2014, 36: S1–S2
COMMENTARY
What does it take to become an effective medical educator? ARA TEKIAN1, ABDULAZIZ M. A. BOKER2 & JOHN NORCINI3 1
University of Illinois at Chicago, USA, 2College of Medicine King Abdulaziz University, Saudi Arabia, and 3Foundation for Advancement of International Medical Education and Research, USA
rapidly to the goal of preparing effective medical educators. Leadership and scholarship are the two most desirable characteristics. There are many good leaders and but relatively smaller numbers of internationally recognized scholars. To create a balance between these desirable characteristics is a challenge, but it is achievable. There are several ways to create such a balance. For example, mentoring and mentorship is one way to guide and supervise the younger generation of medical educators. This guidance, supervision and mentoring could come from both local and international experts and it needs to occur over a meaningful period of time. There is no substitute for the knowledge that experienced colleagues have gained and the feedback they provide. Training programs to further promote research in the country is also needed. Although there has been a great emphasis and investment in this area during the past decade, yet the need is so large that some strategic planning to increase the number of training programs to conduct original research must take effect immediately. This will be a very rewarding experience both for those who deliver these programs and for the recipients of such training. During the past decade, the number of new Master’s and PhD programs in health professions education (HPE) has significantly increased, due to the high demand of educators worldwide (Tekian & Harris 2012; Tekian 2013; Tekian & Artino 2013). Concurrently, the need to conduct research in HPE and publish in refereed journals has become a priority to many countries and institutions. This same strategy will bear fruit in Saudi Arabia. There is an immediate need to create high-quality HPE programs in the Kingdom. These programs need to be staffed by high quality faculties who have experience in both teaching and scholarship. In addition, opportunities to learn these skills should not be restricted to only the youngest members of faculty. Shorter courses and workshops can capitalize on the experience of senior faculty and create a positive environment for change. It is critical to maintain the quality of these educational experiences so that the Kingdom does not become mired in mediocrity. Good leadership with a strong medical education curriculum and excellent role models will produce a high quality
20 14
The winds of change are blowing across Saudi Arabia, and transformation is occurring in many professions, including medicine. The need for more physicians has led to a growth in the number of medical schools in the Kingdom, some of them for profit, but this has produced a shortage of qualified faculties. Moreover, the increasing demand to create additional postgraduate training positions to support an expanding national workforce has further exacerbated the shortage of educators. These trends heighten the need to devise efficient educational strategies that improve the quality of the medical education system. In the history of medical education, it is rare to find countries that have progressed so fast in terms of establishing a large number of medical schools and educating a high percentage of medical students. Thirty years ago, there were only three universities and four medical schools in the country, and now there are thirty four (Tekian & Almazrooa 2011). With the increase in numbers, the challenges have increased exponentially (Bin Abdulrahman 2008). To meet those needs, creative ways have been found to balance the quantity of the needed healthcare workforce with desirable quality outcomes. One of the primary ways to achieve these lofty goals is to produce leaders who could direct the medical educational system. In this regards, a large numbers of Saudi physicians and educators have been attending various workshops and courses in medical education to acquire the necessary skills to lead these institutions. Numerous certificate, diploma and masters courses have started in the country to fill this gap. A score of Saudis have completed Master’s programs in health professions education, acquiring a stronger foundation in the theory and practice of medical education. There is a huge commitment and investment from the Saudi government in this endeavor. All of these efforts have produced a positive and remarkable outcome. But, what does it take to become an effective medical educator? To be an effective medical educator, one could list a number of desirable characteristics, and the medical education literature is replete with them. However, with the fast pace of change occurring in the Kingdom, one might focus on only a few of the most important of these characteristics to move
Correspondence: Ara Tekian, Department of Medical Education, University of Illinois at Chicago, College of Medicine, 808 S. Wood St., Chicago, IL 60612, USA. Tel: 312-996-8438; Fax: 312-413-2048; E-mail: [email protected] ISSN 0142-159X print/ISSN 1466-187X online/14/S10001–2 ß 2014 Informa UK Ltd. DOI: 10.3109/0142159X.2014.886015
S1
A. Tekian et al.
cohort of physician researchers. This means that a welldesigned curriculum, with appropriate instructional and assessment methods has the potential to generate medical students and residents knowledgeable in education and capable of a research career. Good research role models might inspire the younger generation to seriously be involved in research as early as the undergraduate years. Good leaders will create an environment that is conducive to change and rewards excellence. Taken as a whole, leadership, curriculum, and role models will create a culture that supports a medical education research enterprise which drives innovation, transforms education, and improves patient care.
Notes on contributors ARA TEKIAN, PhD, MHPE, is an Associate Professor, Department of Medical Education, and Associate Dean for the Office of International Education at the University of Illinois at Chicago. ABDULAZIZ M. A. BOKER, MBBS, Med, FRCPC, Consultant & Associate Professor, Department of Anesthesia & Critical Care; Chairman, Dept of Medical Education; College of Medicine King Abdulaziz University, Jeddah, Saudi Arabia.
S2
JOHN NORCINI, President and CEO, Foundation for Advancement of International Medical Education and Research, Philadelphia, USA.
The publication of this supplement has been made possible with the generous financial support of the Dr Hamza Alkholi Chair for Developing Medical Education in KSA. Declaration of interest: The authors report no declarations of interest.
References Bin Abdulrahman K. 2008. The current status of medical education in the Gulf Cooperation Council countries. Ann Saudi Med 28(2):83–88. Tekian A. 2013. Doctoral programs in health professions education. Med Teach 36(1):73–81. Tekian A, Almazrooa A. 2011. Does Saudi Arabia need an Abraham Flexner? Med Teach 33:72–73. Tekian A, Artino A. 2013. AM last page: Master’s degree in health professions education programs. Acad Med 88(9):1399. Tekian A, Harris I. 2012. Preparing health professions education leaders worldwide: A description of maters-level programs. Med Teach 34: 52–58.
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
COMMENTARY
What does it take to become an effective medical educator? ARA TEKIAN1, ABDULAZIZ M. A. BOKER2 & JOHN NORCINI3 1
University of Illinois at Chicago, USA, 2College of Medicine King Abdulaziz University, Saudi Arabia, and 3Foundation for Advancement of International Medical Education and Research, USA
rapidly to the goal of preparing effective medical educators. Leadership and scholarship are the two most desirable characteristics. There are many good leaders and but relatively smaller numbers of internationally recognized scholars. To create a balance between these desirable characteristics is a challenge, but it is achievable. There are several ways to create such a balance. For example, mentoring and mentorship is one way to guide and supervise the younger generation of medical educators. This guidance, supervision and mentoring could come from both local and international experts and it needs to occur over a meaningful period of time. There is no substitute for the knowledge that experienced colleagues have gained and the feedback they provide. Training programs to further promote research in the country is also needed. Although there has been a great emphasis and investment in this area during the past decade, yet the need is so large that some strategic planning to increase the number of training programs to conduct original research must take effect immediately. This will be a very rewarding experience both for those who deliver these programs and for the recipients of such training. During the past decade, the number of new Master’s and PhD programs in health professions education (HPE) has significantly increased, due to the high demand of educators worldwide (Tekian & Harris 2012; Tekian 2013; Tekian & Artino 2013). Concurrently, the need to conduct research in HPE and publish in refereed journals has become a priority to many countries and institutions. This same strategy will bear fruit in Saudi Arabia. There is an immediate need to create high-quality HPE programs in the Kingdom. These programs need to be staffed by high quality faculties who have experience in both teaching and scholarship. In addition, opportunities to learn these skills should not be restricted to only the youngest members of faculty. Shorter courses and workshops can capitalize on the experience of senior faculty and create a positive environment for change. It is critical to maintain the quality of these educational experiences so that the Kingdom does not become mired in mediocrity. Good leadership with a strong medical education curriculum and excellent role models will produce a high quality
20 14
The winds of change are blowing across Saudi Arabia, and transformation is occurring in many professions, including medicine. The need for more physicians has led to a growth in the number of medical schools in the Kingdom, some of them for profit, but this has produced a shortage of qualified faculties. Moreover, the increasing demand to create additional postgraduate training positions to support an expanding national workforce has further exacerbated the shortage of educators. These trends heighten the need to devise efficient educational strategies that improve the quality of the medical education system. In the history of medical education, it is rare to find countries that have progressed so fast in terms of establishing a large number of medical schools and educating a high percentage of medical students. Thirty years ago, there were only three universities and four medical schools in the country, and now there are thirty four (Tekian & Almazrooa 2011). With the increase in numbers, the challenges have increased exponentially (Bin Abdulrahman 2008). To meet those needs, creative ways have been found to balance the quantity of the needed healthcare workforce with desirable quality outcomes. One of the primary ways to achieve these lofty goals is to produce leaders who could direct the medical educational system. In this regards, a large numbers of Saudi physicians and educators have been attending various workshops and courses in medical education to acquire the necessary skills to lead these institutions. Numerous certificate, diploma and masters courses have started in the country to fill this gap. A score of Saudis have completed Master’s programs in health professions education, acquiring a stronger foundation in the theory and practice of medical education. There is a huge commitment and investment from the Saudi government in this endeavor. All of these efforts have produced a positive and remarkable outcome. But, what does it take to become an effective medical educator? To be an effective medical educator, one could list a number of desirable characteristics, and the medical education literature is replete with them. However, with the fast pace of change occurring in the Kingdom, one might focus on only a few of the most important of these characteristics to move
Correspondence: Ara Tekian, Department of Medical Education, University of Illinois at Chicago, College of Medicine, 808 S. Wood St., Chicago, IL 60612, USA. Tel: 312-996-8438; Fax: 312-413-2048; E-mail: [email protected] ISSN 0142-159X print/ISSN 1466-187X online/14/S10001–2 ß 2014 Informa UK Ltd. DOI: 10.3109/0142159X.2014.886015
S1
A. Tekian et al.
cohort of physician researchers. This means that a welldesigned curriculum, with appropriate instructional and assessment methods has the potential to generate medical students and residents knowledgeable in education and capable of a research career. Good research role models might inspire the younger generation to seriously be involved in research as early as the undergraduate years. Good leaders will create an environment that is conducive to change and rewards excellence. Taken as a whole, leadership, curriculum, and role models will create a culture that supports a medical education research enterprise which drives innovation, transforms education, and improves patient care.
Notes on contributors ARA TEKIAN, PhD, MHPE, is an Associate Professor, Department of Medical Education, and Associate Dean for the Office of International Education at the University of Illinois at Chicago. ABDULAZIZ M. A. BOKER, MBBS, Med, FRCPC, Consultant & Associate Professor, Department of Anesthesia & Critical Care; Chairman, Dept of Medical Education; College of Medicine King Abdulaziz University, Jeddah, Saudi Arabia.
S2
JOHN NORCINI, President and CEO, Foundation for Advancement of International Medical Education and Research, Philadelphia, USA.
The publication of this supplement has been made possible with the generous financial support of the Dr Hamza Alkholi Chair for Developing Medical Education in KSA. Declaration of interest: The authors report no declarations of interest.
References Bin Abdulrahman K. 2008. The current status of medical education in the Gulf Cooperation Council countries. Ann Saudi Med 28(2):83–88. Tekian A. 2013. Doctoral programs in health professions education. Med Teach 36(1):73–81. Tekian A, Almazrooa A. 2011. Does Saudi Arabia need an Abraham Flexner? Med Teach 33:72–73. Tekian A, Artino A. 2013. AM last page: Master’s degree in health professions education programs. Acad Med 88(9):1399. Tekian A, Harris I. 2012. Preparing health professions education leaders worldwide: A description of maters-level programs. Med Teach 34: 52–58.
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
