Perceptions of Saudi medical students regarding self-directed learning: A qualitative study

Objective: To explore students’ perceptions regarding SDL as a learning method, their experience of using SDL and how it may play a role in their life-long learning. Methods: The exploratory study was conducted at Faculty of Medicine in Rabigh (FMR), King Abdulaziz University, Jeddah, Saudi Arabia, from January to February 2018, after the approval of institutional Research Ethics Committee. Four focus group discussions (FGD) with undergraduate medical students explored students’ perception about SDL. FGDs were audiotaped, transcribed, and analyzed thematically. Validation was done by member checking and external audit. Results: Five major themes were generated: understanding of SDL; views about SDL as a strategy; process of the strategy; effects of SDL; SDL and life-long learning. Subthemes which led to developing major themes, included self-study, personal efforts, and objectives & goals (theme1); good strategy, boredom with lectures, and need guidance (theme2); time management, outline of planning, and internet browsing (theme3); deep learning and curiosity (theme4); life-long learning and future progress (theme5). Conclusion: Our students have mixed perceptions regarding SDL. Most students perceive that SDL can affect their learning and future progress positively. However, they need support to effectively use this strategy. The faculty role is crucial in this regard. Keywords: Self-directed learning, qualitative study, grounded theory, Continuous...

Faculty Formation: Philosophical Perspectives, Issues, and Considerations

With a looming nurse faculty shortage, it is imperative that schools of nursing develop and maintain the nurse educator workforce to meet the demands of today’s complex healthcare system. One component needed for workforce preparation is structure regarding formation of the faculty role. This article first defines faculty formation and why faculty formation is a relevant philosophical issue within nursing education. Next, we discuss current issues in faculty formation including: educational training; the orientation process; mentorship and role modeling; communities of practice; and faculty workload. We offer brief exemplars to illustrate current concerns with formation that faculty experience during role transition and recommend considerations for nurse leaders to support faculty formation.

The Interests of Family Medicine Residents in Future Faculty Positions Across the Senior Year

Background and Objectives The shortage of residency faculty in the pipeline is a growing concern to meet future workforce needs, though there is little research on attracting residents to be future faculty or what factors would influence their interest in this role. The objectives of this study were: (1) To assess the interest of third year residents (R3s) in faculty positions, and the various factors that might positively or negatively affect this decision; (2) to compare whether this changes across the R3 year; and (3) to compare between chief residents and other R3s. Methods Longitudinal survey at two points in time for each of three consecutive cohorts of R3s (2016-2018) from a regional network of family medicine residency programs. Results Among the final sample of R3s (176/545, 32% response), nearly half were interested in a residency faculty role. Strong positive influences on interest include the teaching role, advising/mentoring role, range of practice scope, and ability to perform procedures; salary and administrative responsibilities detract from interest. Among the matched sample of 96 R3s who also responded at Time 2 (55% response), non-chief residents had an increase in knowledge of and interest in the faculty role across the R3 year. Conclusions Nearly half of senior family medicine residents report positive interest in residency faculty positions and in most components of the role. Mentorship may encourage more residents to consider these positions upon graduation or shortly thereafter. More research on other specialties and with career follow up is recommended.

What do novice faculty need to transition successfully to the nurse faculty role? An integrative review

Objectives The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role. Methods An integrative review of the literature was conducted. Results Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay. Conclusions Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.

Changing Universities on the Tenure Track: Integrating Into a New Workplace Culture

Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin’s experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin’s transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development.