Clinical Faculty Members Research Articles

Barriers to Bedside Teaching: A Cross-Sectional Comparative Survey of Students and Faculty

Objective: To identify the barriers to bedside teaching among students and clinical faculty. Study Design: Cross sectional comparative study. Place and Duration of Study: Pak Emirates Military Hospital, Rawalpindi Pakistan, from Dec 2019 to Jun 2020. Methodology: The study participants included undergraduate students, postgraduate students and clinical faculty members. A self-designed questionnaire listing 25 common barriers to bedside teaching was distributed after pilot testing. Results: The total number of participants was 160, out of which 78(48.75%) were males, and 82(51.25%) were females. There were 40 respondents in each of the categories of consultants, postgraduate trainees and 80 in the undergraduate student category. Twenty consultants (50%) were from Medicine and Allied specialties, 10(25%) from Surgical and Allied specialties while 10(25%) did not mention their specialty. Majority of postgraduate trainees 33(82.5%) were from Medicine and Allied specialties. Significant difference (p-value=0.004) was revealed among students and faculty regarding barriers to bedside teaching. Bedside teaching was accorded more value by faculty (p-value=0.026). Faculty deemed ambiguity in curriculum as a more important barrier as compared to the students (p-value=0.037). Common barriers identified by students were inadequate time allocation (p-value<0.001), large student groups (p-value<0.001), performance pressure on faculty (p-value=0.004), lack of problem solving skill teaching (p-value=0.028) and insufficient feedback (p-value=0.044). Conclusion: Students as well as faculty value the role of bedside teaching in medical education but are cognizant of significant barriers in its execution. There are a number of common impediments that are narrated by both groups but students accord more importance to larger gro

Association of Psychological Safety with Burnout and Intent to Leave Among Physician Faculty in New York City.

Data on the potential protective effect of psychological safety (PS) on well-being and satisfaction among physicians are lacking. We sought to examine (1) prevalence of PS; (2) relationship between PS, burnout, and intent to leave one's job (ILJ); and (3) demographic and occupational factors associated with PS within our physician faculty. Participants: An institution-wide survey was sent to all faculty within our eight-hospital health system, between July and September 2022. PS was assessed using the seven-item Fearless Organization Questionnaire and burnout with the Maslach Burnout Inventory-2. Demographics and a measure of ILJ were assessed. Multivariable logistic regression analyses were conducted to determine associations between PS, burnout, ILJ, and demographic and occupational correlates of PS. A total of 867 out of 3086 total estimated clinical faculty members (28.1%) participated in the survey. The majority were 40 and older (67.4%), female (51.9%), white (60.0%), and married/partnered (80.4%); worked in ambulatory care departments (53.7%); and ranked assistant or associate professors (75.8%). On average, 57.6% of physicians evaluated their workplace as psychologically safe (range across items = 40.9-69.9%), with 35.2% screening positive for burnout and 13.4% reporting ILJ. After adjusting for demographic and occupational characteristics, each standard deviation unit increase in PS scores was associated with 27% lower odds of screening positive for burnout (odds ratio (OR) = 0.73, 95% confidence interval (CI) = 0.63-0.84) and 38% lower odds of ILJ (OR = 0.62, 95% CI = 0.52-0.74). Female gender was associated with lower scores of PS. A majority of faculty physicians reported working in a psychologically safe environment. Greater PS was associated with lower odds of burnout and ILJ. Investment in gender and diversity equity training may be one concrete step in advancing PS in the workplace.

Evaluation of Clinical Education Based on Cognitive Apprenticeship Model Using Maastricht Clinical Education Questionnaire

Introduction: One of the main aspects of medical students is clinical education. The cognitive apprenticeship model is one of the principles of clinical education and contains six dimensions, including modeling, coaching, scaffolding, articulation, reflection, and exploration. This research aimed to evaluate the clinical education at Kerman University of Medical Sciences based on the cognitive apprenticeship model in 2021. Method: In this descriptive-analytical cross-sectional research, the Maastricht Clinical Education Questionnaire was separated among 150 students, and with a response rate of 74%, 112 of them completed this. Results: In the evaluation of the clinical education at Kerman University of Medical Sciences, the score of the articulation domain was higher than others, and the lowest score was given to the reflection domain. Clinical education in the internal medicine department was the most consistent with the cognitive apprenticeship model. Conclusion: Identifying the strengths and weaknesses of clinical education is the first step toward improving the quality of medical education. In the subsequent steps, the practitioners and planners of the faculty member empowerment programs should design, implement, and evaluate educational empowerment programs for clinical faculty members to improve their academic skills in the clinical education environment.

Assessing Academic Preferential Hiring Practices in Highly Ranked Otolaryngology Departments.

Objective: To assess whether preferential hiring practices, particularly self-hiring, are present in academic otolaryngology departments. Setting: A list of academic Otolaryngology-Head and Neck Surgery (O-HNS) departments ranked #1-40 was generated from the Doximity 2021 rankings. The educational background and training information of clinical faculty members and departmental leadership was extracted from each department's online directories. Methods: Descriptive statistics were used to examine inter/intradepartmental relationships and affiliations of included clinical faculty and departmental leadership based on current employment and medical training sites. A "prior affiliation ratio" was calculated to assess the degree of self-hiring and account for multiple possible prior affiliations (medical school, residency, and fellowship) by dividing all prior self-hired affiliations of faculty by the total number of faculty at each department. Results: A total of 1344 clinical faculty were identified, and 596 (44.35%) had at least 1 prior affiliation with their department. The overall prior affiliation ratio was 0.6, and 7 departments had a value >0.8, with the highest being 1.27 (>1.0 indicating multiple prior affiliations per individual such as both residency and fellowship). A network map of departments #1-10 showed heavy intradepartmental faculty recruitment with 24% of faculty having completed a #1-10 residency, 24% a #11-20 residency, 13% a #21-30 residency, and 11% a #31-40 residency. Totaling this data, 76% of faculty at departments ranked #1-10 had completed training at a program ranked #1-40. Furthermore, our data shows high rates of self-hiring among departmental leadership, (40% of Departmental Chairs and 62.5% of Program Directors) though rates are not significantly higher than self-hiring among faculty overall. Conclusion: The top 40 ranked O-HNS departments have high rates of self-hiring, relying on prestige of training programs and prior affiliation in hiring decisions. The effect on departmental productivity and training is unclear.

Improved Casualty Depiction System for Simulated Mass Casualty Exercises.

Assessing military medical teams' ability to respond to large-scale mass casualty (MASCAL) events has become a priority in preparing for future conflicts. MASCAL exercises rely on large numbers of simulated patients with limited medical training. Role-players must be appropriately prepared to ensure that medical exercises adequately assess the expected capabilities of military medical units. The Uniformed Services University of the Health Sciences (USUHS) has evaluated future military providers for decades using a large-scale, multiday, immersive simulation called Bushmaster. Despite a robust casualty training system, the fidelity of the portrayals remained limited. Through collaboration with national military medical experts, a comprehensive casualty depiction system was developed. This system relied on structured casualty cards linked to time-based illness scripts. Structured casualty cards included an appropriate balance of disease non-battle injuries and trauma, included multipatient presentations based on shared events (i.e., multiple injured personnel due to an aircraft crash), normal and pathologic combat stress, population/unit considerations, requirements for different roles within the medical unit, and expected clinical outcomes. Illness scripts, supplemented by video guides, included time-based courses of illness/injury and prescribed responses to different typical treatments. This system was piloted during an annual MASCAL exercise (Operation Bushmaster) at USUHS. Clinical faculty were queried on the fidelity of this new system while role-players were evaluated on feasibility. Three hundred casualty cards linked to 49 illness scripts were created, peer-reviewed, and piloted at Bushmaster. A total of 170 military members with limited medical training portrayed simulated patients utilizing the new casualty depiction system. Clinical faculty members strongly agreed that the improved casualty depiction system improved the realism of individual patient presentations (96%). Eighty-three percent of role-players strongly agreed that the casualty depiction system was easy to understand. This improved casualty depiction system was a feasible approach to enhance the fidelity of a MASCAL exercise. It has since been shared with military medical units around the globe to assist with their MASCAL exercises, making future multisite evaluations of this casualty depiction system possible.

Revised evaluation objectives of the Korean Dentist Clinical Skill Test: a survey study and focus group interviews

This study aimed to propose a revision of the evaluation objectives of the Korean Dentist Clinical Skill Test by analyzing the opinions of those involved in the examination after a review of those objectives. The clinical skill test objectives were reviewed based on the national-level dental practitioner competencies, dental school educational competencies, and the third dental practitioner job analysis. Current and former examinees were surveyed about their perceptions of the evaluation objectives. The validity of 22 evaluation objectives and overlapping perceptions based on area of specialty were surveyed on a 5-point Likert scale by professors who participated in the clinical skill test and dental school faculty members. Additionally, focus group interviews were conducted with experts on the examination. It was necessary to consider including competency assessments for “emergency rescue skills” and “planning and performing prosthetic treatment.” There were no significant differences between current and former examinees in their perceptions of the clinical skill test’s objectives. The professors who participated in the examination and dental school faculty members recognized that most of the objectives were valid. However, some responses stated that “oromaxillofacial cranial nerve examination,” “temporomandibular disorder palpation test,” and “space management for primary and mixed dentition” were unfeasible evaluation objectives and overlapped with dental specialty areas. When revising the Korean Dentist Clinical Skill Test’s objectives, it is advisable to consider incorporating competency assessments related to “emergency rescue skills” and “planning and performing prosthetic treatment.”

Knowledge and Perception of Personal Activity Intelligence (PAI) among Medical Students: A Cross-Sectional Study

Background: Personal Activity Intelligence (PAI) is a novel metric designed to quantify the health benefits of physical activity based on individual heart rate data. Previous studies have demonstrated that maintaining a PAI score of 100 or more per week can reduce the risk of cardiovascular disease and mortality, enhancing overall quality of life. However, awareness and acceptance of PAI among healthcare professionals and the general public are limited. This study investigates the knowledge, attitudes, and practices regarding PAI among medical students, who are pivotal in promoting health awareness and behaviors. Objective: To assess the knowledge, attitudes, and practices of Personal Activity Intelligence (PAI) among medical students at Lahore Medical and Dental College. Methods: This descriptive cross-sectional study was conducted over six months, from June 2023 to December 2023, at the Lahore College of Physical Therapy, LMDC. A non-probability convenient sampling technique was employed, resulting in a sample size of 300 participants, determined using the Taro Yamane formula with a 95% confidence interval and a 0.05 error margin. Participants included medical students aged 18-28 years who provided informed consent. Data were collected using a self-structured questionnaire, which was reviewed by 12 academic and 5 clinical faculty members for reliability and validity. The questionnaire, converted to a Google Form, comprised sections on general information, PAI awareness, physical activity levels, and the use of fitness trackers. Statistical analyses were conducted using SPSS version 25, with categorical variables summarized as numbers and percentages, and continuous variables as means ± standard deviation. Results: Out of 300 participants, 72% were female and 28% were male, with a mean age of 21.53 ± 1.94 years. Regarding wearable devices, 45.8% used them for assessing physical activity. Awareness of PAI was low, with 23.7% familiar with it, 36% having heard of it, and 40.3% unaware. Only 11% had used PAI to track physical activity. Most students (82.8%) strongly believed in the importance of regular physical activity. The use of fitness trackers showed that 36% were currently using such devices, and among them, 63% included PAI features. However, confidence in interpreting PAI data was limited, with only 10.7% feeling very confident. Conclusion: The study revealed a significant lack of awareness regarding PAI among medical students, despite a generally positive attitude towards its potential benefits. There is a need for enhanced educational efforts to improve PAI knowledge and integration into medical curricula, addressing barriers such as device availability and data interpretation.

Designing for student autonomy combining theory and clinical practice – a qualitative study with a faculty perspective

BackgroundAlthough extensive research exists about students’ clinical learning, there is a lack of translation and integration of this knowledge into clinical educational practice. As a result, improvements may not be implemented and thus contribute to students’ learning. The present study aimed to explore the nature of clinical faculty members’ learning related to how they apply research about student autonomy.MethodsA course, “Designing learning for students’ development of autonomy in clinical practice” was conducted for faculty responsible for students’ clinical education. Within the frame of the course the participants designed a project and planned how they would implement it in their clinical context. Fourteen clinical faculty members participated in the study. The participants’ interpretation of the educational intervention, which combines complex theory with the equally complex clinical practice, was explored by studying how the participants’ approaches and understanding of the facilitation of autonomy were manifested in their projects. The projects in the form of reports and oral presentations were analyzed using qualitative content analysis together with an abductive approach.FindingsOne identified domain was “Characteristics of the design and content of the projects”. This domain was signified by two themes with different foci: Preparing the soil for facilitating student autonomy; and Cultivating opportunities for students to actively strive for autonomy. A second identified domain, “Embracing the meaning of facilitating autonomy” was connected to participants understanding of theories underlying how to support the development of autonomy. This domain contained two themes: Connection between activities and autonomy is self-evident and Certain factors can explain and facilitate development of autonomy.ConclusionEducation directed to strategic clinical faculty members to develop evidence-based approaches to student learning can be productive. To succeed there is a need to emphasize faculty members individual understanding of actual research as well as learning theories in general. Faculty trying to reinforce changes are dependent on their own mandate, the structure in the clinic, and recognition of their work in the clinical context. To achieve a potential continuity and sustainability of implemented changes the implementation processes must be anchored throughout the actual organization.

Correlation Between H-Index, M-Index, and Academic Rank in Urology

OBJECTIVESTo evaluate the h- and m-indices of academic urologists across all U.S. accredited urology residency programs to determine the relationship between these metrics and an author’s academic rank, academic degrees, and gender. METHODSA total of 136 urology residency programs with available faculty information on their websites were evaluated. The academic rank, academic degrees, and gender were recorded for each clinical and research faculty member. Each author’s h-index was determined using the Scopus database. The m-indices for each author were then calculated. Statistical analysis was performed using the Wilcoxon rank-sum test. RESULTSThis study demonstrated that the h- and m-indices positively correlate with an author’s academic rank. Among the 2,253 academic urologists evaluated, chairs/chiefs and professors had the highest median h- and m-indices (h-index 26, m-index 1.046 for chairs/chiefs; h-index 30, m-index 1.094 for professors). This was followed by associate professors (h-index 14, m-index 0.750), assistant professors (h-index 6, m-index 0.667), and clinical instructors (h-index 6, m-index 0.511). The median h- and m-indices were overall statistically higher for males than females. Faculty members with only a PhD were found to have the highest h- and m-indices followed by MD PhD, MD MBA, MD MPH, MD only, and DO only in descending order of index value. CONCLUSIONSThe h- and m-indices of academic urologists positively correlate with their academic rank. These metrics may serve as an additional tool in measuring an individual’s academic productivity in consideration of job hirings, positional promotions, societal memberships, achievement awards, research grants, and more.

Relationship Between Mental Workload and Cognitive Function in the Academic Staff of Shahid Sadoughi University of Medical Sciences, Yazd, Iran, 2022

Background: Academic staff have different roles which may impose a high mental workolad on them and affect their cognitive function. This study was designed to assess different subscales of mental worklaod and cognitive function in university academic staff. Methods: This was a cross-sectional study on 86 faculty members of Shahid Sadoughi University of Medical Sciences. Stratified sampling was used to select participants from different schools. The participants were divided into basic sciences and clinical faculty members. Mental workload was assessed by National Aeronautics and Space Administration-Task Load Index (NASA-TLX). Cognitive function was assessed by Stroop test. Data were analyzed by SPSS 26 using Shapiro-Wilks test, Student’s T-test, Mann Whitney U test, univariate ANOVA, and Kruskal-Wallis test. The level of significance was 0.05. Results: Mean age and work history of the participants was 43.6±8.6 yr. and 11.7±9.1 yr., respectively. Mental workload, especially two aspects of mental demand and performance, was high and it was significantly higher in the participants from school of medicine and among those with executive/administrative responsibilities. From subscales of mental workload, physical demand was significantly higher among clinical than basic sciences faculty members (p<0.05). Among different aspects of cognitive function, only numbers of congruent errors were significantly higher among clinical faculties. Mental workload and cognitive function were not significantly correlated. Conclusion: This study showed a high level of mental workload in university academic staff, especially in clinical faculty members, but this high mental workload did not affect their cognitive function.

Comparing the Familiarity of the Basic and Clinical Faculty Members of Iran University of Medical Sciences with the Principles of Digital Professionalism.

Due to the changing conditions of education, research, and treatment in the world, especially the recent pandemic, and more use of virtual space, there is a need for evaluation of digital professionalism in faculty members as the most influential people who have a direct and deep impact on the next generation. In this analytical cross-sectional study that was conducted in 2023 on 149 faculty members of Iran University of Medical Sciences, they were invited to participate in the study through various methods (SMS, E-mail, and media messages). The link to the Persian standardized questionnaire was made available for participants. If a person received less than 70% of the score in each area, he/she would receive solutions to improve his/her situation in that area at the end of answering the questions. The self-administered questionnaire has 5 fields and 33 questions. Maximum scores were 10 points. Spearman and Pearson correlation coefficients and statistical tests consisting of chi-square, t-test, Mann-Whitney U, one-way ANOVA, and Kruskal-Wallis H were used in the analysis. The mean overall score of people in principles of digital professionalism was 0.8. Women and basic sciences faculties had a significantly better status than men and clinical faculties in the principles of digital professionalism as a whole (P = 0.001 and P = 0.049, respectively). The domain of "knowledge management and information literacy" had significantly lower scores in professors in comparison with other degree (instructors, assistant professors, and associate professors (P = 0.039). The mean score of the principles of digital professionalism is acceptable at 80%. Coherent, timely, and up-to-date training to ensure the effective, safe and appropriate use of digital technology, especially for men, professors and clinical faculty members who had a lower score than others, should be done.

How to create a successful mobile learning strategy for medical education during lockdowns?

Mobile learning has played an important role during the COVID-19 pandemic and medical schools now consider it as an effective educational method in current and future crises. In this qualitative study, an attempt was made to demonstrate the principles of designing a mobile learning strategy in medical education from the perspective of experts. The study was conducted by the qualitative content analysis method. The data were collected from July 2022 to Feb 2023. Twelve participants were included in this study from Iran's medical universities, consisting of two members of the Higher Council of Virtual Education, three educational directors, three clinical faculty members, two faculty members specializing in e-learning and medical education, an educational vice, and a dean. Data were collected using semi-structured interviews and analyzed by Granheim and Lundman's (2004) method. Out of twelve participants in the study, eight (66%) were males and four (44%) females. Data were classified into eight categories and one theme. Based on the participants' experiences, the main theme, that is, "the principles of medical education design in mobile learning," included pedagogical component, interactive design, effective and comprehensive analysis, achieving objectives with the mobile learning platform, generating micro- and interactive e-content, teaching-learning interactive methods, course implementation and interactive evaluation at both micro- and macro-levels. Data analysis revealed that in addition to the eight principles in the medical education design in mobile learning, the participants prioritized the two principles of pedagogical component and interactive design over other principles in educational design. Using a successful mobile learning strategy in situations of restrictions limiting physical presence may improve the quality of medical education.

Factors contributing to the burnout of the faculties of a medical university in Iran: A cross-sectional study.

Faculty members confront a variety of obstacles over time, the most recent of which is the coronavirus disease 2019 pandemic, which may increase their vulnerability to burnout (BO). This study aims to examine BO in medical school faculties, as well as the factors that lead to BO and well-being in them. This cross-sectional study was conducted in 2021 using online questionnaires completed by 222 faculty members of a medical university in Iran. The Maslach Burnout Inventory-Human Services Survey (MBI-HSS) and the Well-being index (WBI) were used. Additionally, we gathered individual-level profiles (demographic, well-being) and occupational information (job profile, attitude toward work). A total of 60 (27%) faculties reported having high BO, and 112 (50.5%) reported having low well-being. Being female (odds ratio, OR=2.69), having time to spend with the family (OR=.26), the intent of turnover (OR=8.65), job recommendation to the offspring (OR=.26), and experiencing violence last year (OR=2.97) were some of the individual-level factors and job-related attitudes associated with a higher BO. In the neural network for BO, the most important variables were the intention of turnover, followed by adequate family time. One third of the responding faculty reported severe BO, and BO was found to be significantly associated with lower well-being. The increased levels of BO and a decreased experience of well-being were both associated with a higher intention of turnover. According to the study, it is important to pay attention to both clinical and nonclinical field faculty members, female faculty members, those who have a high workload, and members who have experienced violence in the workplace. By acknowledging the unique challenges and experiences faced by these individuals, tailored measures can be developed to address their specific concerns and foster a supportive and inclusive environment.

Nursing Faculty Shortage Impact on Nursing Students: A Descriptive Phenomenological Study.

Background: The nursing education sector has felt the impact of the shortage of nursing clinical instructors (CI) or faculty members. This phenomenon became more profound with the pandemic experience along with the global shortage of nurses in the hospitals. Objective: The study was conducted to explore the lived experiences on learning among undergraduate nursing students in a higher education institution amidst the nursing faculty shortage. Methods: The study was undertaken using a descriptive phenomenological design with seven informants, using Colaizzi's approach for data analysis. Findings: The findings of the study generated three main themes: disruptions in the learning process and platforms, responses to learning disruptions, and learners' call to action. It uncovered substantial disruptions in scheduled lectures, activities, and clinical rotations due to the nursing faculty shortage. Conclusion: The findings underscore the critical need for immediate and comprehensive measures to address the nursing faculty shortage. Despite compensatory efforts by the institution, the impact on learning experience remains significant. This study calls for prompt and effective strategies to rectify the nursing faculty shortage, ensuring optimal learning experiences for student nurses.

The Impact of Updated ACGME Program Requirements for Radiation Oncology Residencies

In 2022, the Accreditation Council for Graduate Medical Education (ACGME) made several changes to the common program requirements for radiation oncology, which may be difficult for some residency programs to meet in their present state. Programs are currently expected to have 1.5 clinical physician faculty members per resident. Additionally, the sponsoring institution must sponsor at least one medical oncology program and sponsor or have affiliations with ACGME-accredited surgical oncology and pathology programs. We sought to investigate if radiation oncology programs would presently be able to meet these requirements. We compiled a list of accredited radiation oncology residency programs from the ACGME website and then visited each program's webpage to count the number of radiation oncology residents and clinical physician faculty to calculate the corresponding ratio. We included clinical faculty from the main campus and selected satellite and affiliate sites if residents definitely or probably rotated there. We also searched the websites of each sponsoring institution for sponsored pathology, medical oncology, and surgical oncology programs. We identified 90 ACGME-accredited radiation oncology residency programs. At least 9 programs appear to currently have a ratio of clinical physician faculty to residents of less than 1.5:1, ranging between 0.85 and 1.38. In addition, 1 sponsoring institution does not have its own hematology and medical oncology or medical oncology program, 61 do not have a surgical oncology fellowship, and 5 do not have a pathology residency; however, this does not include affiliated programs. Approximately 10% of radiation oncology residency programs seem to have insufficient clinical faculty to accommodate their residents per the new ACGME requirements. Furthermore, almost 70% of sponsoring institutions do not sponsor a medical oncology, pathology, or surgical oncology program, though this does not include potentially affiliated programs. A primary limitation of our study is that we collected information from publicly available information, which may be inaccurate. Nevertheless, based on our findings, the new requirements may likely impose challenges on several programs, and failing to meet the requirements can risk program accreditation.

Fostering Nursing Faculty Practices Within a University-Based Student Health Care Center

Graduate-level clinical nursing faculty who maintain clinical practice can ensure clinical relevancy in the classroom and serve as clinical preceptors for doctor of nursing practice students. Finding flexible and supportive clinical practice sites can be challenging for nursing faculty. Using a continuous quality improvement approach, an academic-practice partnership was formed between a college of nursing and a university-based student health care center to serve both organizations. Integrating 1 clinical faculty member increased patient visits and provider availability during semesters with high patient demand while offering a flexible clinical environment, increasing preceptor availability, and fostering faculty practices across the college.

A Preventive Strategy against Root Caries for the General Dentist: A Cross-sectional Clinical Study

Objective: The purpose of this study was to look into the prevalence of root caries and gingival problems among patients attending a teaching dental hospital in the Sultanate of Oman, as well as to assess patients' knowledge and attitudes toward oral health and to develop a “prototype” preventive plan against root caries for general practice. Methods: A cross-sectional clinical study of patients attending patient clinics for routine procedures was conducted. For each patient examined, the participating clinical faculty members were to complete a two-part survey: a root surface chart and a periodontal chart. A questionnaire that sought to assess patients’ knowledge and attitudes was also conducted. Results: There was a high prevalence of gingival recession and root caries in the study population, which indicates that root caries are already a dental management issue. Patients who reported a family history of diabetes had significantly more root surface active lesions and were three times more likely to have a lesion compared to patients who did not. Despite their lack of knowledge about dental diseases and what would happen to their oral tissues as they aged, the majority of patients in this study are concerned about future carious attacks and would prefer to receive direct advice from their dentist. Conclusion: There is a need for a program to educate dentists about the shortcomings of the current approach to patient education and motivation and provide them with the necessary training to implement a successful root caries prevention strategy in their practises.

Evaluation of knowledge related to competency of nurse educators after participating in international outreach seminar for continuing nursing education in Myanmar

Background and aimsWith the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar. MethodsWe conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar. ResultsThe seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators. ConclusionsThe participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators. Tweetable abstractA two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators.

Strategies for Advancing Equity in Frontline Clinical Assessment.

Educational equity in medicine cannot be achieved without addressing assessment bias. Assessment bias in health professions education is prevalent and has extensive implications for learners and, ultimately, the health care system. Medical schools and educators desire to minimize assessment bias, but there is no current consensus on effective approaches. Frontline teaching faculty have the opportunity to mitigate bias in clinical assessment in real time. Based on their experiences as educators, the authors created a case study about a student to illustrate ways bias affects learner assessment. In this paper, the authors use their case study to provide faculty with evidence-based approaches to mitigate bias and promote equity in clinical assessment. They focus on 3 components of equity in assessment: contextual equity, intrinsic equity, and instrumental equity. To address contextual equity, or the environment in which learners are assessed, the authors recommend building a learning environment that promotes equity and psychological safety, understanding the learners' contexts, and undertaking implicit bias training. Intrinsic equity, centered on the tools and practices used during assessment, can be promoted by using competency-based, structured assessment methods and employing frequent, direct observation to assess multiple domains. Instrumental equity, focused on communication and how assessments are used, includes specific, actionable feedback to support growth and use of competency-based narrative descriptors in assessments. Using these strategies, frontline clinical faculty members can actively promote equity in assessment and support the growth of a diverse health care workforce.

Recommendations for Assessing the Quality of Clinical Faculty Members’ Journal Publications

Evaluation of clinical faculty involves an assessment of the quality of their publications in addition to quantity (number) of publications. In contrast to assessing quantity, assessing quality is difficult. The purpose of this paper is to discuss practical considerations and provide recommendations related to quality of publications that clinical faculty members should bear in mind as part of their overall scholarship activity. College and schools of pharmacy may not provide written criteria for assessing quality of publications, so it is important that clinical faculty members seek guidance from their department chair or direct supervisor, experienced colleagues, and formal or informal mentors or advisers. One criterion for assessing quality is whether a publication was evaluated through a peer-review process although there are other considerations including dissemination of the paper via search engines such as PubMed. Clinical faculty also need to consider authorship order on their papers and potential journals for submission.