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

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.

The Medical School Clinical Faculty

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Medical School ◽  
Patient Care ◽  
Large Scale ◽  
Medical Schools ◽  
Faculty Members ◽  
Full Time ◽  
Clinical Faculty ◽  
Faculty Salaries ◽  
Part Time Faculty ◽  
Part Time

Large-scale federal funding of research in the 1950s and 1960s enabled medical schools to hire many full-time clinical faculty members who differed from their part-time colleagues in their orientation toward research and patient care. When research funding leveled off in the late 1960s, medical schools turned to patient-care revenues from Medicare and Medicaid to pay faculty salaries. Faculty earnings from research and clinical activities have led to inbalances in the attention given to patient care, teaching, and research. Until well past mid-century, most clinical faculty members were part-time teachers with extensive private practices. In 1951, part-time faculty members comprised 32 percent of the non-M.D. faculty and 80 percent of the M.D. faculty, and they provided 40 percent of the total faculty time spent on all activities. The use of part-time faculty members in the clinical fields was considered advantageous because they retained their clinical skills and were paid lower salaries. When the federal government began large-scale funding of research in medical schools, full-time clinical faculty positions became more feasible because the government compensated faculty members for their research time. Some faculty members carried out federally funded research during the summer months to supplement their academic-year salaries. Many others carried out funded research during the academic year, with the medical schools receiving compensation on a prorated basis for the time lost from teaching and other academic obligations. Medical schools were also reimbursed by all grants for research overhead expenses. By 1970, 49 percent of all medical school faculty members received partial or full support for their research activities. Because research detracted from the private practices of clinical faculty members, few of them would have made the necessary financial sacrifices to undertake research and live on normal academic salaries. Medical schools and the NIH therefore used several devices to create nominal faculty salaries for purposes of grant funding that were much higher than the actual faculty salaries paid by medical schools. One method was for the medical school to pay only a part, such as one-third, of a faculty member’s salary, while the total salary was used in grant applications.

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

scholarly journals Building Bridges: Qualitative Assessment of a Clinical Faculty Exchange Between a Naturopathic and an Allopathic Medical Training Program

EXPLORE ◽  
2011 ◽  
Vol 7 (4) ◽  
pp. 249-253 ◽  
Author(s):  
Rachelle L. McCarty ◽  
Robin Fenn ◽  
Barak Gaster ◽  
Wendy Weber ◽  
Jane Guiltinan
Keyword(s):  
Training Program ◽  
Medical Training ◽  
Qualitative Assessment ◽  
Clinical Faculty ◽  
Faculty Exchange

The Feasibility of Virtual VitalTalk Workshops in Japanese: Can Faculty Members in the US Effectively Teach Communication Skills Virtually to Learners in Japan?

2021 ◽  
pp. 104990912110444
Author(s):  
Kaori Ito ◽  
Takeshi Uemura ◽  
Misuzu Yuasa ◽  
Eriko Onishi ◽  
Youkie Shiozawa ◽  
...  
Keyword(s):  
Training Program ◽  
Communication Skills ◽  
Communication Training ◽  
Faculty Members ◽  
Secondary Outcome ◽  
Virtual Communication ◽  
Serious Illness ◽  
The Us ◽  
Before And After ◽  
The Mean

Background: VitalTalk is an established training program for serious illness conversations in the US. Previously, this training course has been provided in-person in Japanese, but never virtually. Objectives: To evaluate the feasibility of a virtually administered VitalTalk workshop in Japanese. Setting/Subjects: We conducted a virtual workshop which consisted of 2 days (3 hours per day) of synchronous sessions and preceding asynchronous modules. Five VitalTalk faculty members in the US facilitated 4 workshops for 48 physicians from 33 institutions across Japan. Learners completed surveys before and after the workshop. Measurements: To evaluate the feasibility, learners were asked for their satisfaction with the workshop and the virtual format as primary outcomes and their self-assessed preparedness in serious illness communication as the secondary outcome. Each question employed a 5-point Likert scale. Results: All learners (n = 48, male 79%) participated in the survey. The mean score of the learners’ satisfaction was 4.69 or higher in all questions. The mean score of the virtual format’s satisfaction was 4.33 or higher in all questions. The mean score of self-reported preparedness on the 11 questions were between 2.30 and 3.34 before the workshop, all of which significantly increased to 3.08 through 3.96 after the workshop (p < 0.01 in all questions). Conclusion: Learners in Japan perceived the virtual format of our VitalTalk workshop as satisfactory, and their self-reported preparedness improved significantly after the workshop. VitalTalk faculty members in the US were able to provide virtual communication training to physicians in Japan.

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

Women as part-time faculty members

1981 ◽  
Vol 10 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Barbara H. Tuckman ◽  
Howard P. Tuckman
Keyword(s):  
Faculty Members ◽  
Part Time Faculty ◽  
Part Time ◽  
Time Faculty
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