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Lost in the pandemic: COVID‐19's impact on health professions educators.

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Title: Lost in the pandemic: COVID‐19's impact on health professions educators.
Authors: Newman, Lori R.1,2 (AUTHOR) lori.newman@childrens.harvard.edu, Nagler, Alisa3 (AUTHOR), Rudd, Mariah4 (AUTHOR), Blanchard, Rebecca D.5,6 (AUTHOR), Whicker, Shari A.4,7 (AUTHOR), Winn, Ariel S.1 (AUTHOR), Cohen, Amy P.8 (AUTHOR), Parry, Gareth9,10 (AUTHOR), Leichtner, Alan M.1,2 (AUTHOR), Kesselheim, Jennifer C.1,11 (AUTHOR)
Source: Clinical Teacher. Oct2024, Vol. 21 Issue 5, p1-10. 10p.
Subject Terms: *Career development, *Educational leadership, Medical personnel, Member services, Communities of practice
Abstract: Background: Minimal research has explored the pandemic's impact on health professions educators (HPEs). Given that health professions educator academies provide centralised support and professional development to HPEs through communities of practice and promoting education at their institutions, it is important to examine how academies met HPEs' needs during the pandemic. This study investigates the COVID‐19 pandemic's effects on HPEs and examines how academies supported HPEs' educational roles during the pandemic. Methods: Using a mixed‐methods approach, the authors surveyed United States educator academy members on changes in HPEs' activities, emphasising clinical and educational tasks and work–life integration. Participants shared their academies' innovations and support responses. Data were analysed using chi‐square and content analyses. Findings: Twenty percent of 2784 recipients (n = 559) completed the survey. Most respondents indicated the pandemic caused them to spend more time on clinical and education leadership/administration than before the pandemic. HPEs integrated innovative instructional strategies, yet many shifted away from teaching, mentoring and scholarship. Over half were dissatisfied with work–life integration during the pandemic. Females, especially, reported that professional work was compromised by personal caregiving. Academies increased their range of member services; however, they did not fully meet their members' needs, including providing expanded professional development and advocating on HPE's behalf for increased protected time dedicated to educator responsibilities. Discussion: HPEs faced unprecedented challenges in their personal and professional lives during the COVID‐19 pandemic. Neglecting the needs of HPEs amidst global crises poses a substantial threat to the quality of education for upcoming generations of health care professionals. [ABSTRACT FROM AUTHOR]
Copyright of Clinical Teacher is the property of Wiley-Blackwell 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.)
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  Data: Lost in the pandemic: COVID‐19's impact on health professions educators.
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  Data: <searchLink fieldCode="AR" term="%22Newman%2C+Lori+R%2E%22">Newman, Lori R.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> lori.newman@childrens.harvard.edu</i><br /><searchLink fieldCode="AR" term="%22Nagler%2C+Alisa%22">Nagler, Alisa</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rudd%2C+Mariah%22">Rudd, Mariah</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Blanchard%2C+Rebecca+D%2E%22">Blanchard, Rebecca D.</searchLink><relatesTo>5,6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Whicker%2C+Shari+A%2E%22">Whicker, Shari A.</searchLink><relatesTo>4,7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Winn%2C+Ariel+S%2E%22">Winn, Ariel S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cohen%2C+Amy+P%2E%22">Cohen, Amy P.</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Parry%2C+Gareth%22">Parry, Gareth</searchLink><relatesTo>9,10</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leichtner%2C+Alan+M%2E%22">Leichtner, Alan M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kesselheim%2C+Jennifer+C%2E%22">Kesselheim, Jennifer C.</searchLink><relatesTo>1,11</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Clinical+Teacher%22">Clinical Teacher</searchLink>. Oct2024, Vol. 21 Issue 5, p1-10. 10p.
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  Data: Background: Minimal research has explored the pandemic's impact on health professions educators (HPEs). Given that health professions educator academies provide centralised support and professional development to HPEs through communities of practice and promoting education at their institutions, it is important to examine how academies met HPEs' needs during the pandemic. This study investigates the COVID‐19 pandemic's effects on HPEs and examines how academies supported HPEs' educational roles during the pandemic. Methods: Using a mixed‐methods approach, the authors surveyed United States educator academy members on changes in HPEs' activities, emphasising clinical and educational tasks and work–life integration. Participants shared their academies' innovations and support responses. Data were analysed using chi‐square and content analyses. Findings: Twenty percent of 2784 recipients (n = 559) completed the survey. Most respondents indicated the pandemic caused them to spend more time on clinical and education leadership/administration than before the pandemic. HPEs integrated innovative instructional strategies, yet many shifted away from teaching, mentoring and scholarship. Over half were dissatisfied with work–life integration during the pandemic. Females, especially, reported that professional work was compromised by personal caregiving. Academies increased their range of member services; however, they did not fully meet their members' needs, including providing expanded professional development and advocating on HPE's behalf for increased protected time dedicated to educator responsibilities. Discussion: HPEs faced unprecedented challenges in their personal and professional lives during the COVID‐19 pandemic. Neglecting the needs of HPEs amidst global crises poses a substantial threat to the quality of education for upcoming generations of health care professionals. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Clinical Teacher is the property of Wiley-Blackwell 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.)
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