Dedicated training in adult education among otolaryngology faculty. (15th September 2014)

• Record Type: Journal Article
• Authors: McMains, Kevin C.; Peel, Jennifer
• Is Part Of: Laryngoscope. Volume 124:Number 12(2014:Dec.)
• Page Start: 2693
• Page End: 2695
• Publication Date: 2014-09-15
• Subjects: Otolaryngology -- Periodicals; 617.51005
• DOI: 10.1002/lary.24731
• Languages: English
• ISSNs: 0023-852X

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <sec id="lary24731-sec-0001" sec-type="section"> <title>Objectives/Hypothesis</title> <p>Most faculty members undergo ad hoc training in education. This survey was developed to assess the prevalence and type of dedicated training in education received by academic otolaryngology–head and neck surgery (OTO–HNS) faculty in the United States.</p> </sec> <sec id="lary24731-sec-0002" sec-type="section"> <title>Study Design</title> <p>Survey.</p> </sec> <sec id="lary24731-sec-0003" sec-type="section"> <title>Methods</title> <p>An 11‐item survey was developed to assess the prevalence of dedicated instruction in education theory and practice, the types of instruction received, and the barriers to receiving instruction. The survey was sent to all OTO–HNS program directors for distribution among their respective faculty.</p> </sec> <sec id="lary24731-sec-0004" sec-type="section"> <title>Results</title> <p>A total of 216 responses were received. Seventy respondents (32.7%) serve as program director, associate program director, or assistant program director in their respective programs. Forty‐six respondents (21.8%) had received dedicated training in education. Of the respondents who described the type of education training received, 48.7% participated in didactics/seminar, 35.9% in degree/certificate programs, 10.3% in multimodality training, and 5.1% online training. Among the barriers encountered to participation in instruction in education, time/productivity pressures was the most commonly cited reason (60.2%), followed by not knowing about the opportunity to receive training (36.4%), lack of departmental support (26.2%), lack of available training (22.3%), and the perception that such training would not be useful (7.8%).</p> </sec> <sec id="lary24731-sec-0005" sec-type="section"> <title>Conclusion</title> <p>Presently, only a minority of surveyed academic otolaryngologists in the United States have received any dedicated instruction in the theory and practice of education. Personal, departmental, and institutional barriers exist in many practice environments that hinder otolaryngology faculty from participating in education training.</p> </sec> <sec id="lary24731-sec-0006" sec-type="section"> <title>Level of Evidence</title> <p>N/A. <italic>Laryngoscope</italic>, 124:2693–2695, 2014</p> </sec> </abstract>