Moderated by Samuel Franklin
Session Coordinator: Snehal Mehta

AWARD NOMINEE
Presentation 1 - The Teaching Essentials for Research Intensive Faculty and Physicians
Ahdeah Pajoohesh-Ganji    
The George Washington University

Purpose
Research-intensive faculty and physicians in medical schools teach undergraduate and graduate students, staff, medical students, interns, and residents on a daily basis. However, they are often asked to teach without receiving any formal training in evidence-based teaching. To provide these faculty with essential teaching training, we designed a seminar series, the Teaching Essential Series (TES). Our goal was to determine how the TES helped these faculty.

Methods
TES consisted of seven sessions (learning objectives; assessment; designing instruction; writing exam questions, maximizing clinical learning; balancing research, teaching, and service; and using technology to teach). All TES sessions consisted of a brief online module, including a video and application activity, as well as an hour Zoom session designed for an in-depth discussion of the topics and application of the concepts introduced in the online modules. In this ongoing mixed method study, using a Kirkpatrick Model evaluation lens, we conduct semi-structured interviews and perform pre- and post-surveys assessing knowledge attainment, confidence, and satisfaction. Descriptive statistics are used to analyze survey data while interviews are transcribed verbatim and analyzed thematically.

Results
Our preliminary thematic analyses of interviews identified three themes: 1) novel use of new knowledge in and outside of the classroom; 2) challenges of balancing research, teaching, and service; and 3) conceptualizing excellence in teaching as a process. Preliminary survey analyses indicate satisfaction with the sessions, increase confidence in skills, and increased knowledge attainment.

Conclusions
Research-intensive faculty and physicians in medical schools are expected to teach without any formalized training. Our findings suggest that a seven-session series on teaching essentials provides the necessary foundational knowledge and skills for participants to immediately and effectively apply what they have learned in the classroom and in other areas of their professional/personal lives. Preliminary findings support the transfer of knowledge beyond formal classroom teaching and the perceived value of the program.

AWARD NOMINEE
Presentation 2 - Exploring the Professional Identity Formation of Medical Educators
Delores Amorelli    
Kaiser Permanente School of Medicine

Purpose
The purpose of this case study was to explore how undergraduate medical school faculty at a private, allopathic medical school see themselves as educators, to examine how they construct their professional identities as educators, to determine what, if any, role faculty development plays in the formation of professional identity as educators, and to consider the impact these professional identities have on their teaching practices.

Methods
This study utilized an explanatory, sequential mixed methods design. Quantitative data was collected through a researcher-created survey consisting of 22 questions. Participants were asked to select their primary professional identity and answer a series of Likert-style questions adapted from the Professional Self Identity Questionnaire (PSIQ), which is a tool used to measure one's sense of professional identity. Qualitative data was collected through semi-structured interviews with a purposeful sample of two basic science faculty, two health systems science faculty, and four clinical science faculty.

Results
37 faculty completed the survey, and 8 faculty participated in semi-structured interviews. The quantitative data reveal that most faculty don't see themselves as educators as their primary professional identity; however, most faculty feel like educators when engaged in a variety of educational activities, particularly when they are interacting with students. The data also reveals that the nature and requirements of a faculty's role contributes to the formation of their professional identity and that participation in faculty development makes them feel like educators. Finally, the data suggests that how medical school faculty see themselves as educators impacts their confidence when teaching students.

Conclusion
Medical school faculty should be encouraged to think of themselves as educators, so that their confidence in teaching and other educational practices can be strengthened. This can be achieved by spending more time orienting them to their roles as educators as well as providing more opportunities to engage with students.
 

AWARD NOMINEE
Presentation 3 - Educator Perceptions of Workload and Intent to Stay in Medical Education
Samiksha Prasad    
Nova Southeastern University

Purpose
The core roles of faculty are increasingly diverse and substantial. Faculty effort should be valued and rewarded to achieve faculty satisfaction, culture of inclusivity, and recognition. This is important to promote retention, maintain morale, and provide clear expectations for faculty growth. There are concerning gaps in the recognition of faculty effort by limited matrices across institutions. Revision of promotion/tenure guidelines to meet the increasing diversity in academic responsibilities is lagging. The goal was to examine the imbalance in official assignments and perceptions of faculty effort in various educator domains.

Methods
An 80-item survey (via Qualtrics) was disseminated via educator listservs. Survey questions collected data on faculty demographics and perceptions of effort in the following categories: teaching, educational leadership and administration, research and scholarship, and service. Likert scales and categorical variables were summarized by means, and standard deviations, Chi-square, and Fisher's Exact Test for comparisons.

Results
88 complete survey responses were collected between February-May of 2022 from respondents from 27 states. The majority of respondents were full-time employees at MD programs. 78.4% of respondents agreed or strongly agreed that they need to put in more hours than is required of their percent effort. 77.3% of respondents rated their workload as "too heavy" while only 22.7% of respondents rated their workload as"about right." A range of 0.75 to 1 full-time equivalent dedicated to teaching positively correlated with negative perceptions of workload and intent to stay.

Conclusions
The survey used in this study was specifically designed to collect quantitative measures of faculty's perceived and official efforts across various health professions programs. This data provides critical information that can be used to assist institutions to improve metrics used in both evaluating and rewarding faculty performance in health professions education.

Presentation 4 - The Greatest Good for the Greatest Number: Formation of a Community Emergency Response Team (CERT) Program for Pre-Medical Students
Gail Brekke
Prairie View A&M University Undergraduate Medical Academy

Purpose
Many undergraduate pre-medical students are unprepared for student internships, shadowing experiences, or jobs in the medical field. Forming a Community Emergency Response Team (CERT) program at our university offers students training in emergency preparation and training, including CPR/AED/ First Aid Training and certification, triage and shelter creation and maintenance. Pre-first responder training (such as CERT), enhances their experiences and better prepares them for future medical internships and shadowing experiences through real life, hands-on training. 

Methods
The Prairie View A&M University (PVAMU) Texas Undergraduate Medical Academy (UMA) has had a CERT program since 2016. Campus CERT offers classes every semester, which consist of 24 classroom hours, with a CPR/AED/First Aid component, Stop the Bleed training, triage and shelter training, and a disaster drill simulation. Since the CERT program is a federal program operating as a division of Homeland Security under FEMA and the Department of Defense, all federal guidelines are followed. Participation in CERT training is free of charge, and all equipment and materials are provided through a grant. 

Results
Over 50 participants have successfully completed CERT training, and at least 10 have also completed advanced CERT instructor training. Popularity of the program continues to grow, and the CERT course has proven invaluable to the community when disaster has struck, such as Hurricane Harvey in 2017. The skills learned in the CERT course have been used as the participants continue their journey in the medical field. 

Conclusion
The campus CERT program continues to grow, and has successfully prepared future medical professionals for student internships, shadowing experiences, and careers in the medical field. The participants actively participate in CERT activities, and several have completed advanced training and gone on to grow their own CERT programs at other universities. Maintaining a campus CERT program has benefited the students, faculty, staff, and community.