Does formal mentoring for faculty members matter? A survey of clinical faculty members

2016 ◽  
Vol 50 (6) ◽  
pp. 670-681 ◽  
Author(s):  
Elza Mylona ◽  
Linda Brubaker ◽  
Valerie N Williams ◽  
Karen D Novielli ◽  
Jeffrey M Lyness ◽  
...  
Keyword(s):  
Faculty Members ◽  
Clinical Faculty ◽  
Formal Mentoring

Utilization of Rotatory Clinical Faculty Members in Physical Therapy Education

1987 ◽  
Vol 1 (1) ◽  
pp. 21-26
Author(s):  
MADELINE L. VERSTEEG ◽  
JOHN W. STREIN ◽  
DALE H. FITCH ◽  
RICHARD E. DARNELL
Keyword(s):  
Physical Therapy ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Physical Therapy Education ◽  
Therapy Education

scholarly journals New Clinical Faculty Training Program: Transforming Practicing Dentists into Part-Time Dental Faculty Members

2017 ◽  
Vol 81 (6) ◽  
pp. 658-666 ◽  
Author(s):  
Brooke N. Adams ◽  
Michele L. Kirkup ◽  
Lisa H. Willis ◽  
Paul E. Reifeis
Keyword(s):  
Training Program ◽  
Faculty Training ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Part Time

scholarly journals Need Assessment of Consultation Liaison Psychiatry amongst the Clinical Faculty

2017 ◽  
Vol 53 (02) ◽  
pp. 097-103
Author(s):  
Rakesh K Chadda ◽  
Koushik Sinha Deb ◽  
Sathya Prakash ◽  
Mamta Sood
Keyword(s):  
Tertiary Care ◽  
Psychiatric Morbidity ◽  
Faculty Members ◽  
Psychological Problems ◽  
Psychosocial Issues ◽  
Clinical Faculty ◽  
Liaison Psychiatry ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Consultation Liaison Psychiatry

ABSTRACTNearly 20-40% of patients with medico-surgical illnesses in general hospitals have a co morbid psychiatric illness or psychosocial issues, which interfere in improvement of the primary illness. It is important to assess the attitudes and awareness of non-psychiatrist clinicians about the co-existing psychiatric morbidity in their patients and their felt needs, which can help in mitigating this morbidity. The present study attempts to gauge the non-psychiatrist clinician's perception, felt needs and barriers to referral/ intervention in a tertiary care teaching hospital. A cross-sectional, descriptive, online questionnaire-based method was used. Of the 239 clinical faculty members, only 45 responded. Responses indicated that clinicians were aware of the existence and significance of psychological problems in their patients, but could do with further increased levels of awareness and more specific training in evaluation and intervention. Stigma, lack of awareness of available services, and lack of detailed understanding regarding psychological problems were the important barriers to referral/ intervention. Better teamwork, training and more manpower were the specific suggestions for improvement in the future.

Developing Professionalism in Our Student Clinicians

2009 ◽  
Vol 12 (2) ◽  
pp. 64-68 ◽  
Author(s):  
Phyllis Breen ◽  
Kathy Murphy
Keyword(s):  
Professional Development ◽  
Collaborative Teaching ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Speech Language Pathologists ◽  
Interdisciplinary Program ◽  
Academic Faculty ◽  
Teaching Initiative

Abstract The teaching of professionalism has become a prominent topic among academic and clinical faculty members who teach future speech-language pathologists and audiologists. This article grew from a series of conferences and discussions generated by the Midwest Clinic Directors Group and a collaborative teaching initiative conducted by the authors. Results included an interdisciplinary program and methods to measure professional development among students in Communication Sciences and Disorders (CSD) programs. This article describes the process that led to both of these outcomes and poses questions for clinical and academic faculty members in CSD programs to focus on teaching professionalism throughout the curriculum.

scholarly journals Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty

2018 ◽  
Vol 8 (7) ◽  
pp. 78 ◽  
Author(s):  
Kimberly N. Silver Dunker ◽  
Karen Manning
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Nursing Faculty ◽  
Clinical Teaching ◽  
Faculty Evaluation ◽  
Faculty Members ◽  
Clinical Faculty ◽  
Clinical Nursing ◽  
Competency Based ◽  
Clinical Nursing Faculty

The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience sample of faculty members (N = 312) from all nursing programs in one northeast state was recruited. All 312 participants completed pretest competency-based evaluation and a demographics sheet. Participants’ (N = 312; n = 162) posttest scores were significantly higher than their pretest scores (Z = 11.10, p < .01). Eight interviews were conducted and the themes emerged were, communication with other faculty members on clinical teaching, orientation strategies, student evaluation and feedback strategies, and mentorship issues for novice clinical faculty. Evaluation results for the LCEP-ACNF were overall positive, including the need for more continuing education offerings, mentorship, and teaching strategies. The results suggest an increased need for clinical faculty development and orientation, a need for developing the clinical coordinator role and mentorship for all novice clinical faculty. Lastly, the LCEP-ACNF should be offered twice a year, regionally and nationally.

A Conceptual Framework of the Characteristics of the Clinical Faculty Members in Medicine

2020 ◽  
Vol 11 (1) ◽  
pp. 333
Author(s):  
Soleiman Ahmady ◽  
Leila Afshar ◽  
Mohammad Dehghan ◽  
Fatemeh Javidan
Keyword(s):  
Conceptual Framework ◽  
Faculty Members ◽  
Clinical Faculty

Engaging Baccalaureate Clinical Faculty

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruth E Kelly
Keyword(s):  
Role Theory ◽  
Program Planning ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Part Time Faculty ◽  
Empirically Supported ◽  
Part Time ◽  
Role Engagement ◽  
Time Faculty

Role theory was utilized in this descriptive study to investigate clinical faculty in baccalaureate nursing programs. The Clinical Faculty Role Questionnaire was developed and employed to study 134 full-time and part-time clinical faculty members. Theory derivation was used and the concept of role engagement was empirically supported. Pearson's correlation analysis was used to investigate the relationships among the variables. T-test results identified differences between full-time and part-time faculty members on role variables of status, role conception, and role engagement. The relationships between study concepts and areas of educational content related to the teaching role were explored and identified as supportive of the clinical educator role. Ancillary qualitative investigation resulted in the identification of several themes: the need for clinical competence; for part-time faculty, a desire to be included in program planning.

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