The Distinguished Teaching Society at the Johns Hopkins University School of Medicine: A Student-Led Initiative to Recognize Clinical Educators.

Autor:	Gupta PB; P.B. Gupta is a first-year resident, Emergency Medicine, Stanford University School of Medicine, Palo Alto, California. At the time of writing, the author was a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland., McRae AE; A.E. McRae is a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland., Franke JL; J.L. Franke is a third-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland., Saba JA; J.A. Saba is a fourth-year student, Medical Scientist Training Program, Johns Hopkins University School of Medicine, Baltimore, Maryland., Soroosh GP; G.P. Soroosh is a fourth-year medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland., Solomon BS; B.S. Solomon is assistant dean for medical student affairs and professor of pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland., Cofrancesco J Jr; J. Cofrancesco Jr is Johns Hopkins Institute for Excellence in Education professor of medicine and director, Institute for Excellence in Education, Johns Hopkins University School of Medicine, Baltimore, Maryland.
Jazyk:	angličtina
Zdroj:	Academic medicine : journal of the Association of American Medical Colleges [Acad Med] 2021 Aug 01; Vol. 96 (8), pp. 1160-1163. Date of Electronic Publication: 2020 Dec 08.
DOI:	10.1097/ACM.0000000000003873
Abstrakt:	Problem: Some focus on recognizing excellence in clinical teaching has been lost with the increasing emphasis placed on clinical efficiency and value. Clinical teaching awards and academies of educators aim to address this problem. In 2015, medical student leaders at the Johns Hopkins University School of Medicine created the Distinguished Teaching Society (DTS), a student-driven program to recognize the best clinical educators. Approach: Medical students designed a comprehensive scoring rubric focusing on 3 domains: feedback and evaluation, role model behavior, and teaching process. A student committee solicits student nominations providing narratives endorsing faculty or house staff for potential inclusion in the DTS. Using the rubric, student judges score each deidentified narrative nomination, as well as an application from finalists and comments about finalists submitted by the student body. Inductees are recognized at an annual ceremony. Outcomes: From academic years 2015-2016 to 2018-2019, students nominated 254 unique candidates, and 82 nominees (32%) were inducted into the DTS. The majority of inductees were faculty and male. In 2017-2018 and 2018-2019, nearly half of inductees were female, and less than 10% of inductees self-reported as underrepresented in medicine and/or LGBTQ+. The Department of Internal Medicine had the greatest departmental representation. There were no statistically significant differences in the proportional representation within the nomination and inductee cohorts by gender, rank, and department. Several process changes were made in response to student feedback and to increase nominee and inductee diversity. Next Steps: Next steps include adding a diversity and inclusion chair to the student committee and collecting survey data on student and DTS inductee opinions on how to improve learner-teacher engagement and the clinical learning environment. Future activities may include educational workshops, panel discussions, mentorship programs, and networking events. Other medical schools may find value in considering similar structures. (Copyright © 2020 by the Association of American Medical Colleges.)
Databáze:	MEDLINE
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