Browsing by Subject "medical school"
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Item Does time matter? : a search for meaningful medical school faculty cohorts(2014-12) Guillot III, Gerard Majella; Palmer, Megan M.; Dankoski, Mary E.; Nelson Laird, Thomas F.; Seifert, Mark F.; Shew, Ronald L.Background. Traditionally, departmental appointment type (basic science or clinical) and/or degree earned (PhD, MD, or MD-PhD) have served as proxies for how we conceptualize clinical and basic science faculty. However, the landscape in which faculty work has considerably changed and now challenges the meaning of these cohorts. Within this context I introduce a behavior-based role variable that is defined by how faculty spend their time in four academic activities: teaching, research, patient care, and administrative duties. Methods. Two approaches to role were compared to department type and degree earned in terms of their effects on how faculty report their perceptions and experiences of faculty vitality and its related constructs. One approach included the percent of time faculty spent engaged in each of the four academic activities. The second approach included role groups described by a time allocation rubric. This study included faculty from four U.S. medical schools (N = 1,497) and data from the 2011 Indiana University School of Medicine Faculty Vitality Survey. Observed variable path analysis evaluated models that included traditional demographic variables, the role variable, and faculty vitality constructs (e.g., productivity, professional engagement, and career satisfaction). Results. Role group effects on faculty vitality constructs were much stronger than those of percent time variables, suggesting that patterns of how faculty distribute their time are more important than exactly how much time they allocate to single activities. Role group effects were generally similar to, and sometimes stronger than, those of department type and degree earned. Further, the number of activities that faculty participate in is as important a predictor of how faculty experience vitality constructs as their role groups. Conclusions. How faculty spend their time is a valuable and significant addition to vitality models and offers several advantages over traditional cohort variables. Insights into faculty behavior can also show how institutional missions are (or are not) being served. These data can inform hiring practices, development of academic tracks, and faculty development interventions. As institutions continue to unbundle faculty roles and faculty become increasingly differentiated, the role variable can offer a simple way to study faculty, especially across multiple institutions.Item Evaluating Dermatology Curricula in US Medical Schools(Elsevier, 2019) Flaten, Hania K.; Kuschel, Stephanie; Dellavalle, Robert P.; Dunnick, Cory A.; Epidemiology, School of Public HealthItem Tailoring the Professional Development of Volunteer Clinical Faculty at Regional Medical Campuses: A Needs Analysis and Targeted Interventions(University of Minnesota Libraries, 2019-07) Hoffmann-Longtin, Krista; Torbeck, Laura; Nalin, Peter; Cico, Stephen John; Communication Studies, School of Liberal ArtsVolunteer Clinical Faculty (VCF) are essential for the education of medical students at most medical schools with regional campuses. Indiana University School of Medicine is the largest medical school in the United States, with over 1,400 medical students experiencing part or all of their medical education at nine campuses (one academic center and eight regional medical campuses). Given the large number of students learning in the community, we surveyed our VCF in 2016 to better understand their characteristics, reasons for teaching, and professional development needs. Survey participants reported personal enjoyment from teaching as their primary reason for continuing to teach, but time pressure as a limiting factor. They identified faculty development opportunities in areas of efficient teaching, giving feedback, and adapting teaching style for various learners. Interventions were designed to create a unique, state-wide model of both face-to-face and online professional development to ensure the success of our VCF.Item Why Not Medicine? Perceived Barriers to Pursuing Medical Degrees in Junior College Students(2023-04-28) Blais, Austin; Yu, Corinna; Mitchell, SallyMany academic institutions like Indiana University School of Medicine have created specific programs to increase diversity in admissions of underrepresented minorities. This is often achieved with a master's program designed to increase applicant "competitiveness". The issue that arises is that many of these programs are directed toward students at 4-year colleges or post-baccalaureate programs which excludes students pursuing education at 2-year community colleges without these programs. This is a missed opportunity to increase diversity as 2-year colleges often have higher proportions of underrepresented minorities (22% African American representation at this level of institution compared to 11.3% at 4 year or higher universities).4 A large share also come from low-income families (36.7% of students whose families make less than $20k/year attend 2-year institutions compared with 17.7% of students whose families make more than $100K/year).5,6 Sequela of this lack of resources for these students manifests as lower rates of application to medical school (only 28% of applicants in 2013 had a history of 2-year college attendance).2,3,5 This highlights the need for quality research on this particular subset of health science students not only from a system and access-based approach but also from a motivational standpoint. Junior colleges have some of the most diverse cohorts of students with profound interest in health science yet who often chose pathways other than medical school. So, why not medicine?