Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved]
Background: Recognition of Distributed Medical Education (DME) preceptors by medical schools ensures that important community-based training opportunities remain available to learners. Yet the literature seldom explores what rewards are meaningful to this population of teachers. The goal of our nati...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2022-06-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://mededpublish.org/articles/12-36/v2 |
| _version_ | 1811344740501684224 |
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| author | Aaron Johnston Rebecca Malhi Edward Makwarimba Amanda Bell |
| author_facet | Aaron Johnston Rebecca Malhi Edward Makwarimba Amanda Bell |
| author_sort | Aaron Johnston |
| collection | DOAJ |
| description | Background: Recognition of Distributed Medical Education (DME) preceptors by medical schools ensures that important community-based training opportunities remain available to learners. Yet the literature seldom explores what rewards are meaningful to this population of teachers. The goal of our national project was to provide guidance to medical schools about the financial remuneration and non-financial rewards that are most valued by DME preceptors. Methods: In this qualitative study, we invited DME faculty members from all Canadian medical schools to participate in semi-structured interviews. Participants with a range of medical specialties, stages of career, and geographic locations were interviewed via Zoom videoconferencing. The sessions in English and French were audio-recorded and transcribed. We used line-by-line inductive coding and thematic analysis to examine participant talk about meaningful preceptor recognition. Results: Fourteen participants from multiple provinces were interviewed. Results indicated that the DME faculty are a diverse group of people with diverse needs. Most of the interviewees appreciated the rewards and recognition provided by their medical schools but felt that there are areas for improvement. Recognition is not necessarily monetary and should be tailored to the needs and the values of the recipient. Other themes included: benefits and challenges of being a preceptor, current institutional structures and supports, and the impact of the pandemic on preceptors. Conclusions: The interviews highlighted the importance placed by preceptors on personal rewards and a wide variety of forms of recognition. Based on the findings, we suggest specific steps that medical schools can take to support, engage, and recognize DME faculty. |
| first_indexed | 2024-04-13T19:51:43Z |
| format | Article |
| id | doaj.art-3e0f50fea16c42bc9fe185eead646f61 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-13T19:51:43Z |
| publishDate | 2022-06-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-3e0f50fea16c42bc9fe185eead646f612022-12-22T02:32:29ZengF1000 Research LtdMedEdPublish2312-79962022-06-011220553Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved]Aaron Johnston0https://orcid.org/0000-0002-8016-6937Rebecca Malhi1https://orcid.org/0000-0002-0876-1061Edward Makwarimba2Amanda Bell3https://orcid.org/0000-0003-1361-6106Distributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Calgary, Alberta, T2N 4Z6, CanadaDistributed Learning and Rural Initiatives, Cumming School of Medicine, University of Calgary, Calgary, Alberta, T2N 4Z6, CanadaOffice of Rural and Regional Health, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, T6G 1C9, CanadaNiagara Regional Campus, Michael G. DeGroote School of Medicine, McMaster University, St. Catharines, Ontario, L2S 3A1, CanadaBackground: Recognition of Distributed Medical Education (DME) preceptors by medical schools ensures that important community-based training opportunities remain available to learners. Yet the literature seldom explores what rewards are meaningful to this population of teachers. The goal of our national project was to provide guidance to medical schools about the financial remuneration and non-financial rewards that are most valued by DME preceptors. Methods: In this qualitative study, we invited DME faculty members from all Canadian medical schools to participate in semi-structured interviews. Participants with a range of medical specialties, stages of career, and geographic locations were interviewed via Zoom videoconferencing. The sessions in English and French were audio-recorded and transcribed. We used line-by-line inductive coding and thematic analysis to examine participant talk about meaningful preceptor recognition. Results: Fourteen participants from multiple provinces were interviewed. Results indicated that the DME faculty are a diverse group of people with diverse needs. Most of the interviewees appreciated the rewards and recognition provided by their medical schools but felt that there are areas for improvement. Recognition is not necessarily monetary and should be tailored to the needs and the values of the recipient. Other themes included: benefits and challenges of being a preceptor, current institutional structures and supports, and the impact of the pandemic on preceptors. Conclusions: The interviews highlighted the importance placed by preceptors on personal rewards and a wide variety of forms of recognition. Based on the findings, we suggest specific steps that medical schools can take to support, engage, and recognize DME faculty.https://mededpublish.org/articles/12-36/v2Distributed Medical Education faculty recognition preceptors qualitative researcheng |
| spellingShingle | Aaron Johnston Rebecca Malhi Edward Makwarimba Amanda Bell Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] MedEdPublish Distributed Medical Education faculty recognition preceptors qualitative research eng |
| title | Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] |
| title_full | Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] |
| title_fullStr | Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] |
| title_full_unstemmed | Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] |
| title_short | Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis [version 2; peer review: 2 approved] |
| title_sort | rewards and recognition for canadian distributed medical education preceptors a qualitative analysis version 2 peer review 2 approved |
| topic | Distributed Medical Education faculty recognition preceptors qualitative research eng |
| url | https://mededpublish.org/articles/12-36/v2 |
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