Cory Rohlfsen, Jonathan Hall, Michelle C Howell, Daniel M Hershberger, Allison K Ashford, Ryan Mullane, Nathan Gollehon, Tanya Custer, Herb Thompson, Priscila R Armijo
{"title":"健康教育工作者和学术领袖:研究生医学教育中有抱负的临床医生教育工作者的发展性、原则性项目评估方法。","authors":"Cory Rohlfsen, Jonathan Hall, Michelle C Howell, Daniel M Hershberger, Allison K Ashford, Ryan Mullane, Nathan Gollehon, Tanya Custer, Herb Thompson, Priscila R Armijo","doi":"10.4300/JGME-D-24-00904.1","DOIUrl":null,"url":null,"abstract":"<p><p><b>Background</b> Aspiring clinician educators (CEs) need formal training and community as they transition into academic roles. To address this, we launched the Health Educators and Academic Leaders (HEAL) program at our institution in 2021, integrating communities of practice (CoP) principles and innovative curricular design. <b>Objective</b> To report HEAL outcomes using a principles-focused program evaluation approach. <b>Methods</b> HEAL's curriculum was guided by the Kern 6-step approach and incorporated seminars, reflective teaching portfolios, mentorship, video-based coaching (VBC), and the Clinician Educator Self-Assessment Toolkit (CESAT). This 2-year program centered on 3 principles: CoP; reflective practice; and use of innovative curricula, like CE milestones. From 2021 to 2023, a mixed-methods, developmental evaluation informed the iterative refinements, emphasizing evolving principles over fixed outcomes. Data were collected from trainees via de-identified surveys and focus groups. <b>Results</b> Postgraduate trainees from 9 disciplines joined the inaugural HEAL cohort, with a 92.9% (13 of 14) completion rate. Seventy percent of HEAL trainees in the first year (7 of 10) ranked VBC sessions as the most valuable curricular component, while 80% (8 of 10) ranked the CESAT tool as least valuable. Qualitative feedback emphasized the value of real-time, individualized feedback and challenges with milestone-based self-evaluation tools. Eighty-nine percent (8 of 9) of HEAL trainees in the second year reported improved confidence as CEs. <b>Conclusions</b> By centering educational strategies on principles essential to CE development, including CoP, HEAL's developmental evaluation approach has sustained 5 years of curricular innovation and increased the confidence of CE graduates.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 4","pages":"497-505"},"PeriodicalIF":0.0000,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12360224/pdf/","citationCount":"0","resultStr":"{\"title\":\"Health Educators and Academic Leaders: A Developmental, Principles-Focused Program Evaluation Approach for Aspiring Clinician Educators in Graduate Medical Education.\",\"authors\":\"Cory Rohlfsen, Jonathan Hall, Michelle C Howell, Daniel M Hershberger, Allison K Ashford, Ryan Mullane, Nathan Gollehon, Tanya Custer, Herb Thompson, Priscila R Armijo\",\"doi\":\"10.4300/JGME-D-24-00904.1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p><b>Background</b> Aspiring clinician educators (CEs) need formal training and community as they transition into academic roles. To address this, we launched the Health Educators and Academic Leaders (HEAL) program at our institution in 2021, integrating communities of practice (CoP) principles and innovative curricular design. <b>Objective</b> To report HEAL outcomes using a principles-focused program evaluation approach. <b>Methods</b> HEAL's curriculum was guided by the Kern 6-step approach and incorporated seminars, reflective teaching portfolios, mentorship, video-based coaching (VBC), and the Clinician Educator Self-Assessment Toolkit (CESAT). This 2-year program centered on 3 principles: CoP; reflective practice; and use of innovative curricula, like CE milestones. From 2021 to 2023, a mixed-methods, developmental evaluation informed the iterative refinements, emphasizing evolving principles over fixed outcomes. Data were collected from trainees via de-identified surveys and focus groups. <b>Results</b> Postgraduate trainees from 9 disciplines joined the inaugural HEAL cohort, with a 92.9% (13 of 14) completion rate. Seventy percent of HEAL trainees in the first year (7 of 10) ranked VBC sessions as the most valuable curricular component, while 80% (8 of 10) ranked the CESAT tool as least valuable. Qualitative feedback emphasized the value of real-time, individualized feedback and challenges with milestone-based self-evaluation tools. Eighty-nine percent (8 of 9) of HEAL trainees in the second year reported improved confidence as CEs. <b>Conclusions</b> By centering educational strategies on principles essential to CE development, including CoP, HEAL's developmental evaluation approach has sustained 5 years of curricular innovation and increased the confidence of CE graduates.</p>\",\"PeriodicalId\":37886,\"journal\":{\"name\":\"Journal of graduate medical education\",\"volume\":\"17 4\",\"pages\":\"497-505\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12360224/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of graduate medical education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4300/JGME-D-24-00904.1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/8/15 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of graduate medical education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4300/JGME-D-24-00904.1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/15 0:00:00","PubModel":"Epub","JCR":"","JCRName":"","Score":null,"Total":0}
Health Educators and Academic Leaders: A Developmental, Principles-Focused Program Evaluation Approach for Aspiring Clinician Educators in Graduate Medical Education.
Background Aspiring clinician educators (CEs) need formal training and community as they transition into academic roles. To address this, we launched the Health Educators and Academic Leaders (HEAL) program at our institution in 2021, integrating communities of practice (CoP) principles and innovative curricular design. Objective To report HEAL outcomes using a principles-focused program evaluation approach. Methods HEAL's curriculum was guided by the Kern 6-step approach and incorporated seminars, reflective teaching portfolios, mentorship, video-based coaching (VBC), and the Clinician Educator Self-Assessment Toolkit (CESAT). This 2-year program centered on 3 principles: CoP; reflective practice; and use of innovative curricula, like CE milestones. From 2021 to 2023, a mixed-methods, developmental evaluation informed the iterative refinements, emphasizing evolving principles over fixed outcomes. Data were collected from trainees via de-identified surveys and focus groups. Results Postgraduate trainees from 9 disciplines joined the inaugural HEAL cohort, with a 92.9% (13 of 14) completion rate. Seventy percent of HEAL trainees in the first year (7 of 10) ranked VBC sessions as the most valuable curricular component, while 80% (8 of 10) ranked the CESAT tool as least valuable. Qualitative feedback emphasized the value of real-time, individualized feedback and challenges with milestone-based self-evaluation tools. Eighty-nine percent (8 of 9) of HEAL trainees in the second year reported improved confidence as CEs. Conclusions By centering educational strategies on principles essential to CE development, including CoP, HEAL's developmental evaluation approach has sustained 5 years of curricular innovation and increased the confidence of CE graduates.
期刊介绍:
- Be the leading peer-reviewed journal in graduate medical education; - Promote scholarship and enhance the quality of research in the field; - Disseminate evidence-based approaches for teaching, assessment, and improving the learning environment; and - Generate new knowledge that enhances graduates'' ability to provide high-quality, cost-effective care.