Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved]
Background: Medical schools spend considerable time, effort, and money on recognition initiatives for rural and distributed medical education (DME) faculty. Previous literature has focused on intrinsic motivation to teach and there is little in the literature to guide institutional recognition effor...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2022-03-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://mededpublish.org/articles/12-12/v1 |
| _version_ | 1811249808035282944 |
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| author | Rebecca Malhi Aaron Johnston Ruzica Jokic Nicholas Cofie Tom Smith-Windsor James Goertzen Marie-Hélène Girouard Edward Makwarimba Amanda Bell Sandra Badcock |
| author_facet | Rebecca Malhi Aaron Johnston Ruzica Jokic Nicholas Cofie Tom Smith-Windsor James Goertzen Marie-Hélène Girouard Edward Makwarimba Amanda Bell Sandra Badcock |
| author_sort | Rebecca Malhi |
| collection | DOAJ |
| description | Background: Medical schools spend considerable time, effort, and money on recognition initiatives for rural and distributed medical education (DME) faculty. Previous literature has focused on intrinsic motivation to teach and there is little in the literature to guide institutional recognition efforts or to predict which items or types of recognition will be most appreciated. Methods: To better understand how rural and DME faculty in Canada value different forms of recognition, we asked faculty members from all Canadian medical schools to complete a bilingual, national online survey evaluating their perceptions of currently offered rewards and recognition. The survey received a robust response in both English and French, across nine Canadian provinces and one territory. Results: Our results indicated that there were three distinct ways that preceptors looked at recognition; these perspectives were consistent across geographic and demographic variables. These “clusters” or “currencies of recognition” included: i) Formal institutional recognition, ii) connections, growth and development, and iii) tokens of gratitude. Financial recognition was also found to be important but separate from the three clusters. Some preceptors did value support of intrinsic motivation most important, and for others extrinsic motivators, or a mix of both was most valued. Conclusions: Study results will help medical schools make effective choices in efforts to find impactful ways to recognize rural and DME faculty. |
| first_indexed | 2024-04-12T15:52:56Z |
| format | Article |
| id | doaj.art-7c657b2845044b6aa6c5e515fbe6e814 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-12T15:52:56Z |
| publishDate | 2022-03-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-7c657b2845044b6aa6c5e515fbe6e8142022-12-22T03:26:27ZengF1000 Research LtdMedEdPublish2312-79962022-03-011218815Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved]Rebecca Malhi0Aaron Johnston1https://orcid.org/0000-0002-8016-6937Ruzica Jokic2Nicholas Cofie3Tom Smith-Windsor4James Goertzen5Marie-Hélène Girouard6Edward Makwarimba7Amanda Bell8https://orcid.org/0000-0003-1361-6106Sandra Badcock9Distributed 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, CanadaDistributed Medical Education, Queen's University, School of Medicine, Kingston, Ontario, K7L 0E9, CanadaProfessional Development and Educational Scholarship, Queen's University, Faculty of Health Sciences, Kingston, Ontario, K7L 0E9, CanadaDistributed Medical Education, College of Medicine, University of Saskatchewan, Prince Albert, Saskatchewan, S6V 5T4, CanadaContinuing Education and Professional Development, Northern Ontario School of Medicine, Thunder Bay, Ontario, P7B 5E1, CanadaFaculté de médecine, Université de Montréal, Trois-Rivières, Québec, G8Z 4E3, 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, CanadaDistributed Medical Education, Faculty of Medicine, Memorial University, St. John’s, Newfoundland, A1B 3V6, CanadaBackground: Medical schools spend considerable time, effort, and money on recognition initiatives for rural and distributed medical education (DME) faculty. Previous literature has focused on intrinsic motivation to teach and there is little in the literature to guide institutional recognition efforts or to predict which items or types of recognition will be most appreciated. Methods: To better understand how rural and DME faculty in Canada value different forms of recognition, we asked faculty members from all Canadian medical schools to complete a bilingual, national online survey evaluating their perceptions of currently offered rewards and recognition. The survey received a robust response in both English and French, across nine Canadian provinces and one territory. Results: Our results indicated that there were three distinct ways that preceptors looked at recognition; these perspectives were consistent across geographic and demographic variables. These “clusters” or “currencies of recognition” included: i) Formal institutional recognition, ii) connections, growth and development, and iii) tokens of gratitude. Financial recognition was also found to be important but separate from the three clusters. Some preceptors did value support of intrinsic motivation most important, and for others extrinsic motivators, or a mix of both was most valued. Conclusions: Study results will help medical schools make effective choices in efforts to find impactful ways to recognize rural and DME faculty.https://mededpublish.org/articles/12-12/v1Distributed Medical Education Faculty Engagement Preceptor Recognition Medical Education Rural Medical Educationeng |
| spellingShingle | Rebecca Malhi Aaron Johnston Ruzica Jokic Nicholas Cofie Tom Smith-Windsor James Goertzen Marie-Hélène Girouard Edward Makwarimba Amanda Bell Sandra Badcock Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] MedEdPublish Distributed Medical Education Faculty Engagement Preceptor Recognition Medical Education Rural Medical Education eng |
| title | Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] |
| title_full | Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] |
| title_fullStr | Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] |
| title_full_unstemmed | Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] |
| title_short | Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value? [version 1; peer review: 2 approved] |
| title_sort | currencies of recognition what rewards and recognition do canadian distributed medical education preceptors value version 1 peer review 2 approved |
| topic | Distributed Medical Education Faculty Engagement Preceptor Recognition Medical Education Rural Medical Education eng |
| url | https://mededpublish.org/articles/12-12/v1 |
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