교육자 네트워크 개발: 보건전문직 TSP의 네트워킹과 생산성 효과(Teach Learn Med, 2009)

교육자 네트워크 개발: 보건전문직 TSP의 네트워킹과 생산성 효과(Teach Learn Med, 2009)

Developing an Educator Network: The Effect of a Teaching Scholars Program in the Health Professions on Networking and Productivity

Anna S. Moses

Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA

Diane Heestand Skinner

College of Health Related Professions, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA

Elizabeth Hicks

Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas, USA

Patricia S. O’Sullivan

Office of Medical Education, University of California, San Francisco, San Francisco, California, USA

Searle 등은 펠로우십 프로그램의 한 가지 목적은 교육적 변화를 가능하게 할 교수진의 core를 만드는 것이라고 말했습니다. 그루펜 (Gruppen) 등은 "학술 공동체scholarly community를 만드는 것이 집중적인 교수 개발 프로그램의 가장 중요하고 지속적인 결과 중 하나가 될 수 있다"면서 전체 기관의 학술적 분위기는 그러한 공동체로부터 이익을 얻는다 고 주장했다.

Searle et al.1 reported that one purpose of fellowship programs is to create a core of faculty who will make educational change possible. Gruppen et al.2 stated that creating “a scholarly community may be one of the most significant and lasting consequences of intensive faculty development programs,” arguing that the scholarly atmosphere of entire institutions benefit from such communities (p. 993).

이 scholarly community는 오늘날 의학 교육이 직면 한 변화로 인한 도전 과제를 극복하는 데 효과적입니다. 교수진 유지는 그러한 도전 중 하나입니다. Bickel과 Brown은 베이비 붐 세대 퇴직, 학생 등록 ​​증가, 학술 의학에 대한 주민 관심 감소 등 교수진 부족에 기여한 요인을 보고했습니다. Woods 등은 가정의학 교수진의 네트워킹이 그들의 retention과 정적 관계가 있다고보고했다.

These scholarly communities are effective in overcoming challenges posed by the changes facing medical education today.3 Faculty retention is one such challenge. Bickel and Brown4 reported factors that contribute to a shortage of faculty, including 

• retiring Baby Boomers, 

• increasing student enrollments, and 

• decreasing resident interest in academic medicine. 

Woods et al.5 reported that family medicine faculty’s networking was positively associated with their retention.

Finkelstein 교수진은 학술적 네트워크에 대해서 off-campus가 생산성이 높은 것으로 나타났습니다. 동료와의 관계는 교수진의 연구 생산성을 예측하는 핵심 요소였습니다. Bland 등은 생산력과 "연구 프로젝트와 교육에 관해 토론하는 동료 네트워크가 잘 발달되어있다"고 보고한 교수진간에 긍정적인 관계가 있음을 발견했다. Morzinski와 Fisher는 교수 개발 프로그램이 교수자들의 중요한 직업 관계를 구축을 돕는다고 하였다.

Literature indicates that faculty with scholarly networks Finkelstein6 found that off-campus are more productive. relationships with colleagues were a key factor in predicting a faculty member’s research productivity. Bland et al.7 found a positive relationship between productive faculty and those faculty who reported that they had a “well-developed network of colleagues with whom [they] discuss research projects and education” (p. 229). Morzinski and Fisher8 found that faculty development programs helped enrollees to build important career relationships.

연구원은 수년간 사회적 관계를 분석하기 위해 사용 된 네트워크 매핑 렌즈를 통해 전문적인 관계를 조사하고 있습니다.

Researchers are examining professional relationships through the lens of network mapping,9 used for years to analyze social relationships.

PURPOSES

The purpose of this study was threefold. 

• TSP참여가 네트워크 확장에 도움이 되는가? 어떤 유형의 동료와?
  First, we wanted to determine if participation in the Teaching Scholars Program (TSP), resulted in a larger network of colleagues interested in education. If so, we also wanted to determine what types of colleagues—departmental, campus-wide, administrators, national contacts—were involved. 

• TSP를 통한 네트워크 확장과 관련된 주제들은? CV상으로 생산성과 관련되는가?
  Second, we wanted to identify themes related to building this network through TSP. Finally, we wanted to determine if an increase in participants’ educational networks was associated with increased productivity as measured with a curriculum vita (CV) analysis.

방법

METHODS

This is a descriptive study based on data collected during interviews with individuals who completed the TSP at the University of Arkansas for Medical Sciences from 1998 to 2004.

네트워크 분석

Network Analysis

멤버십

Membership.

We operationalized the network as follows: We counted once each person or group whom the participant mentioned as part of his or her network when responding to the three questions. We entered the quantitative information into a database, calculated descriptive statistics, and compared the pre to post-TSP changes with a Wilcoxon test using SPSS Version 13.0.

네트워크 지도

Network mapping.

One researcher (AM) used Ucinet, a network mapping software package, to analyze visually the TSP participants’ networks, including creating two network maps to represent the TSP participants’ pre- and post-TSP network and examining the maps to determine the numbers and kinds of connections that had developed. Key indicators examined were isolated members and cut points. 

Cut points represent people who, if removed from the network, would disconnect parts of the network.13

네트워크 주제

Network themes.

One researcher (POS) reviewed participant comments using open coding methodology—a repetitive process of conceptualizing, reducing, and grouping data— which resulted in several themes. The research team reviewed the comments to reach consensus on these themes.

CV분석

CV Analysis

We coded the CVs to obtain a productivity score related to educational activities, such as presentations, publications, and leadership roles, for each TSP participant. To code, we used a combination of methods described by Morzinski and Schubot14 and Gruppen and others.15

Two scorers (AM and EH) analyzed the vitas. 

• We set up initial coding categories and scoring criteria, 

• individually scored the same two vitas, 

• then compared our results and revised the categories and scoring criteria. 

• We then rescored those two vitas and scored an additional three vitas, 

• again comparing scores and further revising scoring criteria. 

• We then rescored those five vitas along with five others and again compared scores and discussed scoring discrepancies and modified the codes as needed. 

• We each scored all of the remaining vitas, compared scores, and reached consensus on any discrepancies.

결과

RESULTS

43명 중 36명이 인터뷰

Thirty-six of the 43 (88%) eligible TSP graduates completed interviews.

TSP이전의 네트워크: 평균 2.2, Modal 값은 0.

TSP이후의 네트워크: 평균 7.7, Modal 값은 4

network prior to TSP. They identified an average of 2.2 (SD = 2.3) people and groups they considered as those with whom they talked about education, their educator network. The modal response was none or “zero,” with “very limited” as the next most frequently chosen option. After TSP, this educator network grew significantly to 7.7 (SD = 5.6) people and groups (p <.001), and the mode was 4. Only one scholar reported no network post-TSP.

Figures 1 and 2 show the two network maps created from TSP scholars’ educational network before TSP (Figure 1) and their network at the time of interview (Figure 2). Visual inspection revealed three findings. 

• 첫째, 네트워크 연결이없는 TSP 학자의 수는 5 명에서 1 명으로 줄었습니다.

• 둘째, TSP 학자 간의 직접 연결 수가 6에서 36으로 증가했습니다.

• 셋째, 학자와 중앙 서비스 사무실에서 일하는 사람들의 연결 수가 6 건에서 70 건으로 증가했습니다.

First, the number of TSP scholars with no network connections decreased from five to one. 

Second, the number of direct connections among TSP scholars increased from 6 to 36. 

Third, the number of connections between scholars and people working in central service offices increased from 6 to 70 connections.

이전

이후

질적분석 결과

Qualitative analysis of the three questions regarding the participants’ networks generated several themes:

같은 생각을 가진 사람들.     

TSP는 학자들을 비슷한 관심사를 가진 다른 개인들과 접촉하게했습니다. 한 학자는 TSP가 그에게 "정체성"을 부여했음을 지적했습니다.

Like-minded people. 

TSP put the scholars in contact with other individuals with similar interests. One scholar indicated that TSP gave him an “identity.”

네트워크를 확장에 대한 자신감. 

TSP 이전의 많은 학자들은 학과 밖의 교육 활동에 개입하지 않았습니다. TSP는 참가자들에게 경력을 넓힐 수있는 네트워크를 제공했습니다. 한 학자는 TSP를 통해 관계의 성장을 언급 할 때 TSP를 "초석cornerstone"이라고 불렀습니다. 일부 학자들은 그들이 이전에 설립하지 못했던 연락망을 구축하기 위한 기초를 갖고 있다고 느꼈습니다.

Confidence to expand network. 

Many scholars prior to TSP had no involvement in educational activities outside their departments. TSP provided participants with a network to broaden their careers. One scholar called TSP a “cornerstone” when referring to his growth in relationships through TSP. Some scholars felt they now had the basis for establishing a contact that they would not have established previously.

자원과 사람에 대해 더 잘 알게 됨

학자들은 TSP를 통해 만났던 교육 교수진과 교육 자료를 서로에게서 이끌어 냈습니다. 예를 들어, 의과대학 외의 한 교수진이 TSP에서 만난 의사가 진행하는 시뮬레이션 실험실로 학생들을 보냅니다.

Better knowledge of resources and people. 

Scholars drew upon the education faculty whom they met through TSP as well as from each other for teaching resources. For example, one faculty member outside of medicine sends her students to a simulation lab run by a physician she met in TSP.

로컬 교육 네트워크의 한계

이 주제에서 학자들은 TSP에 참여하는 것이 어떻게 교육 세계로 보았던 매우 협소 한 네트워크에 영향을 주 었는지에 대해 이야기했습니다. 한 학자는 자신이 섬에있는 것 같은 느낌이 들었고, 그의 로컬 네트워크에서 다른 교수진과 교육에 관심을 공유 할 수 없었다고 했다. 그는 TSP가 "자신의 부서에서 일을 수행하는 데 충분한 수의 동료를 양성하는 데 도움이되지 못했습니다."고 했다. 또 어떤 사람은 그는 주로 자신의 로컬 네트워크에 관심이 있고, 이것이 더 성장할 것이라고 기대하지 않았다고 했다. 이러한 의견은 교수진의 지역 교육 네트워크를 확장하는 데있어 TSP의 한계를 보여준다.

Very local education networks. 

In this theme, the scholars spoke about how being in TSP affected the very narrow network that they saw as their education world. One scholar described feeling like he was on an island, unable to share his interest in education with the faculty in his local network; TSP did not help him “develop a sufficient cadre of fellows to carry out things [in his own department].” Another described being primarily interested in his local network and did not expect it to grow much more. These comments highlighted limitations of TSP in expanding faculty’s local education networks.

지역 및 국가 네트워크. 

한 학자가 말했듯이, "아마도 결코 (자발적으로는) 참여하지 않았을 회의에 참석했고, 내가 하는 일과 직접적으로 관련되어있어서 아주 귀중한 회의였다"라고 말했습니다. 또 다른 한 명은 이런 일이 아니었다면 참여하지 않았을 프로그램 디렉터 조직과의 관계를 설명했습니다. 그는 교육 문제에 대해 전문 학회에서 이야기 할 기회를 가졌습니다. 학자들은 TSP에 참여함으로써 과거에는 전혀 없었거나 고려조차 하지 않았을 새로운 contact가 생겼다고 말했다. 학자들은 이것을 TSP와 직접적으로 관련된 네트워킹 경험으로 보았습니다.

Regional and national networks.

As one scholar put it, “[I] attended meetings [I] never would have and [these meetings were] directly down the line of what I do every day. Pretty valuable meetings for me.” Another described his involvement with a program directors’ organization with which he would not have otherwise participated. He then had the opportunity to speak to his professional society about educational issues. Frequently, scholars noted that participation in TSP opened new contacts for them that they would not have had or even have considered. The scholars saw these as networking experiences directly related to TSP.

확장 없음. 

6 명의 학자는 교육 네트워크에 변화가 없음을 확인했습니다. 이 테마에는 몇 가지 하위 주제가 있습니다. 

• 하나는 "not a right match."입니다. 이러한 변화의 결여는 프로그램에 자발적으로 참여한 것이 아니라 그들의 교수법에 대한 학생의 열등한 평가 때문에 참여했기 때문에 발생했을 수 있습니다. 한 학자는 이 프로그램이 그의 부서의 수익 창출 기대치와 잘 맞지 않는다고 생각했습니다. 

• 또 다른 하위 주제는 "too isolated"였다. 일부 학자들은 자기 대학에서의 유일한 참가자 였기 때문에 네트워크를 유지하기가 어려웠습니다. 종종 이 학자들은 메인 캠퍼스 밖의 시설에서 일했습니다.

No expansion. 

Six scholars identified no change in their education network. This theme has several subthemes. One is “not a right match.” This lack of change may have resulted because they did not voluntarily participate in the program but were required to participate because of poor student ratings of their teaching. One scholar felt the program did not match well with the revenue generation expectations of his department. Another subtheme is “too isolated.” Some scholars were the only participant from their college in their class, making it hard for them to sustain a network. Often these scholars worked in facilities away from the main campus.

생산성 점수를 분석할 때, 생산성 점수는 3.1에서 4.8로 향상되었으나, 통계적으로 유의하지는 않았음. 여러 카테고리에서 향상이 있었지만, 통계적으로 유의한 향상은 교육 관련 조직에서의 리더십 카테고리였음.

When analyzing the vita productivity scores, we found that the participants’ educational productivity scores increased from 3.1 (SD = 4.8) to 4.8 (SD = 4.9; p = .12, d = 0.36), an increase that was not statistically significant. Although several of the categories—publications, presentations, local leadership roles, and workshops at regional and national meetings—increased, the only productivity category that increased significantly was the leadership in regional or national, education-related organization category. The category score for educational materials development remained the same and the teaching awards declined. (See Table 1.)

고찰

DISCUSSION

이 연구는 TSP와 같은 프로그램이 개인의 교육 네트워크 확대에 기여한다는 것을지지하지만 생산성 증가에 대한 증거는 보이지 않습니다. 다양한 그룹을 하나로 모으는 강점과, 더 작은 단위에 초점을 맞추지 않는 단점을 강조합니다. 분명히 네트워크는 일반적으로 예상했던 것보다 훨씬 확대되었습니다. 어떤 사람은 "기하 급수적 인 극적인 성장"이라고 기술했습니다. (기존 생산성, 네트워크 및 프로그램 종료 시간을 통제하더라도) post-TSP 네트워크의 크기는 post-period 교육 생산성을 설명하는 데 크게 기여합니다.

This work supports that programs like TSP contribute to the expansion of an individual’s education network, although it shows no evidence for an increase in productivity. It highlights both the strengths of bringing diverse groups together and the drawbacks of not focusing on smaller units. Clearly, networks generally expanded much wider than participants ever expected—one described it as an “exponential, dramatic growth.” The size of the post-TSP network contributes significantly to explaining the post-period educational productivity even when controlling for previous productivity, network, and time out of the program.

네트워크 맵을 통해 우리는 학자 간 네트워킹의 증가를 관찰했습니다. 이 발견은 TSP가 교수 및 교육 연구에 관심있는 교수 그룹의 창설을 촉진 시켰다고 믿었습니다. 우리는 중앙 서비스에서 직원 및 교수진과 학자의 접촉이 증가한 것을 주목했습니다. 이 contact는 아마도 TSP 참가자들에게 scholarship of teaching에 참여하는 데 필요한 지원을 제공했을 것입니다.

Through the network maps, we observed an increase in interscholar networking. This finding supported our belief that the TSP had facilitated the creation of a group of faculty interested in teaching and the scholarship of teaching. We noted the increase in scholar contact with staff and faculty in central services. This contact perhaps provided the TSP participants with the support they needed to sustain their engagement in the scholarship of teaching.

소셜 네트워크 매핑을 통해 잠재적 문제를 인식했습니다. 네트워크에서 cut point를 대표하는 사람이 기관을 떠나는 경우, overall TSP 네트워크의 division이 생길 수 있습니다. 네트워크 맵은 우리가 어느 교수가 떠날 때 네트워크를 조정하기 위해서 새로운 연결이 필요함을 주장하는 데 도움이됩니다.

Through social network mapping, we recognized a potential problem. If any of those individuals representing cut points in the network were to leave our institution, a division in the overall TSP network could result. The network map helps us advocate for new connections to adjust the network should individuals leave.

가장 큰 성장은 다른 국가와의 관계에 의해 강화 된 학술 생산성의 한 형태 일 수있는 [지역 또는 전국단위 교육 관련 조직의 리더십]에서 발생했습니다.

The greatest growth occurred in leadership in regional or national education-related organization, which may represent a form of scholarly productivity enhanced by relationships with others.

이 연구에는 한계가 있습니다. 통제 집단이 없었다. TSP 참가자는 TSP에 참여하지 않았더라도 경력 개발과 동일한 네트워크 성장 및 생산성 증가를 경험했을 수 있습니다. 우리는이 문제를 더 깊이 탐구했다. 우리는 몇년간 교육을 수행하였는지가 pre-TSP 네트워크와 부적 상관 관계가 있다는 것을 발견했다 (r = -.16, p = .18). 만약 시간이 지난다고 무조건 네트워크가 확장된다면 정적 상관 관계가 있었을 것이다.

This study has limitations. There was no control group. The TSP participants may have experienced the same network growth and increased productivity as their careers developed, even if they had not participated in TSP. We explored these issues further. We found that the variable years teaching was negatively correlated with the pre-TSP network (r = –.16, p = .18). If time alone could account for larger networks, we would have expected a positive correlation. 

이 연구의 결과는 프로그램 구현자에게 알려줍니다. 

• 첫째, 프로그램을 디자인 할 때 참가자를 교육에 관심이 있는 다양한 개인에게 소개하십시오.

• 둘째, 교육 기회에 대한 토론을 장려하고 참여를 높이기 위해 자신감을 불어넣어주어야 한다.

• 셋째, 지역 네트워크를 구축하거나 TSP 네트워크와의 관계를 강화하기 위해 고립된 느낌을 가진 교수진과 더 직접적으로 협력하십시오.

The results of this study inform program implementers. 

• First, when designing a program, expose participants to the diverse individuals interested in education in your institution. 

• Second, encourage discussion of education opportunities and instill confidence in scholars to participate in them. 

• Third, work more directly with those faculty members who feel isolated to build their local networks or strengthen their ties to the TSP network.

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Teach Learn Med. 2009 Jul;21(3):175-9. doi: 10.1080/10401330903014095.

Developing an educator network: the effect of a teaching scholars program in the healthprofessions on networking and productivity.

Moses AS1, Skinner DH, Hicks E, O'Sullivan PS.

Author information

1

Office of Educational Development, University of Arkansas for Medical Sciences, Little Rock, Arkansas 72205, USA. MosesAnnaS@uams.edu

Abstract

BACKGROUND:

Teaching Scholars Programs are designed to enhance productivity and faculty retention. The formation of an increased network may be a facilitative mechanism.

PURPOSES:

This study determined if participants increased their educational network and if the increase affected productivity.

METHODS:

Researchers interviewed Teaching Scholars participants for pre- and postparticipation members of their educational network and issues related to network formation and conducted a structured vita analysis. Researchers used social network analysis (SNA) to describe the networks and regression to determine the relationship between network and productivity.

RESULTS:

Educational networks increased with participation (p <.001) but showed little or no effect on productivity. SNA revealed a decrease of participants with no network, increase in connections among participants, and increase in connections to central services personnel. Researchers identified six themes from the participants' comments.

CONCLUSIONS:

This relatively modest program demonstrated a small effect on productivity through the increased network.

PMID:

 

20183335

 

DOI:

 

10.1080/10401330903014095