Madeline Tomlinson, Kristiana Nasto, Kevin Gosselin, Ellen M Friedman, Anne Gill, Stacey Rose
{"title":"专业教育工作者赞赏和认可（PEAR）奖的成果：了解学生对医学教育工作者的重视。","authors":"Madeline Tomlinson, Kristiana Nasto, Kevin Gosselin, Ellen M Friedman, Anne Gill, Stacey Rose","doi":"10.1007/s40670-024-02234-2","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>The Professional Educator Appreciation and Recognition (PEAR) awards program was created by students at Baylor College of Medicine (BCM) in 2020 to recognize exemplary educators. We reviewed our 3-year experience of this initiative to identify characteristics of award-winning educators, and to assess the award's impact.</p><p><strong>Materials and methods: </strong>We reviewed the title, department, and clinical affiliation of award winners. Using ChatGPT, we qualitatively analyzed de-identified nomination narratives to identify themes of educator characteristics most valued by students. Following refinement by the study team, each award was then assigned one or more themes. Unsolicited thank-you emails were reviewed to consider the impact of the award upon recipients.</p><p><strong>Results: </strong>Of 202 award recipients, most were near-peers (two-thirds were assistant professors or residents). Winners were affiliated with diverse departments and disciplines. Students most valued outstanding teaching skills (36.6%), showing support by being kind, encouraging, or approachable (26.7%), and investing time in trainees via constructive feedback (26.7%). Unsolicited thank-you emails from 20% of recipients conveyed the meaning of the award for the winning educators.</p><p><strong>Conclusions: </strong>A review of the BCM PEAR award program identified educator characteristics most valued by students, providing targets for professional development. This low-cost, high-impact initiative may enhance educator wellness and motivate professional behaviors.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02234-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"787-791"},"PeriodicalIF":1.9000,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058585/pdf/","citationCount":"0","resultStr":"{\"title\":\"Fruits of the Professional Educator Appreciation and Recognition (PEAR) Awards: Learning what Students Value in Their Medical Educators.\",\"authors\":\"Madeline Tomlinson, Kristiana Nasto, Kevin Gosselin, Ellen M Friedman, Anne Gill, Stacey Rose\",\"doi\":\"10.1007/s40670-024-02234-2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>The Professional Educator Appreciation and Recognition (PEAR) awards program was created by students at Baylor College of Medicine (BCM) in 2020 to recognize exemplary educators. We reviewed our 3-year experience of this initiative to identify characteristics of award-winning educators, and to assess the award's impact.</p><p><strong>Materials and methods: </strong>We reviewed the title, department, and clinical affiliation of award winners. Using ChatGPT, we qualitatively analyzed de-identified nomination narratives to identify themes of educator characteristics most valued by students. Following refinement by the study team, each award was then assigned one or more themes. Unsolicited thank-you emails were reviewed to consider the impact of the award upon recipients.</p><p><strong>Results: </strong>Of 202 award recipients, most were near-peers (two-thirds were assistant professors or residents). Winners were affiliated with diverse departments and disciplines. Students most valued outstanding teaching skills (36.6%), showing support by being kind, encouraging, or approachable (26.7%), and investing time in trainees via constructive feedback (26.7%). Unsolicited thank-you emails from 20% of recipients conveyed the meaning of the award for the winning educators.</p><p><strong>Conclusions: </strong>A review of the BCM PEAR award program identified educator characteristics most valued by students, providing targets for professional development. This low-cost, high-impact initiative may enhance educator wellness and motivate professional behaviors.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02234-2.</p>\",\"PeriodicalId\":37113,\"journal\":{\"name\":\"Medical Science Educator\",\"volume\":\"35 2\",\"pages\":\"787-791\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-11-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058585/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Medical Science Educator\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s40670-024-02234-2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/4/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Science Educator","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40670-024-02234-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Fruits of the Professional Educator Appreciation and Recognition (PEAR) Awards: Learning what Students Value in Their Medical Educators.
Purpose: The Professional Educator Appreciation and Recognition (PEAR) awards program was created by students at Baylor College of Medicine (BCM) in 2020 to recognize exemplary educators. We reviewed our 3-year experience of this initiative to identify characteristics of award-winning educators, and to assess the award's impact.
Materials and methods: We reviewed the title, department, and clinical affiliation of award winners. Using ChatGPT, we qualitatively analyzed de-identified nomination narratives to identify themes of educator characteristics most valued by students. Following refinement by the study team, each award was then assigned one or more themes. Unsolicited thank-you emails were reviewed to consider the impact of the award upon recipients.
Results: Of 202 award recipients, most were near-peers (two-thirds were assistant professors or residents). Winners were affiliated with diverse departments and disciplines. Students most valued outstanding teaching skills (36.6%), showing support by being kind, encouraging, or approachable (26.7%), and investing time in trainees via constructive feedback (26.7%). Unsolicited thank-you emails from 20% of recipients conveyed the meaning of the award for the winning educators.
Conclusions: A review of the BCM PEAR award program identified educator characteristics most valued by students, providing targets for professional development. This low-cost, high-impact initiative may enhance educator wellness and motivate professional behaviors.
Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02234-2.
期刊介绍：
Medical Science Educator is the successor of the journal JIAMSE. It is the peer-reviewed publication of the International Association of Medical Science Educators (IAMSE). The Journal offers all who teach in healthcare the most current information to succeed in their task by publishing scholarly activities, opinions, and resources in medical science education. Published articles focus on teaching the sciences fundamental to modern medicine and health, and include basic science education, clinical teaching, and the use of modern education technologies. The Journal provides the readership a better understanding of teaching and learning techniques in order to advance medical science education.
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