Biomedical subjects

Jeffrey A Morzinski

Publications and source records attributed to Jeffrey A Morzinski.

4 recordsLinked to original sources

PubMed2003

A new program to reward and retain volunteer clinical faculty at the Medical College of Wisconsin.

UNLABELLED: BACKGROUND AND PROBLEM: Volunteer clinical faculty (VCF) are vital to the educational mission of medical schools. At the Medical College of Wisconsin (MCW), VCF are increasingly relied upon to meet clinical training needs in medical student and resident education. However, many VCF receive little or no preparation to excel in their teaching roles, and they are under increasing time demands that limit their availability to teach. METHODS: Beginning in 2001, the primary care departments at MCW began a series of initiatives called "ExCEED" to promote VCF teaching excellence and efficiency through two main program components: Advisory Councils, made up of VCF leaders, and Support Services, such as web-based resources and teaching workshops. RESULTS: Preliminary ExCEED findings show that VCF have acquired important knowledge, skills, and tools that have better prepared them for their teaching roles. CONCLUSION: ExCEED is a systematic, multi-method approach to engage VCF that is positively influencing the clinical education of MCW students and residents.

Education, Medical↗

PubMed2003

Outcomes of a comprehensive faculty development program for local, full-time faculty.

BACKGROUND AND OBJECTIVES: Family medicine has a long history of using faculty development programs (FDPs). Recent evaluation reports of those programs highlight participant achievements in FDPs but underscore the need for stronger evaluations of those programs. This study examined the outcomes of a comprehensive, 2-year, within-institution FDP focused on participants' productivity and retention in academics. METHODS: Subjects were 30 full-time FDP completers (1993 through 1999). The curriculum included monthly seminars and mentor involvement to promote competence in education, research, writing, administration, professional academic skills, and technology. Projects were required in education, research, and administration. Four evaluation levels were examined: reactions, learning, behavior change, and results. Instruments included satisfaction surveys, validated competence measures, CV review, and attendance and retention records. Ten years of data from six training cohorts were analyzed. RESULTS: Reaction data showed 80% attendance and high program satisfaction. Learning outcomes revealed positive pre- to post-program changes in each curriculum area. Behavior changes included a pre- to postprogram tripling of institutional leadership positions. Yearly group averages of peer-reviewed publications increased from seven before the program to 26 after the FDP Results showed that 80% of participants were retained in academic careers through the 2-year post-program time frame. CONCLUSIONS: Significant, positive outcomes were found at all evaluation levels. This multi-level, longitudinal design may contribute to future FDP evaluations.

Adult↗

PubMed2002

Logic modeling: a tool for improving educational programs.

PURPOSE: Palliative care education programs must be systematically designed and accurately evaluated in order to account for their impact on learners and learning communities. Logic modeling is a framework for designing educational programs and monitoring their influence. METHODS: We applied a logic modeling process to a Palliative Care Educational Program (PCEP), embedded within a required month-long geriatrics rotation for third-year general internal medicine residents at the VA Medical Center in Milwaukee, Wisconsin. Each of four main categories of a logic model and the process for applying the steps to the PCEP are described. The four logic model categories that form the basis of the analysis are: (1) inputs, the raw resources consumed by the program (human resources, money, and space); (2) outputs, program activities and the number and types of actual participants; (3) outcomes, what the program will achieve in the short term (knowledge, attitudes and behavior change); and (4) impact, the results that are of ultimate interest to program stakeholders, such as placement in medically underserved areas, improved health or more efficient care. RESULTS: The application of logic modeling to the PCEP exposed achievements (e.g., resident knowledge gains) and gaps (no evidence of long-term impact) in each of the model categories and has resulted in the design team's reassessment of each program component. DISCUSSION: Palliative care educators can improve their programs by using the logic model categories and process steps to explicitly define and assess the links between key program components.

Education, Medical↗

PubMed2002

A nationwide study of the influence of faculty development programs on colleague relationships.

PURPOSE: Academic colleague relationships (CRs) promote career development and professional advancement. Some primary care faculty development programs (FDPs) have begun to examine their influence on enrollees' colleague development. Using a nationwide sampling, the authors examined the effects of FDPs on the formation and benefits of enrollees' academic CRs. METHOD: The authors conducted a retrospective, cross-sectional study in two phases, each relying on written questionnaires. In phase one, program details and enrollee rosters were provided by directors at FDPs funded by the U.S. Department of Health and Human Services, Health Resources and Services Administration, from 1994 through 1997. In phase two, family medicine physicians enrolled during these years provided feedback on their socialization skills and formation of relationships with career-supportive colleagues (mentors, peers, and academic consultants), as well as academic achievements and products these colleagues aid. RESULTS: Of the 52 directors, 37 (71%) provided FDP information and enrollee rosters. Of the 543 enrollees, 351 (65%) reported initiating or strengthening an average of nine CRs due to program participation: three peers, two mentors, one academic consultant, and three additional colleagues perceived available for future career support. Colleague gains were positively associated with academic socialization. Colleagues actively assisted with academic achievements and products, and provided links to networks of regional and national scholars. CONCLUSION: FDPs help enrollees build career-important relationships with peers, mentors, and academic consultants who enhance socialization skills and contribute to academic advancement.

Adult↗