Advancing Educators and Education: The Role of Academies

Haile T. Debas Academy of Medical Educators

Celebration of New Members

September 24, 2012 Blohm

WHY Are a Quarter of Faculty Considering Leaving Academic Medicine?

Why Are a Quarter of Faculty Considering Leaving Academic Medicine?

• 26 U.S. Medical Schools 2007-2009• 52% response rate• Surveyed about:

• 14% seriously considered leaving institution, 21% academic medicine due to dissatisfaction

Pololi LH et al. Why Are a Quarter of Faculty Considering Leaving Academic Medicine? A Study of Their Perceptions of Institutional Culture and Intentions to Leave at 26 Representative U.S. Medical Schools. Acad Med. 2012;87:859–869.

Why?Pololi et al. 2012

• Primary role is research

• Low institutional support

• High ethical/moral distress

• Younger faculty• Having MD degree

• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve

support for faculty

Factors associated with leaving institution only

Shared Factors Factors associated with leaving academic medicine

Academies…

• Primary role is research

• Low institutional support

• High ethical/moral distress

• Younger faculty• Having MD degree

• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve

support for faculty

Recognize

Promote

Support

Mentor

Create Community Pololi et. al. 2012

Develop

The Academy Movement

“…teaching faculty members [in academies] have a new set of colleagues from across the school who share a common passion for teaching and who are being mentored in teaching and scholarship. Academies provide a second academic ‘home.’”

Irby DM, Cooke M, Lowenstein D, Richards B. The academy movement: A structural approach to reinvigorating the educational mission. Acad Med. 2004;79:729 –736.

Characteristics of AcademiesSearle et al. 2010

2008 national survey (122 schools, 96% rr)

36 Academies

Nomination – 50% self nomination

Selection of members

69% standards-referenced vs. normative

22% used peer review

Criteria: Quality of teaching, educational leadership, development of ed. Materials, publications, ed. Research efforts

Searle NS et. al. The prevalence and practice of Academies of Medical Educators: A survey of U.S. Medical Schools. Acad Med. Jan 2010

Academies Goals

Data from Searle et al. 2010

Benefits to the Institution

Data from Searle et al. 2010

Benefits for Members

Data from Searle et al. 2010

How do academies differ?

and

What words do they use?

Declaration of Independence

Greenpeace

Haile T. Debas Academy of Medical Educators

Mission: To support and advance the teaching mission of the UCSF School of Medicine and the people who carry it out.

Goals:Enhance the status of teachersPromote and reward teaching excellenceFoster curricular innovationEncourage scholarship in medical education

UCSF Academy of Medical Educators - MISSION

UCSF Academy of Medical EducatorsWEBSITE TEXT

Harvard Medical School Academy“About” Page (Goals)

Mount Sinai School of Medicine, Institute for Medical Education – Mission & Goals

Louisiana State University Academy for the Advancement of Education Scholarship

Mission, Vision, Purpose

University of North Carolina School of Medicine Academy of Educators

Mission

What are the greatest benefits/rewards the AME can provide to medical educators (members and non-members in all health professions)?

① Opportunity to collaborate with others educators

② Mentorship as an educator

③ Networking opportunities

④ Medical education research guidance (design, statistical analysis)

⑤ Opportunities for skill development (teaching, curriculum design, program assessment, leadership)

⑥ Guidance in the promotions process

⑦ Monetary (Grants, protected time, development programs)

⑧ Recognition for work as an educator

⑨ Belonging to a supportive group of peers

⑩ Other

Mentorship as an Academy Goal

National Mentorship SurveyPalepu et. al. 1998

• National survey, 1808 faculty responded (60%rr)

• 54% junior faculty mentored and they:

• Perceived more institutional support for teaching, research & administration

• Allocated more time to research each week (28% vs. 15%)

• Were more satisfied at work (62.6% vs. 59.5%)

• Better research skills

Palepu A, Friedman RH, Barnett RC, Carr PL, Ash AS, Szalacha L, Moskowitz M. Junior faculty members’ mentoring relationships and their professional development in US medical schools. Acad Med 1998; 73:318-23.

Junior Faculty’s PerspectiveChew et. al. 2003

•Survey - all 162 junior faculty (75% rr) at University of Washington School of Medicine

•36% considered themselves to be mentored

•Adjusted for age, years on faculty, and fellowship training

•Mentored faculty were more likely to be men (OR 2.9) and clinician-scientists (OR 10.3)

•Mentored clinician-educators spent more time on scholarly activity (20.6% vs 11.5%, p<0.01)

Chew LD et al. Junior Faculty’s Perspectives on Mentoring. Acad Med. 2003;78:652.

Does Mentoring Matter?Feldman et. al. 2010

•UCSF Study

•Baseline survey prior to large mentoring program

•Survey 852 junior faculty (all health professions)

• 56% rr, N=464

•2/3 had a mentor, 28% needed help

•Having a mentor was associated with …

greater satisfaction with time allocation at work

Higher academic self-efficacy scores (reported in several studies)

Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P. Does mentoring matter: results from a survey of faculty mentees at a large health sciences university. Medical Education Online 2010, 15: 5063

Faculty Retention and SuccessReis et. al. 2012

•UCSD School of Medicine

•National Center of Leadership in Academic Medicine 1998-2005

•Faculty development workshops + lots of mentoring

•Matched participants to non-participants

•67% vs. 56% retention new assistant professors after 8 years (AAMC: 43% 10 yr retention)

•Greater academic success (awards, grants, teaching/mentoring, publications)

Ries A, Wingard D, Gamst A, Larsen C, Farrell E, Reznik V. Measuring Faculty Retention and Success in Academic Medicine. Acad Med. 2012;87:1046–1051.

Peer MentoringLord et. al. 2012

• 6 assistant professor clinician educators in Psychiatry (4 yrs)

• Qualitative analysis of interviews and survey showed increased/improved…

Workplace satisfaction Social connection Professional/scholarly productivity Involvement in professional activities Opportunity for peer discussions in a safe

environment Accountability and motivation collaboration with other group members

Lord JA, Mourtzanos E, McLaren K, Murray SB, Kimmel RJ, Cowley DS. A peer mentoring group for junior clinician educators: four years' experience. Acad Med. 2012 Mar;87(3):378-83.

In Business

• Increased retention and job satisfaction

• Mentor programs are more likely to succeed if mentors are rewarded/recognized

• Primary role is research

• Low institutional support

• High ethical/moral distress

• Younger faculty• Having MD degree

• Low relatedness/inclusion• Low engagement• Low self-efficacy• Low values alignment• High leadership aspirations• High URMM equity• Low school commitment to improve

support for faculty

Mentorship

Factors associated with leaving institution only

Factors associated with leaving academic medicine

"My chief want in life is someone who shall make me do what I can.”

Ralf Waldo Emerson

Blohm, MD

Thank You

Cynthia Ashe

Karen Brent

Dr. Molly Cooke

Dr. Helen Loeser

Dr. Patricia O’Sullivan