TY - JOUR
T1 - Characterization and Perceptions of Surgical Clinician Educators
T2 - An International Survey
AU - Lindeman, Brenessa
AU - Ibrahim, Halah
AU - Stadler, Dora
AU - Archuleta, Sophia
AU - Cofrancesco, Joseph
N1 - Funding Information:
The authors wish to thank Amanda Bertram, MS, and the Johns Hopkins University School of Medicine, GIM CEMSP, for data entry and technical assistance. The authors would also like to thank all the international clinician educators and leaders who completed the survey and the graduate medical education office staff of each participating institution. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. None. The study received approval from the institutional review boards of Johns Hopkins University School of Medicine in Baltimore, Hamad Medical Corporation and Weill Cornell Medicine in Qatar, National University of Singapore, and the Al Ain Research Ethics Committee of the United Arab Emirates. The study team also received approval from the graduate medical education office of each participating site.
Publisher Copyright:
© 2018
PY - 2018/11
Y1 - 2018/11
N2 - OBJECTIVE: Surgeons worldwide face unique time and practice pressures differentiating them from other types of physicians, specifically as clinician educators (CEs). The purpose of this study is to identify and describe academic surgical clinician educators (SCEs) in international graduate medical education systems, characterize their perceptions of roles, preparedness, and factors affecting job satisfaction and retention, as compared to nonsurgical international CEs. DESIGN, SETTING, AND PARTICIPANTS: A cross-sectional survey of CEs was conducted June 2013-June 2014 at academic medical centers in Singapore, Qatar, and the United Arab Emirates that adopted competency-based graduate medical education and received accreditation by the Accreditation Council for Graduate Medical Education-International. RESULTS: Two hundred seventy-six (76.3%) of 359 eligible physicians responded; 64 (23.2%) were SCEs. SCEs were predominantly male (80%), less than 50 years of age (83%), with 64% having been in their current position less than 5 years. Overall, SCEs were significantly less confident, as compared to nonsurgical CEs, in aspects of educational programs, including curriculum development, assessment, and mentorship. SCEs spent significantly more time engaged in patient care activities, as compared to nonsurgeon colleagues. There were no significant differences between SCEs and nonsurgical CEs in terms of work-life balance and satisfaction with responsibilities, position, or potential promotion, with most SCEs intending to stay in academic medicine. CONCLUSIONS: Academic SCEs working in the international programs reported overall job satisfaction with a desire to remain in academic medicine. However, SCEs have several faculty development needs. International surgical training programs can develop and expand offerings in teaching and education to improve skills and maintain SCE satisfaction and retention, necessary to successfully train the next generation of surgeons.
AB - OBJECTIVE: Surgeons worldwide face unique time and practice pressures differentiating them from other types of physicians, specifically as clinician educators (CEs). The purpose of this study is to identify and describe academic surgical clinician educators (SCEs) in international graduate medical education systems, characterize their perceptions of roles, preparedness, and factors affecting job satisfaction and retention, as compared to nonsurgical international CEs. DESIGN, SETTING, AND PARTICIPANTS: A cross-sectional survey of CEs was conducted June 2013-June 2014 at academic medical centers in Singapore, Qatar, and the United Arab Emirates that adopted competency-based graduate medical education and received accreditation by the Accreditation Council for Graduate Medical Education-International. RESULTS: Two hundred seventy-six (76.3%) of 359 eligible physicians responded; 64 (23.2%) were SCEs. SCEs were predominantly male (80%), less than 50 years of age (83%), with 64% having been in their current position less than 5 years. Overall, SCEs were significantly less confident, as compared to nonsurgical CEs, in aspects of educational programs, including curriculum development, assessment, and mentorship. SCEs spent significantly more time engaged in patient care activities, as compared to nonsurgeon colleagues. There were no significant differences between SCEs and nonsurgical CEs in terms of work-life balance and satisfaction with responsibilities, position, or potential promotion, with most SCEs intending to stay in academic medicine. CONCLUSIONS: Academic SCEs working in the international programs reported overall job satisfaction with a desire to remain in academic medicine. However, SCEs have several faculty development needs. International surgical training programs can develop and expand offerings in teaching and education to improve skills and maintain SCE satisfaction and retention, necessary to successfully train the next generation of surgeons.
KW - Career satisfaction
KW - Clinician educator
KW - International graduate medical education
KW - Surgical workforce
KW - Systems-Based Practice
UR - http://www.scopus.com/inward/record.url?scp=85048863652&partnerID=8YFLogxK
U2 - 10.1016/j.jsurg.2018.05.006
DO - 10.1016/j.jsurg.2018.05.006
M3 - Article
C2 - 29935924
AN - SCOPUS:85048863652
SN - 1931-7204
VL - 75
SP - 1513
EP - 1519
JO - Journal of Surgical Education
JF - Journal of Surgical Education
IS - 6
ER -