Post-residency medical education fellowships: a scoping review
The authors conducted a scoping review to investigate the structure, content, and potential impact of post-residency medical education fellowships. The authors searched eight databases to identify English-language articles describing longitudinal, post-residency medical fellowships that both focused...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-01-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/10872981.2021.1920084 |
| _version_ | 1819099654760955904 |
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| author | Mariel L. Cataldi Margot Kelly-Hedrick Julie Nanavati Margaret S. Chisolm Anne L. Walsh |
| author_facet | Mariel L. Cataldi Margot Kelly-Hedrick Julie Nanavati Margaret S. Chisolm Anne L. Walsh |
| author_sort | Mariel L. Cataldi |
| collection | DOAJ |
| description | The authors conducted a scoping review to investigate the structure, content, and potential impact of post-residency medical education fellowships. The authors searched eight databases to identify English-language articles describing longitudinal, post-residency medical fellowships that both focused on medical education and described the structure and content of the curriculum. The authors summarized the findings of each article and, for those articles that included a program evaluation, assessed the potential impact of the program via the Kirkpatrick’s Four-Level Training Evaluation Model and the Medical Education Research Study Quality Instrument. Nine articles, describing a total of ten post-residency medical education fellowships, met inclusion criteria. Half of the programs were dedicated medical education fellowships and half were medical education tracks within a subspecialty fellowship. The content and educational strategies varied, with no two programs having the same curriculum. Most programs most focused on teaching skills, adult learning theory, curricular development, and medical education research/scholarship. Most programs used project-based learning, workshops, and faculty mentorship as educational strategies. Six of the articles included an evaluation of their program(s), all of which suggested positive changes, at least at the level of fellow behavior (Kirkpatrick level 3), and designs limited the strength of any conclusions drawn. This scoping review highlights the variation among medical education fellowships and the need for common curricular components, as well as program evaluation, across and within these fellowships. Additional assessment at higher levels of trainee outcomes will help guide the creation and revision of medical education fellowships, and inform the development of a core curriculum shared across programs. Such a core curriculum could then serve as the foundation for a certification program, by which a medical educator’s expertise could be recognized, thus elevating medical education to the stature it deserves within the academic mission. |
| first_indexed | 2024-12-22T00:50:19Z |
| format | Article |
| id | doaj.art-c888cbe5001a4b9cb63de4010550b74c |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-12-22T00:50:19Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-c888cbe5001a4b9cb63de4010550b74c2022-12-21T18:44:27ZengTaylor & Francis GroupMedical Education Online1087-29812021-01-0126110.1080/10872981.2021.19200841920084Post-residency medical education fellowships: a scoping reviewMariel L. Cataldi0Margot Kelly-Hedrick1Julie Nanavati2Margaret S. Chisolm3Anne L. Walsh4Boston Medical CenterDuke University School of MedicineThe Welch Medical Library, Johns Hopkins School of MedicineJohns Hopkins University School of MedicineJohns Hopkins University School of MedicineThe authors conducted a scoping review to investigate the structure, content, and potential impact of post-residency medical education fellowships. The authors searched eight databases to identify English-language articles describing longitudinal, post-residency medical fellowships that both focused on medical education and described the structure and content of the curriculum. The authors summarized the findings of each article and, for those articles that included a program evaluation, assessed the potential impact of the program via the Kirkpatrick’s Four-Level Training Evaluation Model and the Medical Education Research Study Quality Instrument. Nine articles, describing a total of ten post-residency medical education fellowships, met inclusion criteria. Half of the programs were dedicated medical education fellowships and half were medical education tracks within a subspecialty fellowship. The content and educational strategies varied, with no two programs having the same curriculum. Most programs most focused on teaching skills, adult learning theory, curricular development, and medical education research/scholarship. Most programs used project-based learning, workshops, and faculty mentorship as educational strategies. Six of the articles included an evaluation of their program(s), all of which suggested positive changes, at least at the level of fellow behavior (Kirkpatrick level 3), and designs limited the strength of any conclusions drawn. This scoping review highlights the variation among medical education fellowships and the need for common curricular components, as well as program evaluation, across and within these fellowships. Additional assessment at higher levels of trainee outcomes will help guide the creation and revision of medical education fellowships, and inform the development of a core curriculum shared across programs. Such a core curriculum could then serve as the foundation for a certification program, by which a medical educator’s expertise could be recognized, thus elevating medical education to the stature it deserves within the academic mission.http://dx.doi.org/10.1080/10872981.2021.1920084medical educationfellowships trainingclinician educatorpost-residency fellowshipcareer development |
| spellingShingle | Mariel L. Cataldi Margot Kelly-Hedrick Julie Nanavati Margaret S. Chisolm Anne L. Walsh Post-residency medical education fellowships: a scoping review Medical Education Online medical education fellowships training clinician educator post-residency fellowship career development |
| title | Post-residency medical education fellowships: a scoping review |
| title_full | Post-residency medical education fellowships: a scoping review |
| title_fullStr | Post-residency medical education fellowships: a scoping review |
| title_full_unstemmed | Post-residency medical education fellowships: a scoping review |
| title_short | Post-residency medical education fellowships: a scoping review |
| title_sort | post residency medical education fellowships a scoping review |
| topic | medical education fellowships training clinician educator post-residency fellowship career development |
| url | http://dx.doi.org/10.1080/10872981.2021.1920084 |
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