Preparing for the Transition to Academic Practice: A Graduate Medical Education Elective

• DOI: 10.4300/jgme-d-24-00002.1
• Publication Date: 2024-08-14T18:42:33Z
• Authors: Rachel S. Casas; Amanda B. Cooper; Amy M. Westcott; Chan Shen; Ami L. Dewaters
• Keywords: Faculty Development; Baseline (sea); Graduate medical education

ABSTRACT Background Residents and fellows as educators (RFAE) programs typically focus on clinical teaching skills in single departments, which may not be sustainable for those with limited trainees or faculty. Objective To determine the feasibility value of a 2-week interdepartmental RFAE elective advanced skill development transition to practice clinician educators. Methods Facilitated discussion, simulation, critiqued peer presentations developed participants’ teaching, curriculum design, professional development, scholarship. Assessments this prospective intervention included 2 self-reported surveys addressing: (1) process motivation (Conceptions Learning Teaching [COLT]), (2) attitudes. We administered both at baseline, immediate-post, 3-month-post data compared across time points using Kruskal-Wallis tests. Program evaluation comprised daily open-ended engagement an end-of-course feedback survey. Results There were 79 participants from 2019 2023. Survey response rates 84.8% (67 79) 58.2% (46 51.9% (41 3-month-post. Most residents (89.9%, 71 79), female (60.8%, 48 pediatrics and/or medicine departments (77.2%, 61 their final year training 79). COLT factor orientation scores increased immediate-post (3.3) baseline (2.5) (P=.008). attitudes all questions surveys. In questions, emphasized importance sessions guiding careers toward medical education. Conclusions This was feasible, favorably received, sustained over time, observed changes