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Curriculum-based Faculty Training in Networking: Knowledge and Self-efficacy Outcomes.
Shore, X W; Soller, B; Mickel, N; Wiskur, B; Morales, D; Arora, S; Dominguez, N; Tigges, B; Helitzer, D; Myers, O; Sood, A.
Afiliación
  • Shore XW; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Soller B; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Mickel N; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Wiskur B; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Morales D; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Arora S; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Dominguez N; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Tigges B; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Helitzer D; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Myers O; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
  • Sood A; University of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
Chron Mentor Coach ; 7(SI16): 453-458, 2023 Nov.
Article en En | MEDLINE | ID: mdl-38187462
ABSTRACT
Although the advantages of developmental networks are well-known, most faculty do not know how to participate in such networks actively. Additionally, institutions face challenges in teaching faculty the best practices of networking. This deficiency constitutes a critical gap in the literature, which may slow career advancement for faculty, particularly from underrepresented groups. The study's purpose was to examine the effectiveness of a curriculum-based faculty training in developmental networks, utilizing the Extension for Community Health Outcomes (ECHO) platform. In this pre-post study, 33 faculty members participated in the intervention utilizing eight modules involving four competencies. Each module followed a standard format, including a short didactic, two facilitated case study discussions based on real-life scenarios, and self-reading of selected literature. Outcomes included (i) change in knowledge scores obtained from two questions per module and (ii) self-efficacy scores measured on a scale of 0-100. Paired student's t-test and mixed model regression analyses were used. A significant increase in knowledge score was documented using mixed model regression for 4 of the eight modules (mean change score 0.4-0.8, p≤0.03 for all analyses). The proportion of faculty participants reporting correct knowledge items for all modules increased from 49.8% (pre) to 64.3% (post), which was statistically significant (p<0.001). Significant increases in paired self-efficacy scores were reported for each of the eight modules (mean change score 17-37, p<0.05 for all analyses). This study highlights the importance of curriculum-based training in networking. Participants showed a significant increase in pre-post networking self-efficacy and knowledge scores. Our ECHO-based curriculum, facilitator training, and manual enable easy implementation in other institutions, ensuring scalability and adaptability. Our analysis provides the evidence basis for examining the impact of a developmental network intervention in enhancing individual career networks.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Guideline / Prognostic_studies Idioma: En Revista: Chron Mentor Coach Año: 2023 Tipo del documento: Article Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Guideline / Prognostic_studies Idioma: En Revista: Chron Mentor Coach Año: 2023 Tipo del documento: Article Pais de publicación: Estados Unidos