Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the StudentReportar como inadecuado

Portfolio-Associated Faculty: A Qualitative Analysis of Successful Behaviors from the Perspective of the Student - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

Journal of Biomedical Education - Volume 2016 2016, Article ID 4602704, 7 pages -

Research Article

The Ohio State University College of Medicine and Ohio State University Wexner Medical Center, Columbus, OH, USA

Nationwide Children’s Hospital, Columbus, OH, USA

Received 30 June 2016; Revised 30 September 2016; Accepted 9 October 2016

Academic Editor: Gary Velan

Copyright © 2016 Jack Kopechek et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Purpose. While some aspects of what makes for an effective portfolio program are known, little is published about what students value in the faculty-student-portfolio relationship. Lack of student buy-in and faculty engagement can be significant challenges. The purpose of this study was to identify behaviors and types of engagement that students value in their relationships with portfolio-associated faculty. Methods. Medical students 174 participating in the Ohio State University College of Medicine Portfolio Program described behaviors observed in their portfolio-associated faculty in a survey completed at the end of the first year of their four-year program. Narrative responses were coded and categorized into themes, followed by member checking. Results. A total of 324 comments from 169 students were analyzed. Four themes were identified: 1 creating a supportive environment; 2 inspiring academic and professional growth; 3 investing time in students; and 4 providing advice and direction. Conclusions. The themes identified suggest that students value certain types of coaching and mentoring behaviors from their portfolio-associated faculty. The themes and their specific subcategories may be useful in making decisions regarding program development and guiding recruitment and training of these faculty coaches.

Autor: Jack Kopechek, Sorabh Khandelwal, Carmine Alexander Grieco, Douglas M. Post, John A. Davis, and Cynthia H. Ledford

Fuente: https://www.hindawi.com/


Documentos relacionados