Faculty Knowledge Research Articles

Living will: academic and faculty knowledge at a medical school

Resumen Esta investigación pretende evaluar el nivel de conocimiento de los académicos y docentes de medicina con respecto a la aplicabilidad del testamento vital, a las decisiones sobre el fin de la vida y al concepto de muerte digna. La investigación cualitativa se realizó mediante entrevistas semiestructuradas con diez académicos y cinco docentes de una universidad en el Sur de Brasil. Los datos se obtuvieron del análisis del discurso y se clasificaron en las siguientes categorías: conocimiento y aplicabilidad del testamento vital; visión del proceso de fin de la vida y muerte digna; y umbral entre la visión del médico y la autonomía del paciente. Las conclusiones refuerzan la necesidad de difundir este conocimiento en beneficio del paciente y las actitudes éticas legalmente apoyadas por los médicos.

Testamento vital: conhecimento docente e acadêmico de uma escola médica

Abstract This qualitative study evaluates the level of academic and faculty knowledge in a medicine program regarding the living will and its applicability, end-of-life decision making, and the concept of dignified death. Semistructured interviews were conducted with ten scholars and five professors from a university in southern Brazil. Data were obtained by discourse analysis and classified in the following categories: knowledge and applicability of living wills; view of the end-of-life process and dignified death; and the limits between the physician’s duty and patient autonomy. In conclusion, this knowledge required greater dissemination to benefit patients and legally supported ethical attitudes.

Study to Assess the Knowledge and Attitude Regarding Eye Donation Among Teaching Faculty of Selected Colleges in Hubli, Dharwa

Background The alteration in transparency of cornea leads to corneal scarring and blindness. Corneal blindness can be cured by transplantation. Donated cornea can give sight to four cornea blind patients yet the benefit of eye donation awareness is inadequate. The present study was designed to assess the knowledge and attitude towards eye donation.Objective To evaluate the knowledge and attitude towards eye donation among teaching faculty working in selected colleges.Methodology A descriptive study was designed to assess the knowledge and attitude of teaching faculty towards eye donation. A total of 100 teaching faculty from various colleges were selected using probability simple random sampling technique. A structured knowledge questionnaire and modified Likert attitude scale were designed to assess the objectives. The questionnaire showed content validity index of knowledge and attitude scale of 70 and 78 reliability for knowledge and attitude scale was 0.8 and 0.79 respectively. Results The results of the present study revealed that many participants had average knowledge and favorable attitude towards eye donation and there was no significant correlation between knowledge and attitude scores of the teaching faculty regarding eye donation.Conclusion Results of the study revealed that teaching staff had average knowledge and favorable attitude towards eye donation and there was no significant relation between knowledge and attitude implying the need to improve knowledge of teachers regarding eye donation and providing information on its benefits to the community.

Knowledge and Attitude of Faculty of Nursing Students regarding Telenursing

Knowledge and Attitude of Faculty of Nursing Students regarding Telenursing

Is Academic Medicine Prepared to Teach About the Intersection of Childhood Experiences and Health? An Exploratory Survey of Faculty.

Childhood experiences affect health across the lifespan. Evidence-based strategies targeting early-life stress are emerging. Nevertheless, faculty physicians' preparation to incorporate this science into practice has not been well studied. This study explores medical faculty knowledge and beliefs, timing and route of knowledge acquisition, perceived relevance and application of study topics, and characteristics associated with concept mastery. The authors developed and administered an exploratory survey to faculty from six departments at two medical schools. The team analyzed responses using quantitative and qualitative methods. Eighty-one (8.8%) eligible faculty completed the survey. Of respondents, 53 (65.4%) achieved high knowledge, 34 (42.0%) high beliefs, and 42 (59.1%) high concept exposure question scores, but only 6 (7.4%) through a formal route. Although 78 (96.8%) respondents indicated that survey concepts are relevant, only 18 (22.2%) reported fully incorporating them in their work, and 48 (59.2%) identified the need for additional coaching. Respondents reporting full incorporation were significantly more likely to attain high concept exposure scores (17 respondents, 94.4%, versus 25 respondents, 39.7%, P < .001). Quantitative and qualitative analysis highlighted limited respondent awareness of trauma prevalence among health care workers, lack of familiarity with interventions, and time and resource challenges addressing childhood adversity. Although survey respondents had some familiarity with study concepts and perceived their relevance, most are not fully applying them. Results suggest that exposure to study concepts is associated with full incorporation. Therefore, intentional faculty development is essential to prepare faculty to include this science in practice.

Faculty Development Initiatives

Teachers have been teaching using traditional strategies and frameworks for generations. Faculty development is a planned activity aimed at improving the performance of departmental faculty members by focusing on the improvement of individual knowledge and skills of faculty in relevant areas.1These skills include teaching, administrative, research, and clinical skills.Continuous medical education is a praiseworthy path to keep the educationist in liaison with the novel trends in their field. Faculty development programs aim to foster excellence and innovation by empowering teachers through innovative teaching methods and sharing evidence-based best practices andexperiences.

Development of a concept-based curriculum

BackgroundA sense of urgency for Baccalaureate of Science in Nursing (BSN) curriculum revision was created by local and national nursing leaders calling for transformation in nurse preparation that delivers effective care in complex healthcare environments. A concept-based curriculum (CBC) is an evidence-based model that minimizes content saturation and prepares graduates to use clinical reasoning to deliver safe patient care. MethodsKotter's (1996) change model, recognized as a best-practice approach to organizational transformation, guided the transition of a content-laden BSN curriculum to a CBC. Resources were provided to increase faculty's knowledge of CBC and decrease change-related anxiety. ConclusionThe first CBC cohort's end-of-program outcomes revealed a 100% first-time NCLEX – RN pass rate, higher than the traditional curriculum's pass rates averaging 94-97%. This curriculum revision process demonstrates how faculty can develop a CBC and address challenges they encountered. The process effectively actualized the vision of preparing graduate nurses to better transition into clinical practice.

PASSING THE TORCH: EXPLORING THE SUSTAINABILITY OF AN INTERPROFESSIONAL GERIATRICS FACULTY DEVELOPMENT PROGRAM

Abstract Faculty development programs (FDPs) are an effective, evidence-based method of promoting the knowledge, skills and self-efficacy of faculty. However, the implementation and sustainability of curricula are rarely reported. Furthermore, the challenges to sustaining programmatic implementation of interprofessional FDP curricula in academic and clinical settings over time have yet to be extensively evaluated. Using dynamic sustainability as a framework, we aimed to assess the evolving barriers and facilitators that influence the implementation and sustainability of the geriatrics curriculum Capstone projects designed by faculty scholars in our FDP. We planned to report on projects that were and weren't successful. A survey, sent to 115 faculty scholars from eight different cohorts who completed our 10-month FDP, recruited faculty participants and set the stage for qualitative data collection to help us better understand the sustained impact of the program. Thematic analysis of virtual interviews with 17 Scholars revealed several key factors facilitating and hindering the implementation and dynamic sustainability of curricular projects. Three major themes and sub-themes were identified as follows: Project Implementation (Supportive Factors, Hindering Factors and Filling in Gaps in the Field); Pedagogical Development (Enhancement of Skills and Culture Change); and Sustainability Impact (Project Sustainability, Career Development and Passing the Torch). Supporting these factors through skills development may favorably impact project sustainability and thus the aspects of workforce development that catalyze practice change. Implementation of geriatrics-focused FDPs provides an evidence-based approach to sustainability. Further study of the ongoing barriers and facilitators to sustainability is encouraged.

Evaluating Pharmacy Faculty’s Awareness of Teaching and Learning Myths and Misconceptions

Objective. To assess pharmacy faculty's knowledge of prominent and prevalent teaching and learning myths and misconceptions and evidence-based strategies prior to training.Methods. Participants completed a baseline assessment containing 16 true-false knowledge questions about teaching and learning misconceptions (10) and myths (six), one open-ended application question, and four participant demographic questions including years of experience in pharmacy academia, the focus of their institution (teaching or research), the number of education meetings attended, and whether they had formal training in education. After completing the baseline assessment of the top 16 misconceptions and myths, faculty were trained on the top 10 evidence-based teaching and learning strategies. At session completion, faculty were provided the assessment answers and scored their original responses.Results. Results from the survey revealed that most responders (56%) had been in academics between one and 10 years and attended two to 10 education meetings (62%). The majority of participants worked at teaching-intensive universities (56%), and most had no formal training in teaching (65%). The average score on the assessment was 43% for the myths section versus 70% for the misconceptions section. Faculty participants were overconfident in their predictions (predicted=74%, actual=60%). Faculty demographics did not influence the assessment scores.Conclusion. Pharmacy faculty may not know which teaching and learning strategies are evidence based and which are myths or misconceptions. In addition, they are likely to be overconfident in their knowledge of this evidence. This provides opportunity for faculty development in these areas.

Faculty education to improve integration of genomics education in nursing curriculum.

Nurses play a crucial role in providing healthcare and need to possess essential knowledge and skill to integrate genomics into practice. Nursing faculty is charged with the education of nurses however, studies show the majority of faculty in the United States is ill-prepared to teach genetics/genomics concepts. Our aim was to increase genetics/genomics content in our college's nursing curriculum by bolstering our faculty knowledge and confidence through the implementation of a face-to-face educational program. Therefore, we launched an intentional, strategic plan in fall 2017. First a comprehensive review of the college's undergraduate nursing curriculum for genetics/genomics content was conducted. Five development workshops on genetics/genomics were delivered over an academic year with knowledge and confidence in genetics/genomics was measured pre- and post-workshops. After the workshops, faculty revised curriculum and added genetics/genomics content to align with the competencies. Participants in the end-of-program survey reported higher confidence levels in all genomics-related tasks and answered more knowledge-based items, as compared to participants in the pre-workshop survey. Changes to the curriculum were made to integrate genetics/genomics in BSN courses and an online genetics course was developed. Genetics/genomics workshops can improve faculty knowledge and confidence and facilitate the integration of genetic/genomic content in undergraduate nursing curricula.

Utility of a Diabetes Medication Poster in a Primary Care Clinic

Background: Diabetes with related complications is a common disease state seen in primary care and available therapies have increased exponentially. It is difficult for a busy primary clinician to know and utilize these options efficiently. Objective: The objective was to determine whether creating a diabetes medication poster that included costs, drug classification, adverse effects, and clinical outcomes/contraindications/cautions for use in an internal medicine/medicine-pediatric clinic improves resident and faculty knowledge, comfort, and awareness of those medications. Methods: This quality improvement prospective study was designed to evaluate the utility of a diabetes medication poster in a medicine/medicine-pediatric clinic over a 2-month period. A pre and post survey was electronically sent to all residents and faculty to assess their level of confidence and knowledge of diabetes medication treatment before and after the poster was distributed. This study was classified as exempt by the Institutional Review Board. Results: There were 40 physicians that responded to the pre survey and 31 to the post survey. Both surveys revealed >90% agreed or strongly agreed that the poster would decrease risk of adverse reactions, help control cost, and increase confidence to providers about diabetic medications. The knowledge score increased pre vs post survey (P = .0398). Conclusion: There are a myriad of tools that can be utilized to help navigate complex diseases. Posters have rarely been evaluated. Physicians viewed the diabetes medication poster as favorable to help decrease adverse effects and cost while increasing knowledge. Areas where visual aids could be effective without overwhelming the providers should be explored.

Knowledge Of Physical Activity And Nutrition Recommendations On A College Campus

Physical activity and nutrition are two factors that play a role in overall health and wellness. It has been reported that only 16% of women and 25% of men in the United States are meeting the Physical Activity Guidelines for Americans (Cohen et al., 2013). Unfortunately, as seen with the physical activity guidelines, the general public is not doing well meeting nutrition guidelines as well (Krebs-Smith et al., 2010). Knowledge of the recommendations may be to blame, as shown in a study by Wojcicki and Heyman (2012). PURPOSE: To assess the physical activity and nutrition knowledge of college faculty, staff, and students. METHODS: Participants included 160 (55 males, 105 females) college faculty (n=26), staff (n=54), and students (n=80). Knowledge of both the existence of physical activity and nutrition guidelines and the accuracy of the recommendations were assessed in a written survey. RESULTS: Overall, most participants (61.3%), were aware of the existence of physical activity guidelines; however, only 10.6% could correctly describe them and 38.1% did not attempt to list them. Faculty had the highest percentage of correct answers (19.2%), with staff having the lowest (1.9%), with students in the middle (13.8%). Surprisingly, only 42.5% of the total sample were aware of the existence of nutrition guidelines. Again, faculty had the highest knowledge of the existence of the recommendations (61.5%), followed by staff (50%) and students (31.3%). Overall, the highest percent for a correct response in any of the nutrition categories was 11.9% for recommended servings of fruit. No participant was able to list the correct responses for the intake of vegetables or fat. CONCLUSIONS: The knowledge of physical activity and nutrition guidelines and the ability to accurately identify the correct guidelines were low and demonstrate the need for educating the whole college population on these guidelines. Campus-wide interventions should include faculty, staff, and students and focus on the existence of these recommendations and the specifics of each.

Knowledge, Attitudes, and Behaviors of Faculty of Medical Students on Energy Drinks

Knowledge, Attitudes, and Behaviors of Faculty of Medical Students on Energy Drinks

A Multidisciplinary Study of Faculty Knowledge and Attitudes Regarding Predatory Publishing

Introduction: Not enough is known about what faculty understand about predatory journals, how they learn about them, and how they feel about them, which has led to insufficient education and guidance on the phenomenon. Method: A survey was sent to all publishing faculty at a mid-sized doctorate-granting university, and it received 109 responses. The survey covered faculty professional history, departmental culture and environment, criteria for journal selection, and knowledge of and experiences with predatory journals. Results: Almost all faculty had at least heard of predatory publishing and believed it to be a problem. Faculty reported that, most of the time, they learned about it through colleagues and/or the literature in their field. Yet faculty expressed uncertainty about the impact that predatory journals have on their field and expressed hesitance in penalizing colleagues for publishing in them. Discussion: Faculty understanding of fraudulent journals—and of predatory publishing overall—may be too basic for efficient application in complex situations such as exploring new publication opportunities and evaluating scholarship. This leads to incongruencies between faculty values and the courses of action they pursue. Conclusion: It is important to form a fuller picture of faculty relationships with journal publication in order to respond appropriately to their needs. The results from this study inform how academic libraries might work with colleges and other entities on campus to provide early and ongoing professional development.

Barriers and facilitators to adoption of e-learning in higher education institutions of Pakistan during COVID-19: perspectives from an emerging economy

PurposeIntegrating e-learning into higher education institutions (HEIs) is a complex process. Several universities had tried to impart learning online, especially amid the spread of COVID-19. However, they failed miserably due to the many barriers to online learning platforms’ delivery and acceptance. This study aims to explore the barriers and facilitators in adopting e-learning in HEIs of Pakistan by taking the perspective of key stakeholders involved in the management and administration of HEIs.Design/methodology/approachThe authors recruited participants using purposive and snowball sampling. Interviews were conducted from a variety of participants, including academicians, administrators and information technology (IT) personnel. Data recorded was transcribed into verbatim and then analyzed using thematic analysis.FindingsThe analysis identified barriers and facilitators to the e-learning implementation. Barriers included lack of resources and training, lack of infrastructure, inadequate e-learning policies, absence of positive mindset among teachers and students and reservations and concerns about e-learning of parents and teachers. By contrast, facilitators included prior training and awareness (provided by HEIs regarding e-learning), the assistance of government and regulatory bodies (in terms of policy and training on e-learning), the role of IT (in development and implementation of online learning system) and good computer knowledge and skills of students and faculty. Moreover, respondents believed that teaching subjects online requires the availability of proper and complete gadgets, but these were hardly available due to high demand. Finally, the academicians and administrators believed that e-learning is indispensable in health emergencies such as COVID-19 and similar events ahead.Originality/valueFor the HEIs to sustain and grow, the adoption of e-learning is fundamental. Therefore, the government should provide the essential infrastructure for the HEIs to deploy e-learning modules, train faculty and ensure the availability of necessary equipment (e.g. network) and gadgets to faculty and students. From a theoretical perspective, the study provides a framework for similar future studies in other emerging markets, whereas practical implications of the study can assist the governments and HEIs of emerging markets in implementing the e-learning modes of education in times of health emergencies, such as COVID-19.

The Reality of Distant Education and Its Contributions to University Education in Saudi Arabia: Prince Sattam Bin Abdulaziz University as a Model

This study examines distance education at Saudi Arabia’s Prince Sattam Bin Abdulaziz University. So, 705 faculty members were picked from 2114 study participants. The primary data of the effective study tool was processed quantitatively descriptively (the questionnaire). The study indicated that the sample members agreed on distance education requirements to tackle university educational difficulties. The average sample member approval of distance education barriers was 3.25 with a 0.54 standard deviation. The research sample approval for distant education in university academic challenges was 2.92 with a standard deviation of 0.35. As a result of the gender variable in the (requirements-contributions) dimensions, there were statistically significant differences (α ≤ 0.05) in the study sample’s average responses concerning the requirements, hurdles, and contributions of distant education to address university educational crises. In all categories, scientific specialization did not cause statistically significant changes (≤0.05). No statistically significant differences at the significance level (α ≤ 0.05) were attributed to the effect of scientific rank in the (obstacles-contributions) dimensions only, while the significance of the statistical estimate for the impact of scientific rank on the requirements dimension only favored an assistant professor. In the dimensions (requirements and obstacles), only the experience variable showed statistically significant variations (α ≤ 0.05). The essential study proposal is to establish a qualitative strategy to achieve comprehensive quality requirements for remote education programs, provide a supportive administrative environment, and increase faculty knowledge and efficiency in distance education to prevent educational crises.

Why Knowledge Infrastructure Capability Matters for Faculty Knowledge Management Engagement in Higher Education of Pakistan?

The study's purpose is to establish the impact of Knowledge Infrastructure Capability on Individual Knowledge Management Engagement in Pakistani institutions via Degree of Knowledge Base with Incentive System, with an emphasis on the university sector which is one of the world's most booming businesses. The study's major objectives are to look into faculty knowledge engagement in universities and the practices used by Pakistani businesses to increase staff knowledge engagement. It is undeniable that the Pakistani education industry is under pressure to engage its instructors to stay competitive. Approximately 210 university faculty members provided the study's main data. After data analysis our hypotheses are get accepted. The overall conclusion of the poll suggested that Pakistani institutions might grow by involving their employees and being more aware of global educational trends. Engagement in knowledge management is certainly crucial in the workplace of a university. This research has been shown to represent all of Pakistan's universities as well as other sectors, regardless of field. In a nutshell, knowledge infrastructure's capability is determined by three factors: technology, structure, and culture. All of these factors are centered on employee knowledge management participation at work and at home, which is derived from an employee's work ethic and environment.

Measuring the Level of Knowledge and Awareness About COVID-19 Among the Community of a College in Dubai: A Comparative Study Between Participants of Health Sciences and Non-Health Sciences Backgrounds

COVID-19, which has become a worldwide pandemic, prompted various healthcare organizations to take measures to stop or slow its spread. These measures require behavioral change. According to the health belief model, knowledge and awareness are needed to establish an assessment of threat and determine whether a behavior will be changed. Since the situation is related to a viral infection, it is expected that people with health backgrounds will have more knowledge and awareness about COVID-19. This study aims to compare the levels of COVID-19 knowledge and awareness of faculty, staff, and students in health sciences and non-health sciences disciplines at an all-female college in Dubai. This will help anticipate the risk for individuals, and predict compliance with regulations. A cross-sectional study was conducted using a self-administered online questionnaire. The results were analyzed using chi-square or Fisher’s exact test. Participants’ knowledge and awareness regarding contagiousness, transmission, incubation period, recovery and mortality rate, susceptibility of elderly people, and the stay-at-home policy were generally high, regardless of their background. This high level of knowledge could be attributed to the rapid dissemination of information through social media. Participants from the health sciences were significantly more knowledgeable about certain preventive measures, the causative pathogen, and its transmission through animals ( p &lt; .05). Overall, there was a high level of knowledge and awareness among the participants, regardless of their background, yet there are some areas that needs enhancement. Assessing knowledge and awareness is important for ensuring that people understand and change their behavior to mitigate its spread.

Situating Information Literacy: A Case Study Exploring Faculty Knowledge of National Disciplinary Standards and Local Program Learning Outcomes

Considerable research argues the importance of situating information literacy in disciplinary curriculums. Arguments within this body of publications frequently share a common recommendation, to look towards national disciplinary standards and curriculum learning outcomes to develop relevant learning outcomes for librarian-led information literacy instruction. The assumption underlying this recommendation is that disciplinary faculty are knowledgeable of and use national standards to design their curricula and learning outcomes. This paper presents the results of a single-institution survey that explored California State University, Los Angeles faculty's knowledge of national disciplinary standards and program learning outcomes and tested if that knowledge is related to disciplinary faculty teaching information literacy. The findings suggest that faculty are generally more aware of program learning outcomes (PLOs) than national standards and that there is an association between knowledge of PLOs and teaching information literacy.

An Investigation of RtI/MTSS Knowledge, Skill, and Confidence Within Teacher Education

Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) are methods for meeting the needs of all students in the United States and other countries throughout the world. The purpose of this study was to assess preservice teachers’ knowledge of and confidence in RtI/MTSS implementation and assess faculty knowledge and integration of this content into the teacher education curriculum. Participants were preservice teachers and faculty members of the same Midwestern University. Implications for in-service training and teacher preparation programs are discussed in light of the findings.