibility of asking “if not us, then who?”. This may assist with better understanding opportunities to dismantle structures and practices hindering more divers and inclusive institutional environments.
In the Midst of Dealing With Changes in Continuing Education: A Mental Model to Support Well-Being and Action., Shershneva M, Anderson B., J Contin Educ Health Prof. 2024 Mar 14. doi: 10.1097/CEH.0000000000000550. Online ahead of print. PMID: 38511927
In this article the authors reflect on their experience transitioning from independent units for CE for medicine, nursing and pharmacy to one unit under Joint Accreditation and developing and using a Diversity, Equity and Inclusion Toolkit for Accredited Continuing Education. They examine instances of significant change and what made them achievable and supported their well being throughout the process along with social cognitive theory, a schema theory and a normalization process theory. They identified five steps of the planning process that served as a trusted mental model and gave a sense of wellbeing. The authors hope the article will stimulate peer discussions and reflections and share lessons learned from similar journeys.
Measuring continuing medical education conference impact and attendee experience: a scoping review., Albrecht L, Pratt M, Ng R, Olivier J, Sampson M, Fahey N, Gibson J, Lobos AT, O’Hearn K, Newhook D, Sutherland S, McNally D., Int J Med Educ. 2024 Feb 29;15:15-33. doi: 10.5116/ijme.65cc.8c88., PMID: 38431868 Review.
This article is a scoping review of Medline looking for articles that described, impact experience or motivations related to conference attendance. The study identified eight major domains relevant for continuing medical education conference evaluation. This work maybe of value to individuals or organizations either design or evaluate a conference and represents an important step in the development of a standardized evaluation tool.
Fostering “Reflection-On-Practice” Through a Multisource Feedback and Peer Coaching Pilot Program., Curran V, Fleet L, Whitton C., J Contin Educ Health Prof. 2024 Winter 01;44(1):64-70. doi: 10.1097/CEH.0000000000000483. Epub 2022 Dec 21. PMID: 36729010
The authors describe a pilot program to foster reflective practice. It used multisource feedback (MSF) which is evaluations by peers, patients and coworkers as well as a program of peer-to-peer coaching. Participants completed a 360-degree assessment followed by peer coaching sessions. Peer coaches were oriented to an evidence-based feedback model to support coaching skills development. A mixed method evaluation was performed. Thirty-four participants completed the 360 evaluations and twenty-two took part in two coaching meetings. Respondents reported a significant improvement (P<.05) in readiness for self-directed learning. Overall respondents felt empowered to “reflect” on their own practice. MSF and peer coaching emerged as elements that enabled reflective practice by facilitating reflection. Conversations with a peer coach allowed affirmation of strengths and opportunities to strengthen one’s practice.
Developing Faculty Developers: An Underexplored Realm in Professional Development, Kolomitro, Klodiana PhD; Soleas, Eleftherios PhD; Steinert, Yvonne PhD, Journal of Continuing Education in the Health Professions 44(2):p e1-e5, Spring 2024. | DOI: 10.1097/CEH.0000000000000516
As faculty developers enter the field and grow in their roles, how do they keep up with ongoing changes and ensure that their knowledge remains relevant and up-to-date? In contrast to most of the studies which focused on the needs of faculty members, we focus on the needs of those who fulfill the needs of others. We highlight the knowledge gap and lack of adaptation of the field to consider the issue of professional development of faculty developers more broadly by studying how they identify their knowledge gaps and what approaches they use to address those gaps. The discussion of this problem sheds light on the professional development of faculty developers and offers several implications for practice and research. Our own piece of the solution indicates that faculty developers follow a multimodal approach to the development of their knowledge, including formal and informal approaches to addressing perceived gaps. Within this multimodal approach, our results suggest that the professional growth and learning of faculty developers is best characterized as a social practice. Based on our research, it would seem worthwhile for those in the field to become more intentional about the professional development of faculty developers and harness aspects of social learning in that process to better reflect faculty developers’ learning habits. We also recommend applying these aspects more broadly to, in turn, enhance the development of educational knowledge and educational practices for the faculty members these educators support.
Craig Campbell, MD is Director of Curriculum, Faculty of Medicine, University of Ottowa.
Joseph Szot, MD is the Associate Dean for CME and Integrative Education, Carver College of Medicine, University of Iowa.
