Evaluation and comparison of aging education for undergraduates across multiple fields of study.

The college years represent a key opportunity for broadening the future gerontology workforce by introducing students to the aging content that may influence their career decisions, yet this content is often limited to students with behavioral health and health professions majors. The present study sought to determine the degree to which a Midwestern university's general education course on aging could increase learning, interest, knowledge, and ability to use knowledge for undergraduates across multiple fields of study. Participants included 560 undergraduate students, 48% of which were health professions majors, 28% behavioral health majors, and 23% majors in other fields. While all groups reported significant increases in learning, knowledge, and interest in aging studies, ANOVA found significant differences by students' field of study in reported ability to apply course knowledge in their career or organization. As demand increases for workers versed in the needs of the older adult population, it will be important for educators to incorporate career connections into aging studies coursework and make abundantly clear how students in all fields of study are necessary for the future gerontological workforce.

Perceptions and Utility of Course Evaluations in US Pharmacy Schools.

OBJECTIVE: This study aimed to describe the purpose, implementation, and perceived utility of course evaluations in pharmacy programs. METHODS: After a literature review, a 34-item survey was developed, pretested, and sent to assessment administrators at accredited pharmacy programs (N = 139) with at least 3 follow-ups. Descriptive and inferential statistics were performed in IBM SPSS Statistics software. RESULTS: A total of 90 programs responded (64.7% response rate). Most students (94%) were offered the opportunity to complete course evaluations. Some students completed evaluations during the course (47%), while others did so within 1 week of completion of the course (49%). Whether or not class time was given for students to complete the survey was often dependent on faculty choice (52.2%). Results were typically released after final grades were posted (92%), in time to use for the next semester of teaching (77%). Faculty were chosen to be evaluated by the number of teaching hours (50%) followed by all instructors (45.6%). Programs used the results for performance reviews by chairs (91%), course coordinator reviews (84%), and committee continuous quality improvement efforts (72%). Most programs did not provide faculty guidance on using evaluations (78%) nor development/mentoring (57%); only 22% of programs offered student development in completing evaluations. CONCLUSION: While most programs invite feedback from all students via evaluations, most did not provide guidance to faculty on how to use this feedback for faculty or course development purposes. A more robust process to optimize the use of course evaluations should be developed.

Microlearning and online simulation-based virtual consultation training module for the undergraduate medical curriculum - a preliminary evaluation.

BACKGROUND: Virtual consultation is a synchronous mode of telemedicine provided remotely via information and communication technology. The projected growth of digitalization in healthcare delivery, however, necessitates medical student training in virtual consultation (VC) to ensure safe and effective patient care. This study describes the implementation and preliminary evaluation of a competency-based VC training module for undergraduate medical students. METHODS: A newly developed six-week VC module was implemented online through asynchronous microlearning and synchronous simulation-based experiential learning modalities. Clinical students in years 4 and 5 and fresh graduates, who had not started pre-registration house officer or residency programmes, were invited to participate. Training outcomes using checklist-based video-recorded assessments of VC encounters between medical students and simulated patients were compared. Each video was independently assessed by two facilitators trained in VC teaching and assessment, using a direct observed virtual consultation skills checklist derived from established VC competencies. The participants completed course evaluations electronically as additional outcome measures. RESULTS: Fifty-two clinical phase medical students and alumni completed both the instructional and practical phases of this module. Altogether, 45 (95.7%) students found the module beneficial, and 46 (95.9%) reported increased self-efficacy for conducting VC. In total, 46 (95.9%) students would recommend the course to others. Post-test results showed a significant increase in the students' abilities to conduct a VC (t-test = 16.33, p < 0.05). CONCLUSION: Microlearning and simulation-based sessions were effective instructional delivery modalities for undergraduate medical students in their attainment of VC competencies.

Analysis of Student Perceptions of a Newly Developed Integrative System Course Model.

Background: During Spring 2021, we piloted a course model that integrated the immune system and HEENT (head, eyes, ears, nose, and throat) by concurrently presenting them in the context of clinical cases. Immune system topics (e.g., infection, cancer) were tied to their manifestations in the HEENT system, and concepts from both systems were consolidated in weekly case-based learning and small group discussion (CBL/SGD) sessions. Methods: To evaluate students' perceptions of the effectiveness of this model, we administered to the class a voluntary survey containing closed- and open-ended items; conducted a focus group of 10 students selected via convenience sampling; and employed a mixed approach to analyze the resulting data, including multiple qualitative methods. Results: Thirty-nine of 74 students completed the survey (53% response rate). In response to the item related to overall effectiveness of using CBL/SGD for system integration, nearly half (48.72%) of these students rated the overall effectiveness as average. Constant comparison analysis of the qualitative data revealed three major themes-student satisfaction with integration of immunology and HEENT, content and time involved in CBL/SGD, and suggestions for improvement-and classical content analysis revealed the relative importance of these themes. Participants held positive and negative perceptions, expressed concerns regarding CBL/SGD (e.g., its helpfulness, complexity), and made suggestions for improvement of integration. Conclusions: Using multiple methods allowed us to gain a deeper understanding of students' perceptions of the new course model, and we have taken actions to improve course quality in the future.

Indigenising systematic reviews with a collaborative model of 'training the trainers'.

BACKGROUND: Developing a workforce with the skills to produce and make judicious use of evidence for policy and practice decisions requires trainers who can tailor evidence and training to policy and practice priorities. AIM: To describe how a collaborative learning model adapted a systematic review course to suit Indian nurse educators and research scholars in the conduct and use of systematic reviews. DISCUSSION: A collaborative learning team of academics and research scholars brought together expertise in nursing education in India, and evidence synthesis in India and the UK. Participants found the course was highly beneficial, enhanced independent and critical thinking, and instilled them with the confidence and skills to deliver such courses to Indian researchers, nurses and other healthcare professionals. CONCLUSION: Contextualising materials and methods to participants' experiences made learning more relatable. The use of adult learning approaches enabled participants to apply the same approaches when leading training in their own institutions and underpinned long-term sustainable working relationships between facilitators and learners, leading to new studies and new resources to support evidence-informed decision-making. IMPLICATIONS FOR PRACTICE: An educational intervention on 'indigenising systematic reviews' with online collaborative learning can produce improvements in the knowledge and skills of participants. Advantages of this educational approach include its flexibility, active involvement of participants and sustainable partnership building. The principles and methods used could be replicated in any setting to train trainers.

Perceptions and attitudes of medical students towards student evaluation of teaching: A cross-sectional study.

BACKGROUND: Faculty evaluation surveys in the frame of student evaluation of teaching (SETs) are a widely utilized tool to assess faculty teaching. Although SETs are used regularly to evaluate teaching effectiveness, their sole use for making administrative decisions and as an indicator of teaching quality has been controversial. METHODS: A survey containing 22 items assessing demographics, perception, and factors for evaluating faculty was distributed to medical students at our institute. Statistical analyses were conducted using Microsoft Excel and R Software utilizing regression analysis and ANOVA test. RESULTS: The survey received 374 responses consisting of 191 (51.1%) male students and 183 (48.9%) female students. In all, 178 (47.5%) students considered the optimal time for providing faculty evaluation to be after the release of the exam results, compared to 127 (33.9%) students, who chose the after the exam but before the release of exam results option. When asked what happens whenever the tutor is aware about the SETs data, 273 (72.9%) and 254 (67.9%) students believed that it would influence the difficulty of the exam and grading/curving of the exam results, respectively. Better teaching skills (93%, 348), being responsive and open to student feedback and suggestions (84.7%, 317), being committed to class time and schedule (80.1%, 300), and an easier exam (68.6%, 257) were considered important factors to acquire a positive evaluation by a considerable proportion of students. Fewer lectures (P < 0.05), decreased number of slides per lecture (P < 0.01), easier exam (P < 0.05), and giving clues to students about the exam (P < 0.05) were found to be very important to obtain a positive tutor evaluation by students. CONCLUSIONS: Institutions ought to continue exploring areas of improvement in the faculty evaluation process while raising awareness among students about the importance and administrative implications of their feedback.

Self-leadership as an attribute of service leadership: Its relationship to well-being among university students in Hong Kong.

Introduction: In the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between "service leadership attributes" and "well-being" in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined. Methods: In this study, we collected data from 198 students to understand the linkages between "service leadership attributes" and "well-being" in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of "service leadership attributes" (i.e., "knowledge," "attitude," and "behavior") and "well-being" (i.e., "positive youth development attributes" and "life satisfaction"). Results: Results showed that the posttest scores on all three domains of "service leadership attributes" as well as two dimensions of "well-being" encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior. Discussion: Findings suggest that there is an intimate relationship between "service leadership attributes" and "well-being" in the "pre-work" context among university students.

Comparison of faculty and student evaluations of the hybrid teaching of orthopedics during the COVID-19 pandemic

Background@#In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. @*Objectives@#The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. @*Methodology@#Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. @*Results@#The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. @*Conclusion@#With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.

Exploring nursing students' knowledge of Alzheimer's disease.

BACKGROUND: As the number of people with a diagnosis of dementia continues to increase, it is essential that nurses have the skills required to provide high-quality care. However, there may be gaps in dementia teaching in undergraduate nurse education programmes in the UK. AIM: To assess knowledge of Alzheimer's disease among one cohort of third-year nursing students to improve the education content of the dementia module at Oxford Brookes University, England. METHOD: A total of 35 participants completed the Alzheimer's Disease Knowledge Scale, a validated tool that measures knowledge about risk factors, assessment and diagnosis, symptoms, course (disease progression), life impact, caregiving, and treatment and management. Data were analysed using quantitative methods. RESULTS: Participating students appeared to have greater knowledge about dementia in relation to treatment and management, life impact, caregiving, and assessment and diagnosis, and less knowledge about risk factors, course and symptoms. This may be because the focus of teaching is on caregiving and medical treatment. CONCLUSION: This study identified strengths and gaps in nursing students' knowledge of Alzheimer's disease. The results have informed recommendations for ways to improve the education content of the dementia module for future cohorts and to enhance dementia education in nursing, health and social care undergraduate programmes in general.

Exploring Factors Affecting Graduate Students' Satisfaction toward E-Learning in the Era of the COVID-19 Crisis.

BACKGROUND: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students' satisfaction with e-learning. AIM: This study aims to explore the factors influencing students' satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students' satisfaction and each course evaluation and instructor's performance. METHODOLOGY: In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students' satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM). RESULTS: The results indicated that the four factors were significantly associated with students' satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students' satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor's performance, student factors, course evaluation, and system quality on students' satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors' performance and students' satisfaction. CONCLUSION: This study finds that improving and enhancing student factors and system quality is critical for students' satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems.

[Has the SARS-CoV-2 pandemic improved teaching?-Virtual education in otorhinolaryngology from the students' perspective]. / Hat die SARS-CoV-2-Pandemie die Lehre verbessert? ­ Virtueller Unterricht im Fach HNO-Heilkunde aus Sicht der Studierenden.

BACKGROUND: The Severe acute respiratory syndrome coronavirus type 2 (SARS-CoV­2) pandemic has significantly changed the education of medical students. Due to the contact restrictions and the associated requirement for distance learning, digital teaching formats had to be implemented within a short period of time. The aim of our work was to analyze student evaluation data for virtual teaching in otorhinolaryngology (ORL) during the SARS-CoV­2 pandemic and to compare the data with previously obtained evaluation data under face-to-face conditions. MATERIALS AND METHODS: Evaluation data for the block practical courses in winter semester 2020/21 and summer semester 2021, which were carried out in a virtual format with a short face-to-face phase as well as those for the block practical courses from summer semester 2018 to winter semester 2019/20, which had been performed completely in a conventional face-to-face format, were analyzed. The anonymous survey of the students focused on various aspects of the courses such as organization, didactics and learning atmosphere. RESULTS: Of 16 surveyed categories, 14 (87.5%) showed significantly better evaluation results for the virtual courses compared to the courses carried out previously under face-to-face conditions. This very positive assessment of the digital teaching offer showed no significant change during the course of the pandemic over the period of two semesters. CONCLUSIONS: Our data show a high acceptance of digital teaching in ORL for students. Even though essential components of the medical education such as teaching on the patient and clinical-practical skills can still only be realized in a face-to-face format, our data suggest that digital elements could also play a role in medical education after the SARS-CoV­2 pandemic.

Using the MUSIC Inventory to Evaluate Pathology Courses: an Exploratory Study.

Background: The MUSIC Inventory evaluates student's academic motivation across five constructs. We aimed to examine its use in undergraduate medical pathology courses. Activity: Students from three pathology courses completed questions for three factors of the MUSIC Inventory plus one open-ended question. We conducted an exploratory analysis of the survey data. Results: Results showed that the open-ended responses corresponded to differences in ratings on the MUSIC Inventory. Discussion: Combining an open-ended question with the MUSIC Inventory identified differences in student motivation plus aspects of each course that could be improved. The MUSIC Inventory is an appropriate evaluation method for pathology teaching.

Satisfaction with HyFlex Teaching and Law-abiding Leadership Education in Hong Kong University Students Under COVID-19.

Since the early days of COVID-19, university teaching has changed from face-to-face format to online mode. With the gradual containment of the pandemic, there is no need for school lockdown. As a result, the teaching format has changed to HyFlex mode integrating both face-to-face and online modes. Obviously, it is necessary to understand the academic quality of life among students under the Hyflex teaching mode. In this paper, we report an evaluation study on a leadership subject in Hong Kong delivered via HyFlex teaching using a post-lecture evaluation strategy. In one of the lectures, we covered law-abiding leadership in university students, including abiding by the Hong Kong National Security Law. The post-lecture evaluation showed that students generally held positive views toward the HyFlex teaching and they perceived that the subject promoted their well-being indexed by psychosocial competence. Regarding the lecture on law-abiding leadership, students agreed that the lecture promoted their psychosocial competence, personal development, knowledge about law-abiding behavior and national security (including the Hong Kong National Security Law), and readiness to serve as socially responsible leaders. Positive perceptions of the lecture design, teacher performance, lecture content of law-abiding leadership and national security, and benefits positively predicted students' overall satisfaction with the lecture on law-abiding leadership and national security.

Evaluation of an online course for prevention of unwanted sexual behaviour in residential aged care services-A pilot study.

BACKGROUND: Residential aged care services (RACS) staff have substantial gaps in knowledge to prevent and manage unwanted sexual behaviour (USB) in RACS. OBJECTIVES: This study aimed to explore the feasibility of a pilot online course (intervention) addressing USB in RACS. METHOD: Development of a self-guided e-learning educational course was based on existing research, national and international approaches to human rights approaches to sexual assault and underwent internal and external peer review. An anonymous, online, cross-sectional survey was conducted post-intervention completion. RAC-Communiqué subscribers were recruited via an e-invitation. English speaking enrolled or registered nurses, employed in an Australian RACS, were eligible. From the 167 participants who expressed interest to enrol, 129 were eligible and 45 returned completed consent forms. Fifteen survey items regarding perceived competence and intervention satisfaction were analysed. RESULTS: The intervention addressed content pertaining to staffs' legal and regulatory requirements, managing incidents and awareness of key services. Thirty-eight of 45 eligible participants responded (84.4%). Participants reported they would recommend the intervention to a colleague (n = 36, 97.3%). Participants self-reported (i) advanced learning post-completion; (ii) raised awareness (n = 29, 78.4%) (iii) prompted current practice reflection (n = 35, 94.6%) and (iv) prompted improving USB workplace management (n = 34, 91.9%). Results are subjected to social desirability bias. CONCLUSIONS: The intervention was relevant, engaging and practical. The findings contribute to a more comprehensive understanding of the specific training topics relevant and useful to RACS staff. IMPLICATION FOR PRACTICE: E-learning tools could be an effective teaching method for USB in RACS. The intervention may be a useful tool to encourage staff to reflect and change current practice.

Supporting Self-Directed Learning: Development of a Faculty Evaluation Scale.

Construct: We sought to assess medical education faculty members' ability to support students in the development of self-regulated learning skills. Background: It is broadly agreed that medical students should become self-directed lifelong learners to succeed as physicians. To that end, many instruments have been developed that measure student attributes of self-directed learning (SDL). By contrast, no such analogous valid instrument is available to assess faculty familiarity in pedagogical strategies to promote SDL among students. Approach: An item bank with 45 items was created and its content-related validity evaluated by a panel of twenty experts. The items were selected and validated in the framework of Item Response Theory (IRT). The unidimensionality of all items within four constructs was assessed by using modified parallel analysis and 2 parameter IRT model calibration. The final version of the Recognition of Learning-Oriented Teaching Strategies (RoLOTS) instrument was validated by using the IRT marginal reliability as well as 2PL model calibrations. Different Item Functioning (DIF) in student-educators and gender was examined. Findings: The final version of RoLOTS included 20 items, with five in each of four subdomains: building content knowledge; the emotional and motivational aspects of learning; leveraging the social nature of the learning process; and metacognitive processes that promote student regulation of the learning process. Construct validity and reliability of each of the four domains were well supported by the results. Significant DIF was not detected in student-educator and gender. Conclusions: The RoLOTS successfully evaluated whether a faculty member is familiar with pedagogical tools to promote medical students' self-directed learning, which can be used as a first step in needs-based professional development. Further research is needed to provide more validity and reliability evidence among groups with diverse SDL experience.

Multifaceted Approach to Evaluation in a Pediatric and Adolescent Gynecology Rotation for Medical Students.

STUDY OBJECTIVE: We evaluated whether and to what extent a novel medical student rotation in pediatric and adolescent gynecology (PAG) increases clinical knowledge and skills and meets student needs and expectations. DESIGN: Constructivist prospective pre-post study and post-rotation student survey SETTING: Academic medical center PARTICIPANTS: Pilot study of 9 medical students, which represents the entire population of those who completed the rotation. INTERVENTIONS: Four-week clinical rotation in PAG MAIN OUTCOME MEASURES: Changes in clinical knowledge were measured by a pre- and post-intervention multiple-choice assessment, and clinical skills were assessed before and after the intervention using entrustable professional activities (EPAs); these data were analyzed with paired Student's t tests. Student evaluations of the rotation were measured through an anonymous, end-of-rotation, closed- and open-ended survey and were analyzed using descriptive statistics. RESULTS: A statistically significant increase in clinical knowledge was observed post-rotation, with a mean pretest score of 67.0% (standard deviation [SD] 1.7%) and a mean posttest score of 75.2% (SD 3.2%, P = 0.02). Statistically significant increases were observed for all EPAs between the first and final day of the rotation. Eight students who completed the post-rotation survey rated the rotation favorably (5 on a scale from 1 to 5). CONCLUSION: A multipronged evaluation showed that a new PAG clinical rotation significantly increased medical students' clinical skills and knowledge. This multifaceted evaluation method provides valuable insights to educators on how best to tailor a rotation to individual learners' levels of clinical skills and knowledge. If comparable rotations could be instituted and similarly evaluated in other medical schools, a noticeable knowledge/skill gap among trainees might be addressed.

National Security Law Education in Hong Kong: Qualitative Evaluation Based on the Perspective of the Students.

In this paper, we adopted a qualitative evaluation approach to understand the subjective views of the students on a program on law abidance leadership education covering the Hong Kong National Security Law. The program involves a 3 h lecture and 7 h of self-study on topics surrounding national security. To evaluate the program, we adopted a general qualitative research design to collect data via focus groups using a semi-structured interview guide. Researchers with a doctoral degree and qualitative research experiences conducted six focus groups involving 52 randomly selected students, with 6 to 12 participants per group. Results showed high inter-rater reliability in the thematic analyses. With reference to the questions in the semi-structured interviews, several observations could be highlighted. First, students had different views on different aspects of the lecture, including content, arrangement, lecture notes and assessment. Second, students generally had positive views of teachers' interaction with students and their teaching performance. Third, students had positive learning experiences and they perceived benefits and value of the program. Fourth, despite the positive comments of the students, some students proposed suggestions for improvement. Finally, the program was not seen as brainwashing by the students. Together with evaluation findings based on four other evaluation studies, the triangulated findings suggest that this program promoted the knowledge about law abidance leadership in the students and nurtured their positive attitudes towards law abidance.

Evaluation of the partners in research course: a patient and researcher co-created course to build capacity in patient-oriented research.

BACKGROUND: In the past decade, patient-oriented research (POR) has been at the forefront of healthcare research in Canada because it has the potential to make research more meaningful and relevant to patient needs. Despite this growing emphasis on and expectation to conduct POR, there is limited guidance about how to apply POR in practice. To address this capacity building need, the Knowledge Translation (KT) Program and patient partners co-designed, delivered, and evaluated Partners in Research (PiR), a 2-month online course for patients and researchers to collectively learn how to conduct and engage in POR. METHODS: PiR was delivered to 4 cohorts of patients and researchers between 2017 and 2018. For each cohort, we evaluated the impact of the course on participants' knowledge, self-efficacy, intentions, and use of POR using surveys at 3 time points: baseline, post-course and 6-months post-course. We also monitored the process of course design and delivery by assessing implementation quality of the PiR course. Participants were asked to rate their satisfaction with course format, course materials, quality of delivery and their level of engagement via a 7-point Likert scale in the post-course survey. RESULTS: A total of 151 participants enrolled in the PiR course throughout the 4 cohorts. Of these, 49 patients and 33 researchers (n = 82 participants) consented to participate in the course evaluation. Process and outcome evaluations collected over a 9-month period indicated that participation in the PiR course increased knowledge of POR concepts for patients (p < .001) and for researchers (p < .001) from pre-course to post-course timepoints. Likewise, self-efficacy to engage in POR increased from baseline to post-course for both patients (p < .001) and researchers (p < .001). Moreover, participants reported high levels of satisfaction with content, delivery and interactive components of the course. CONCLUSIONS: The PiR course increased capacity in POR for both researchers and patients. This work enhances our understanding of how to design useful and engaging education opportunities to increase patient and researcher capacity in POR.

Patient-oriented research (POR) is the meaningful inclusion of patients as active contributing partners in research. In meaningful POR, patients are engaged and valued as contributory members of the research team throughout the research process, from developing research questions, participating in research activities, to sharing new research findings. In Canada, POR is recognized as an important component of research and many healthcare institutions aim to engage patients in their work. However, there is little guidance on how patients and researchers can effectively participate as equal partners in research activities. To address the need for POR education opportunities, we launched Partners in Research (PiR), a 2­month online course for patients and researchers to learn how to conduct and engage in POR. This paper describes the design, delivery, and evaluation of the PiR course, with a focus on the following objectives: (1) To assess the impact of the PiR course on participant knowledge, confidence, intentions and use of POR (2) To determine the quality of course design and delivery and its ability to achieve learning objectives (3) To identify factors that limit and facilitate participation in POR The findings from the evaluation show that the PiR course was effective in increasing knowledge of, and confidence in POR concepts. In addition, the course was well-received, with participants reporting a high level of engagement in course content and activities. Overall, this work supports our understanding of how to design useful and engaging opportunities to increase patient and researcher capacity in POR.

The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention.

BACKGROUND: Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants' (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. METHOD: Participants from the 2013-2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar's tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. RESULTS: There were significant improvements in almost all self-ratings on program surveys (p < 0.05). Greatest improvements were seen in "understand the promotions process" (36% vs. 94%), "comfortable negotiating" (35% vs. 74%), and "time management" (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p = 0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16-2.23, p-value = 0.004). There was significant difference found in time-to-departure (p < 0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16-0.34, p < 0.0001). CONCLUSIONS: LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.