scholarly journals Enhancing your scholarship as a family medicine junior faculty member

2020 ◽  
Vol 8 (3) ◽  
pp. e000426
Author(s):  
Lisa K Rollins
Keyword(s):  
Family Medicine ◽  
Meaningful Work ◽  
Junior Faculty ◽  
Research Capacity ◽  
Multiple Roles ◽  
Academic Departments ◽  
Junior Faculty Member ◽  
Academic Track ◽  
Professional Development Needs ◽  
The Relationship

Family medicine faculty are often expected to produce some form of scholarship as members of academic departments. However, this can be challenging given a range of contextual factors, including limited research capacity in many departments, increased competition for funding and individual challenges around balancing multiple roles, unclear expectations and lack of mentorship, to name a few. The purpose of this reflection is to discuss seven content areas that might be addressed by faculty in order to promote scholarship, particularly among junior faculty. These include: 1) knowing your academic track and its associated expectations by rank, as well as the scholarship expectations within your department; 2) considering your personal goals, interests, professional development needs and the relationship between meaningful work and burnout; 3) starting small and building towards a niche content area; 4) finding collaborators and the benefits of collaboration; 5) seeking alignment between your scholarship and work that you already are performing; 6) educating yourself about available outlets for scholarship and 7) seeking mentorship.

scholarly journals Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

2013 ◽  
Vol 5 (2) ◽  
pp. 289-293 ◽  
Author(s):  
Paul George ◽  
Shmuel Reis ◽  
Margaret Dobson ◽  
Melissa Nothnagle
Keyword(s):  
Family Medicine ◽  
Rhode Island ◽  
Goal Setting ◽  
Personal Development ◽  
Junior Faculty ◽  
Learning Goals ◽  
Junior Faculty Member ◽  
Self Directed Learning ◽  
Protected Time ◽  
Learning Coach

Abstract Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.

scholarly journals Meaningful Work, Job Resources, and Employee Engagement

2021 ◽  
Vol 13 (7) ◽  
pp. 4045
Author(s):  
Simon L. Albrecht ◽  
Camille R. Green ◽  
Andrew Marty
Keyword(s):  
Employee Engagement ◽  
Structural Equation ◽  
Meaningful Work ◽  
Organizational Outcomes ◽  
Job Resources ◽  
Psychological State ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Positive Direct ◽  
The Relationship

Meaningful work and employee engagement have been the subject of increasing interest in organizational research and practice over recent years. Both constructs have been shown to influence important organizational outcomes, such as job satisfaction, wellbeing, and performance. Only a limited amount of empirical research has focused on understanding the relationship within existing theoretical frameworks. For this study, meaningful work is proposed as a critical psychological state within the job demands-resources (JD-R) model that can therefore, in part, explain the relationship between job resources and employee engagement. Survey data collected from 1415 employees working in a range of organizations, across a number of industries, were analyzed with confirmatory factor analysis (CFA) and structural equation modelling (SEM). In support of expectations, job variety, development opportunities, and autonomy, each had a significant and positive direct association with meaningful work. These job resources also had a significant and positive indirect effect on employee engagement via meaningful work. Although job variety, development opportunities, autonomy, and feedback had significant positive direct associations with engagement, contrary to expectations, supervisor support had a negative association with engagement. The final model explained a sizable proportion of variance in both meaningful work (49%) and employee engagement (65%). Relative weights analyses showed that job variety was the strongest job resource predictor of meaningful work, and that meaningful work was more strongly associated with employee engagement than the job resources. Overall, the results show that meaningful work plays an important role in enhancing employee engagement and that providing employees with skill and task variety is important to achieving that goal. Practical implications, study limitations, and future research opportunities are discussed.

A Mother-Scholar During COVID-19

2020 ◽  
pp. 107780042097875
Author(s):  
Van Lac
Keyword(s):  
Distance Learning ◽  
Young Children ◽  
Faculty Member ◽  
Research Productivity ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Tenure Track ◽  
Qualitative Researcher ◽  
Global Pandemic ◽  
Emergent Literature

This poem highlights the current challenges and the lived realities of a mother-scholar during COVID-19. As a mother of two young children, the author details how the global pandemic has thrown her life into chaos as she attempts to provide support to her children with distance learning while also fulfilling her duties with teaching, research, and service as a junior faculty member on the tenure-track. Reinforcing the emergent literature on the lack of research productivity during this pandemic for mother-scholars, the author as a qualitative researcher illuminates this exact challenge in her poem.

scholarly journals Burnout and Job Satisfaction Among Family Medicine Residency Coordinators:

2018 ◽  
Vol 50 (9) ◽  
pp. 679-684 ◽  
Author(s):  
Samuel Ofei-Dodoo ◽  
Cassie Scripter ◽  
Rick Kellerman ◽  
Cheryl Haynes ◽  
Maria Eliza Marquise ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Family Medicine ◽  
Negative Relationship ◽  
Multiple Roles ◽  
Chi Square ◽  
Family Medicine Residency ◽  
Work Related ◽  
Quality Of Life Scale ◽  
Life Scale ◽  
High Degree

Background and Objectives: Research into rates of burnout and job satisfaction among family medicine residency coordinators is nonexistent. Coordinators play a pivotal role in medical education, sometimes have multiple roles and titles, and often work in stressful environments. The goals of this study were to explore the prevalence of, and relationship between, burnout and job satisfaction among family medicine residency coordinators. Methods: This national wellness study involved 307 family medicine residency coordinators. Modified questions of the Professional Quality of Life Scale, Version 5 were used to measure participants’ burnout and job satisfaction rates. The authors used chi-square tests, Pearson’s r correlations, and multiple linear regression to analyze the data. Results: The response rate was 72% (307/429), with 24% of family medicine residency coordinators reporting high, 51% reporting moderate, and 26% reporting low rates of work-related burnout. Twenty-eight percent of the family medicine residency coordinators reported high, 46% moderate, and 26% low job satisfaction. There was a significantly negative relationship between job satisfaction and work-related burnout, r (306)=-.638, P<0.001. Regression explained 42% of variance in job satisfaction, and showed that burnout (β=-.62) and years on the job (β=.15) were significant predictors of job satisfaction (R=0.64; F [5, 277]=40.28, P<.001). Conclusions: The results demonstrate that family medicine residency coordinators are generally satisfied with their work and reported moderate to high degree of burnout rates.

scholarly journals Host-Guest Relationships in Non-Commercial Tourism Settings: WWOOFing in New Zealand

2021 ◽  
Author(s):  
◽  
Dagmar Cronauer
Keyword(s):  
New Zealand ◽  
Interpersonal Relationships ◽  
Social Exchange ◽  
Personal Narratives ◽  
Two Dimensions ◽  
Multiple Roles ◽  
Social Dimension ◽  
Organic Farms ◽  
Interpersonal Connectedness ◽  
The Relationship

<p>This study investigates host-­guest elationships in a non‐commercial tourism setting within the context of WWOOF (World Wide Opportunities on Organic Farms) in New Zealand. WWOOF is a worldwide membership network of organic farms, and is comprised of non‐monetary exchange relationships between WWOOF hosts and guests (WWOOFers). It involves tourists offering their help with activities on these farms in exchange for accommodation and food. The purpose of this research is to examine WWOOF hosts and guests’ meanings and understandings of the host‐guest relationship and the dynamics that influence the nature of the WWOOF encounter. An examination of hosts and guests’ expectations and their subsequent effect on the encounter, and of personal outcomes, assist in making sense of the multiple roles of both parties. The study contributes to the limited research that explores non‐commercial host‐guest relationships in tourism. Through consulting literature on the commercial home, it builds on previous work on WWOOFing by focusing on hosts and guests’ perceptions rather than only one perspective. It gives voice to an under‐acknowledged group of hosts and tourists, who are not counted as contributors to economic development of tourism in New Zealand. The research  was developed within a social constructivist paradigm. Using phenomenological methodology, in‐depth interviews with hosts and guests in New Zealand allowed for a thorough analysis of their personal narratives of the WWOOF experience, and the host‐guest relationships. Twenty‐eight interviews were conducted during June and July 2011  (some with two interviewees): resulting in data from 24 hosts and 15 WWOOFers. The findings suggest that WWOOF hosts and guests interact within work and social dimensions. The work dimension dictates that the guest offer help with work on the organic property in return for accommodation and  food provided by the host. The social dimension demands interpersonal exchange and social bonds are developed. A model is presented, which demonstrates that host‐guest relationships in WWOOFing evolve and are constantly being negotiated and evaluated. Hosts and guests have multiple roles within the two dimensions: employer‐employee, host‐guest, (family) host‐family member, and friends. These roles are dependent on the level of formalisation of the encounter and the level of interpersonal connectedness. The encounter involves the host’s obligation to meet the needs of the guest and the guest’s obligation to adhere to implicit and explicit rules and guidelines determined by the host. Space and time are mostly shared within the host’s home or hosting space. The study shows that the relationships that occur are complex and multi‐faceted. The various dimensions, which are essential in creating closer, interpersonal relationships, are negotiated within various levels of the relationship. The aspects that influence the roles adopted in work and social spheres and the evolution of the relationship require an understanding of the temporal roles of hosts and guests, trust, shared values and stories, as well as work and social exchange elements.</p>

scholarly journals Maternity Care Tracks at US Family Medicine Residency Programs

2021 ◽  
Vol 53 (10) ◽  
pp. 857-863
Author(s):  
Steven E. Roskos ◽  
Tyler W. Barreto ◽  
Julie P. Phillips ◽  
Valerie J. King ◽  
W. Suzanne Eidson-Ton ◽  
...  
Keyword(s):  
Family Medicine ◽  
Maternity Care ◽  
Underserved Populations ◽  
Residency Programs ◽  
Family Medicine Residency ◽  
Survey Response Rate ◽  
Care Training ◽  
Practice Methods ◽  
Residency Program Directors ◽  
The Relationship

Background and Objectives: The number of family physicians providing maternity care continues to decline, jeopardizing access to needed care for underserved populations. Accreditation changes in 2014 provided an opportunity to create family medicine residency maternity care tracks, providing comprehensive maternity care training only for interested residents. We examined the relationship between maternity care tracks and residents’ educational experiences and postgraduate practice. Methods: We included questions on maternity care tracks in an omnibus survey of family medicine residency program directors (PDs). We divided respondent programs into three categories: “Track,” “No Track Needed,” and “No Track.” We compared these program types by their characteristics, number of resident deliveries, and number of graduates practicing maternity care. Results: The survey response rate was 40%. Of the responding PDs, 79 (32%) represented Track programs, 55 (22%) No Track Needed programs, and 94 (38%) No Track programs. Residents in a track attended more deliveries than those not in a track (at Track programs) and those at No Track Needed and No Track programs. No Track Needed programs reported the highest proportion of graduates accepting positions providing inpatient maternity care in 2019 (21%), followed by Track programs (17%) and No Track programs (5%; P&lt;.001). Conclusions: Where universal robust maternity care education is not feasible, maternity care tracks are an excellent alternative to provide maternity care training and produce graduates who will practice maternity care. Programs that cannot offer adequate experience to achieve competence in inpatient maternity care may consider instituting a maternity care track.

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

scholarly journals Strengthening management of non-communicable diseases in primary care, Malawi: A short report

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Amos Mailosi ◽  
Christina Miller ◽  
Catherine Hodge ◽  
Serah Msimuko
Keyword(s):  
Primary Care ◽  
Family Medicine ◽  
Team Building ◽  
Health Centre ◽  
Communicable Diseases ◽  
Short Report ◽  
Medicine Department ◽  
Non Communicable Diseases ◽  
The Relationship ◽  
Initial Focus

Within the community-orientated primary care module for training family physicians at the Kamuzu University of Health Sciences in Malawi, a relationship was formed between Nkhoma Mission Hospital’s Family Medicine Department and the Diamphwe Community Health Centre (HC) to strengthen the continuity of healthcare and capacity team building. The initial focus was on improving the management of hypertension and diabetes in terms of diagnosis, tracking of the patients in a registry and timely referral to secondary care facilities The relationship has received positive support from Diamphwe healthcare workers, which then improved the management of non-communicable diseases and patient care at Diamphwe. It has also shown how family medicine physicians can improve HC capacity through support and mentorship.

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