Faculty members acceptance of web-based education.

OBJECTIVE: To assess the effect of the WebCLS project on clinical laboratory science (CLS) faculty members including improvement of participating CLS educators' skills in designing, developing, delivering, and evaluating interactive, Web-based instructional programs. DESIGN: A survey was developed that included 24 statements related to respondents' perceptions of how their participation in the project: a) improved their course development skills, b) developed their evaluation skills, and c) affected them personally. Four open-ended questions asked the respondents to comment on the project's effect on their traditional course development skills, plans for future usage of WebCLS-produced course materials, the most beneficial outcomes of their participation, any problems that participation in the project caused them, and any unexpected positive or negative outcomes that could be attributed to their participation. SETTING: The survey was sent to 27 individuals who had participated in the project. RESULTS: Twenty-four participants completed the survey for an 89% response rate. The mean response was 6.82 (S.D. 2.32) with sixteen respondents' (73%) reporting participation at the mean or above. CONCLUSION: Overall, the WebCLS project accomplished its objective of improving CLS educators' Web-based, distance education course development skills. One of the most positive outcomes of the project was the survey respondents' belief that their participation in the project expanded their contacts with colleagues in CLS education as well as with instructional design experts, computer programmers, and other technical support personnel. Furthermore, this outcome prompted several participating faculty to report that this enhanced collegial relationship will sustain their interest in curriculum development over time.     

Evaluating the effectiveness of occupational therapy faculty development workshops.

OBJECTIVE: The purpose of this study was to evaluate, from the participants' perspective, the effectiveness over time of 10 occupational therapy faculty development workshops conducted between 1994 and 1998. METHOD: Surveys were mailed to 179 occupational therapy faculty participants to gather demographic data and perceptions of the following aspects of the workshops: benefits over time of the instructional content, changes made in current teaching practices, progress as a faculty member, and future needs for faculty development. RESULTS: The response rate was 63% (n = 106). The majority (72%) of respondents had less than 5 years of teaching experience. Respondents were women in their early 40s with approximately 12 years of clinical experience and a master's degree. Respondents perceived the most effective aspect of the faculty development workshops as the opportunity to participate in a face-to-face environment in which they observed the skills of a master teacher demonstrating instructional principles. Further, respondents reported that the greatest changes in their current teaching practices occurred in their ability to design, implement, and evaluate a course of instruction, thus increasing their perceptions of progress as a faculty member. CONCLUSION: The 10 faculty development workshops conducted between 1994 and 1998 were judged effective by occupational therapy faculty members who perceived that their participation resulted in benefits over time to their current teaching practices.     

Respiratory care managers' preferences regarding baccalaureate and master's degree education for respiratory therapists

OBJECTIVE: Determine respiratory care managers' preferences regarding baccalaureate and master's degree education for practicing respiratory therapists (RTs). METHODS: A survey was mailed to 1,444 members of the Management Section of the American Association for Respiratory Care. Managers were asked about their preferences for RTs who hold or are pursuing baccalaureate degrees, the value of various courses of study (majors), and degrees earned via distance learning. Demographic data and attitudes about distance learning, content, and target audiences for master's degree programs were also collected. RESULTS: Twenty-six percent of those polled responded. Thirty-four percent of respondents preferred baccalaureate degree over associate degree for entry-level RTs, 28% had no preference, and 38% no opinion. Regarding hiring of experienced RTs, 70% of respondents preferred RTs with baccalaureate degrees. Regarding baccalaureate completion degree majors, advanced respiratory care practice was most highly valued. Sixty percent thought that a degree earned via distance learning was equivalent to one earned in the traditional classroom setting; 23% thought a distance learning degree was of less value; 3% thought a distance learning degree was of greater value; and 14% were uncertain. The respondents thought graduate degrees were valuable for managers, clinical specialists, educators, and supervisors. Although 95% of managers would recommend graduate programs that have some distance learning courses, only 75% would recommend programs offered solely via distance learning. CONCLUSIONS: For RTs who plan to complete a baccalaureate degree, majoring in advanced respiratory care practice is potentially valuable. Managers showed preference for hiring experienced RTs with baccalaureate degrees but did not prefer entry-level therapists with baccalaureate degrees. Graduate degrees are supported for managers, clinical specialists, educators, and supervisors. Most managers supported some use of distance learning for graduate degrees.     

Learning and utilization of generic skills by practitioners in the field of clinical laboratory science/medical technology.

OBJECTIVE: To determine whether and to what extent generic skills that are learned by practitioners are used on their clinical laboratory science/medical technologist (CLS/MT) jobs; and to determine if there are any significant differences in learning and/or using these skills by practitioners who were CLS/MT vs. Other BA/BS degree majors. DESIGN: In the field (ITF) laboratory practitioners were surveyed as to whether or not they: 1) were CLS/MT program graduates; 2) utilized the following generic skills in their jobs: analytical reasoning, communication, computer use, data correlation, decision making, precision studies, problem solving, quality assessment, supervision, teaching, technical writing, troubleshooting, research and utilization review; 3) learned these skills as students or practitioners. SETTINGS AND PARTICIPANTS: Data were collected from 515 CLS/MT ITF participants who were part of an ongoing longitudinal study. MAIN OUTCOME MEASURES: Participants were asked if they were CLS/MT program graduates; whether they used the skills frequently, sometimes, rarely or never; and whether they initially learned the skills as students or developed them on the job (OTJ). Chi square analyses were performed to test for differences among groups. RESULTS: The response rate was 44%. Frequencies for using the skills were generally over 90% with three exceptions reported as rarely or never used by the majority of the respondents, and two exceptions reported as being approximately equally used or not used by the respondents. A sizable minority (23% to 45%) of the sample reported never learning six of the skills. Significant (p < 0.05) chi square results occurred between learning and utilizing the following skills: computer use, participation in research, problem solving, supervision, technical writing and utilization studies. Although a consistently higher proportion of the CLS/MT graduates reported learning the skills as students and Other BA/BS graduates reported learning them OTJ, no significant differences between these sub-groups were observed for either learning or using these skills. CONCLUSION: For this sample group, most generic skills learned as CLS/MT students and/or practitioners are applied to the ITF jobs and are generally congruent with what is being taught in CLS/MT programs. However, there are some notable exceptions.     

Assessment of the graduate studies background of CLS faculty in university-based programs.

OBJECTIVE: To identify the degrees held and the graduate majors or fields of study for faculty teaching full-time and part-time in university-based, baccalaureate-degree clinical laboratory science/medical technology (CLS/MT) programs. DESIGN AND PARTICIPANTS: A survey and letter of project explanation was sent electronically to the 110 program directors of NAACLS-accredited university-based CLS/MT programs in the United States in May, 2003. Program directors were requested to provide for each full-time and part-time faculty member the following information: titles for all degrees held, major/field of study for each degree held, all specialist certifications held, all other formal degrees or certificates held, and all courses/areas taught in the CLS curriculum. RESULTS: Information was provided on 288 faculty in 52 CLS/MT programs, for a response rate of 47%. The majority of faculty (75%) described were full-time. A doctorate was held by 43% of the reported faculty, while 46% held a master's degree as their highest degree, and 11 % only a BS in CLS or in biology plus a certificate from a hospital-based CLS/MT program. Graduate degrees in a science major or field represented 52% of the degrees held by the reported faculty, while 48% of the graduate degrees were in education, public health, or administration. Only 13% of the reported faculty held master's degrees specifically in CLS. Detailed results are provided for degrees held, majors/fields of study, and specialist certifications by specific courses/areas of the curriculum taught. CONCLUSIONS: The results of this survey indicate that many faculty teaching in university-based CLS/MT programs are extending their preparation as scientists to the graduate level. This should prepare these faculty for their responsibilities in not only teaching but also research. A case cannot be made that a doctorate, as opposed to a master's degree, is viewed as the 'terminal degree' as less than half of the reported faculty in this study as well as others, held a doctorate. The results reported provide a national perspective on the graduate backgrounds of CLS faculty for comparison to an individual program's faculty during programmatic or institutional accreditation reviews.     

Perspectives on faculty clinical practice: views of occupational therapy curriculum chairpersons and faculty members.

OBJECTIVE: This study investigated whether and how faculty clinical practice (FCP) was being implemented in occupational therapy professional education programs. METHOD: Chairpersons and faculty members from all accredited entry-level occupational therapy curricula in the United States were asked to complete questionnaires about their involvement in FCP. The chairperson questionnaire consisted of primarily closed-ended questions that addressed the organization of faculty practice within their programs, whereas the faculty questionnaire was primarily open-ended and addressed faculty members' individual involvement in FCP as well as the perceived benefits and drawbacks. Responses were analyzed for 39 program chairpersons and 136 faculty members were analyzed. RESULTS: Twenty-five chairperson respondents reported that their educational program had FCP, and 44 faculty respondents indicated involvement in FCP during the past year. FCP was more prevalent in public-funded institutions and academic health centers. Faculty members primarily engaged in FCP in order to stay current, enhance teaching, and develop networks. They reported increased credibility with students as an important benefit of clinical practice. The primary reasons faculty members did not engage in clinical practice were insufficient time and institutional policies. CONCLUSION: Although many faculty members in occupational therapy education programs value clinical practice as a part of their educator role, it is necessary to negotiate responsibilities and rewards to prevent role overload and comply with institutional policies.     

The Stanford faculty development program: A dissemination approach to faculty development for medical teachers

The Stanford Faculty Development Program, designed to improve the instructional skills of clinical teachers, uses a dissemination model to provide faculty development activities for medical schools across the country. Selected clinical faculty attend a month‐long training program at Stanford University Medical Center and then return to their home institutions to conduct seminars for their fellow faculty and for residents in one of three content areas: (a) principles and skills of clinical teaching, (b) the teaching of medical decision making, or (c) the teaching of clinical preventive medicine. Faculty from institutions affiliated with over one quarter of U.S. medical schools have participated in the program. From 1986 through 1991, the program has trained 67 seminar facilitators from 47 institutions who have then conducted training for over 500 faculty and 200 residents. The extent of dissemination indicates that this approach provides a feasible mechanism for delivering faculty development in a wide variety of institutions.     

Scholarly activities among clinical laboratory science faculty.

OBJECTIVES: To describe the research and scholarly productivity of faculty in four-year college and university clinical laboratory science (CLS) programs. To identify meaningful scholarship, to assign values to that scholarship, and to list the top 15 CLS programs according to faculty research productivity. DESIGN: In 1996, a national study involving 127 college and university CLS programs was conducted to determine whether faculty were participating in research. A questionnaire was distributed to 505 faculty members. Data from 286 respondents (57% response) representing 114 of 127 (90%) CLS programs were analyzed. SETTING: The study took place at The Ohio State University with collaboration from the University of Tennessee-Memphis and the University of Minnesota. PARTICIPANTS: All CLS faculty within a four-year university or college sponsoring a CLS program were invited to participate. MAIN OUTCOME MEASURES: To determine whether CLS faculty scholarly activities have been strengthened in the last decade, to quantitate scholarship productivity by point assessment, and to list the top 15 CLS programs according to faculty research productivity. RESULTS: Research productivity included time spent in research, numbers of publications and presentations, and grantsmanship. Data indicate that faculty who possess earned doctorates and are employed by research universities have higher levels of research productivity. While 46% of the CLS faculty hold doctorates and 50% are tenured, 42% of all CLS faculty members have not published a research paper or abstract since 1990. Conversely, faculty in some non-research institutions may not be expected to participate in such scholarly activities. On the other hand, 23% of the faculty responding had published six or more articles or abstracts since 1990, 46% were successful in obtaining external funding, and 15% of faculty members had been awarded grants larger than $100,000. CONCLUSIONS: The top 10% of clinical laboratory science faculty researchers are performing approximately one-half of all scholarly activities. The top fifteen research programs in CLS are identified, and not surprisingly, are located in research universities. In the past decade, and generally speaking, CLS faculty have made progress in scholarship including highest degree obtained, publications, presentations, and grantsmanship.     

Genetics and molecular diagnostics in the clinical laboratory science curriculum.

OBJECTIVE: To determine the nature and extent of education in human genetics and molecular diagnostics in clinical laboratory science (CLS) programs throughout the U.S. DESIGN: A written survey was mailed to 263 CLS programs. Data were expressed as raw numbers and percentages of responses. SETTING: State University of New York, Upstate Medical University. PARTICIPANTS: There were 162 responses and 151 usable surveys. Most respondents (86.8%) were department chairs/CLS program directors; 13.2% were CLS faculty or educational coordinators. MAIN OUTCOME MEASURES: Questions were designed to determine frequency of CLS programs providing education in genetics, specific molecular methods and clinical applications, format of instruction, satisfaction levels with education provided, and perceptions on importance of teaching genetics, molecular diagnostics, and related hands-on experiences. RESULTS: Over 92% of CLS programs teach human genetics and molecular diagnostics in varied formats. Polymerase chain reaction was the most frequently taught molecular method; microorganism detection, the most commonly taught clinical application. More programs teach theory than provide hands-on experience in molecular diagnostics. Only 59 (39.1%) teach related ethical issues. Sixty-seven respondents (44.4%) were dissatisfied with the education they provide, due to lack of time to teach the material (n = 49; 73.1%), lack of knowledgeable faculty (n = 43; 64.2%), and expense of methods (n = 37; 55.2%). Most respondents felt it was important to include human genetics (n = 145; 96%) and molecular diagnostics (n = 149; 98.7%) in their curriculum, and related hands-on experiences in the student laboratory (n = 106; 70.2%) or clinical rotation (n = 135; 89.4%). Over 82% (n = 124) expected instruction of molecular diagnostics to increase in the next five years. CONCLUSION: Most CLS programs include human genetics and molecular diagnostics in their curriculum, and expect the education they provide to increase in the next 5 years. In order to meet this expectation, CLS programs may need to provide opportunities for faculty training, seek funding to cover the cost of methods, and consider innovative curriculum changes.     

Analyzing the teaching style of nursing faculty. Does it promote a student-centered or teacher-centered learning environment?

The purposes of this study were to a) describe the predominant teaching style of a group of nursing faculty members, either as teacher centered or student centered, and b) to compare teaching style to the instructional methods the faculty members used in the courses they taught and to their stated philosophies of teaching/learning. Findings indicate that the participants were more teacher centered than student centered; their written philosophies supported the teacher-centered approach. However, evidence that faculty used student-centered language, often in a teacher-centered context, indicates that participants in the study may recognize the need for a student-centered environment but may have difficulty with implementation. Recommendations for faculty members and administrators are offered.     

A faculty development program evaluation: from needs assessment to long-term effects, of the teaching skills improvement program

BACKGROUND: We evaluated whether the faculty development program, the Teaching Skills Improvement Program, met medical educators' needs at Hacettepe University Faculty of Medicine, Turkey. In a 1997 needs assessment survey, large proportions of 178 medical educators assessed their knowledge of educational issues and teaching skills as good or excellent. Nonetheless, 86% of the respondents stated they would like to participate in a future training program focused on the content indicated in the survey. DESCRIPTION AND EVALUATION: In 1998, 83 faculty members took part in the program and expressed a high degree of satisfaction with its content and organization, as well as the course trainers' teaching. Most of the participants got high scores on a test of knowledge related to the course content and performed proficiently in a microteaching session. CONCLUSION: Six months to a year later, large proportions of the participants reported using many of the training techniques in their teaching program.     

The learning and application of generic skills by CLSs/MTs who have 'left the field'.

OBJECTIVE: To determine whether generic skills that dinical laboratory scientists (CLSs)/medical technologists (MTs) learned as students and/or practitioners are applied to jobs outside the field of CLS/MT; and to determine if there are any significant differences in learning and/or doing these skills by CLS/MT majors vs. non-CLS/MT majors. DESIGN: An Occupational Change Survey was sent to CLS/MT practitioners who had identified themselves as having left the field (LTF) of CLS/MT. The participants were asked whether or not they were CLS/MT majors as undergraduates, whether they utilized generic baccalaureate level skills in their LTF jobs, and whether or not they learned these skills as CLS/MT students and/or practitioners. The skills were: problem solving, decision making, troubleshooting, analytical reasoning, data correlation, precision studies, quality assessment, teaching, research, communication, technical writing, computer use, utilization review, and supervision. SETTINGS AND PARTICIPANTS: The survey was sent to 105 participants of an ongoing longitudinal study who identified themselves as having LTF. MAIN OUTCOME MEASURES: Responses for doing/utilizing the skills were grouped as 'Yes' if participants indicated they frequently or sometimes used the skills in their LTF jobs, and 'No' if they indicated they rarely or never used the skills in their LTF jobs. Responses for learning the skills were grouped as 'Yes' if participant indicated they learned the skills as CLS/MT students, practitioners or both and 'No' if they indicated they never learned the skills as CLS/MT students, practitioners, or both. Participants indicated whether or not they were CLS/MT majors in college. Chi square analyses were performed to test for any statistical significant (p = 0.05) differences between: doing and learning the skills, doing the skills and being a CLS/MT major, and learning the skills and being a CLS/MT major. RESULTS: The response rate for the survey was 48% (50/103). Chi square analyses could not be performed for doing the skills in the LTF jobs for three variables: problem solving, analytical reasoning, and computer use because all respondents reported that they used these skills. Chi square analyses indicated there were no significant differences between doing and learning the skills in the LTF job for the entire sample group for all remaining skills except supervision. There were no significant differences between doing the skills in the LTF job and being a CLS/MT major. A statistically significant difference in learning the skills was observed between CLS/MT majors and non-CLS/MT majors for the following skills: problem solving, correlating data, precision studies, research, analytical reasoning, and troubleshooting. The 'Yes' answer frequencies for learning the skills was higher for the CLS/ MT majors for all the generic skills except teaching, where they were equal, and utilization studies where they were lower. CONCLUSION: The results indicate that, in general, for this sample group, generic skills learned as CLS/MT students and/or practitioners can be and are applied to a wide variety of LTF jobs. Furthermore, CLS/MT majors learned the generic skills at least as well, if not better, than other baccalaureate level laboratory practitioners who obtained degrees in other areas.     

A profile of faculty development in physical therapy education programs

The purpose of this study was to report on the status of faculty development in physical therapy education programs. A survey questionnaire was sent to the directors of 110 physical therapy programs nationwide. Analysis of responses from respondents (n = 79; 72%) demonstrated 1) criteria used to evaluate faculty members were similar among different institutions, 2) fewer than half of the institutions have a faculty development plan (FDP), 3) the majority of those institutions that have an FDP supported similar areas and activities to facilitate faculty development, and 4) respondents used creative ways to support faculty development. The results appear to indicate that most physical therapy programs do not have a formalized program to assist faculty members in their development of skills in research, teaching, and service. [Rothman J. Rinehart ME: A profile of faculty development in therapy education programs.     

Obtaining a clinical laboratory science degree via distance technology.

OBJECTIVE: To identify institutions and program officials associated with clinical laboratory science (CLS) academic programs available via distance technology; to collect and summarize data from these programs with regard to on-line instructional methodologies; to determine the level of success of educational strategies and methodologies utilized in on-line CLS programs; to determine the feasibility of developing an on-line program at Seward County Community College (SCCC), Liberal, Kansas. DESIGN: An on-line CLS program survey tool was sent to eight higher education institutions which had previously indicated that they offer a CLS academic program at the associate, bachelor, or master level via distance technology. Program officials were asked to answer questions pertaining to areas such as program format, on-line admission requirements, program costs, student costs, faculty workload, and on-campus versus on-line student performance. SETTING AND PARTICIPANTS: The survey was sent to eight program officials who identified their institutions as having a CLS program available through distance technology. MAIN OUTCOME MEASURES: Responses from current distance technology CLS program officials were collected and tallied. Responses were recorded as 'yes' or 'no' in categories such as program format, program and student costs, and comparison of on-campus versus on-line student performance. The two groups of students were compared in areas of success rate, retention rate, graduation rate, external certification pass rate, employment placement rate, and employer satisfaction level. RESULTS: The response rate for the survey was 87.5% (7/8). Program officials indicated that various educational methodologies were incorporated in providing CLS education via distance technology. All of the respondents utilize some type of Web-enhanced, Internet based access to deliver course material. Clinical laboratory procedures are taught via instruction within a cooperative laboratory, program clinical affiliate laboratory, or during on-campus student laboratories. Program officials indicated that student enrollment has increased due to the availability of the distance technology. Students enrolled via distance technology perform as well or better than the on-campus students on certification exams and in the clinical setting. Data from these institutions indicate that it is feasible to develop an on-line program at SCCC in an effort to increase student enrollment. CONCLUSION: The results indicate that CLS programs which offer the curriculum via distance technology have experienced increased student enrollment thus graduating more students to fill the employment needs. These current distance technology programs are leading the future trends in CLS education of the 21st century.     

Jumping on the simulation bandwagon: Getting started

Helping today's “net generation” students to develop clinical reasoning and decision-making skills can be difficult. Human patient simulation is an interactive instructional method that allows students to learn how to think critically in a realistic, safe environment. However, many faculty still lack the experience or time for training necessary to integrate this innovative technology into nursing courses. This article provides educators with a simple yet effective approach to implementing simulation as a teaching strategy.     

A survey to determine the prevalence and characteristics of training in Evidence-Based Medicine in emergency medicine residency programs

We conducted a survey to determine the prevalence, training methods, and allotment of time for teaching evidence-based medicine (EBM) skills within accredited Emergency Medicine (EM) residency programs in the United States. A survey was mailed to program directors of all 122 accredited Emergency Medicine residency programs. The survey was also sent to program directors using an e-mail listserv. Responses were obtained from 53% of programs; 80% (95% CI: 68-89) of EM programs reported teaching some EBM. Although respondents believed a median of 10 hours were required to adequately cover this topic, only 22% provided more than 5 hours per year. Sixtey-three percent (95% CI: 50-75) of respondents reported using the JAMA Users' Guides series in journal club and 83% reported efforts to link journal clubs to patient care. Perceived barriers to integrating EBM into teaching and patient care included lack of trained faculty, lack of time, lack of familiarity with EBM resources, insufficient funding, and lack of interested faculty. In summary, academic EM programs are attempting to train residents in EBM, but perceive a lack of trained faculty, time, and funding as barriers. Desired resources include a defined curriculum, on-line training for faculty, and defined strategies for integration of EBM into training and patient care.     

Incorporating pedagogical principles in developing an online nursing research course

Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.     

Faculty members' perceptions of medical genetics and its integration into nurse practitioner curricula

This study assessed faculty members' perceived knowledge of medical genetics concepts and conditions, the importance of integrating this content into NP curricula and how this was being done. During a national NP conference, 40 NP faculty voluntarily completed surveys. Participants' perceived knowledge of genetics varied; 35% noted low or very low knowledge, and only 5% reported high or very high knowledge. Most participants (95%) believed genetics is important, but only 10% reported having separate genetics courses in their NP programs. Approximately half of the participants reported personal involvement in genetics NP education, and 50% reported barriers to implementing it into their curricula. Most faculty indicated they did not feel comfortable teaching genetics, nor did they have formal training in the area. Advancing medical genetics into NP curricula will require ongoing faculty development and training to sustain and build genetics skills and competencies for advanced practice nurses.