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Faculty motivations for leading clinical clerkship electives: A qualitative study.

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Title: Faculty motivations for leading clinical clerkship electives: A qualitative study.
Authors: Sheu, Leslie1,2, Charondo, Leslie Bernal2, O'Sullivan, Patricia S.1,2,3
Source: Medical Teacher. Oct2022, Vol. 44 Issue 10, p1109-1115. 7p.
Subject Terms: *School environment, *Vocational guidance, *Motivation (Psychology), *Research methodology, *Endowment of research, *Qualitative research, *Ability, *Training, *Job satisfaction, *Medical education, Leadership, Executives, Interviewing, Professional identity, Clinical medicine, Thematic analysis, Commitment (Psychology)
Geographic Terms: United States
Abstract: Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members' reasons for volunteering and remaining as clerkship elective directors, an unfunded leadership position. In this qualitative study, the authors conducted 17 semi-structured interviews with clerkship elective directors in March 2021. The authors conducted a thematic analysis of deidentified transcripts using motivation theories as a lens. Directors' motivations to engage in this unfunded educational leadership position stemmed from their existing clinician-educator identity and a sense of purpose and duty. Directors are sustained by the satisfaction derived from witnessing the positive impact they have on learners' career development and skills building, the impact of learners on the clinical environment, as well as personal benefits in the mastery of educator skills and enhanced visibility as educators. Unfunded educational leadership positions can advance clinician-educators' commitment to learners and alter the learning environment. Strategies for faculty recruitment and retention in unfunded leadership positions include ensuring meaningful contact with learners, as well as opportunities for personal career development through skills building and enhanced visibility through recognition. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Oct2022, Vol. 44 Issue 10, p1109-1115. 7p.
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  Data: Faculty are motivated to pursue clinician-educator careers out of a sense of purpose, duty, connectedness, satisfaction, and mastery. Yet, many suffer from burnout due to a lack of funding, resources, and competing clinical demands. Reasons for clinician-educator participation in unfunded educational leadership positions are underexplored. This study examined faculty members' reasons for volunteering and remaining as clerkship elective directors, an unfunded leadership position. In this qualitative study, the authors conducted 17 semi-structured interviews with clerkship elective directors in March 2021. The authors conducted a thematic analysis of deidentified transcripts using motivation theories as a lens. Directors' motivations to engage in this unfunded educational leadership position stemmed from their existing clinician-educator identity and a sense of purpose and duty. Directors are sustained by the satisfaction derived from witnessing the positive impact they have on learners' career development and skills building, the impact of learners on the clinical environment, as well as personal benefits in the mastery of educator skills and enhanced visibility as educators. Unfunded educational leadership positions can advance clinician-educators' commitment to learners and alter the learning environment. Strategies for faculty recruitment and retention in unfunded leadership positions include ensuring meaningful contact with learners, as well as opportunities for personal career development through skills building and enhanced visibility through recognition. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159584608
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        Value: 10.1080/0142159X.2022.2058388
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        Text: English
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        PageCount: 7
        StartPage: 1109
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Vocational guidance
        Type: general
      – SubjectFull: Motivation (Psychology)
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      – SubjectFull: Research methodology
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      – SubjectFull: Ability
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      – SubjectFull: Training
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      – SubjectFull: Medical education
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      – SubjectFull: Leadership
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      – SubjectFull: Executives
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      – SubjectFull: Interviewing
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      – SubjectFull: Clinical medicine
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Commitment (Psychology)
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      – SubjectFull: United States
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      – TitleFull: Faculty motivations for leading clinical clerkship electives: A qualitative study.
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              Text: Oct2022
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