Carnes Molly, Sheridan Jennifer, Fine Eve, Lee You-Geon, Filut Amarette, Topp Sharon
Departments of Medicine, Psychiatry, and Industrial Engineering, University of Wisconsin-Madison, Madison, WI, USA.
Center for Women's Health Research, University of Wisconsin-Madison, Madison, WI, USA.
J Clin Transl Sci. 2021 Jun 8;5(1):e135. doi: 10.1017/cts.2021.796. eCollection 2021.
To study the effectiveness of any educational intervention for faculty requires first that they attend the training. Using attendance as a measure of faculty engagement, this study examined factors associated with the percentage of faculty in divisions of departments of medicine who attended a workshop as part of a multisite study.
Between October 2018 and March 2020, 1675 of 4767 faculty in 120 divisions of 14 departments of medicine attended a 3-hour in-person workshop as part of the Bias Reduction in Internal Medicine (BRIM) initiative. This paper describes the workshop development and study design. The number of faculty per division ranged from 5 to 296. Attendance rates varied from 2.7% to 90.1%. Taking a quality improvement approach, the study team brainstormed factors potentially related to variations in workshop attendance, constructed several division- and institution-level variables, and assessed the significance of factors on workshop attendance with hierarchical linear models.
The following were positively associated with workshop attendance rate: the division head attended the workshop, the BRIM principal investigator gave Medical Grand Rounds, and the percentage of local workshop presenters who completed training. Workshop attendance rates fell when departments identified more than five on-site study leaders.
Factors associated with higher workshop attendance may have increased the perceived status and value of attending the workshop, leading faculty to choose the workshop over other competing demands. For future investigators studying educational interventions that require participation of faculty in clinical departments at multiple sites, this work offers several valuable lessons.
要研究针对教员的任何教育干预措施的有效性，首先需要他们参加培训。本研究以出勤率作为教员参与度的衡量标准，考察了与医学系各部门中参加一个工作坊的教员比例相关的因素，该工作坊是一项多地点研究的一部分。
在2018年10月至2020年3月期间，14个医学系120个部门的4767名教员中有1675名参加了一个为期3小时的面对面工作坊，该工作坊是内科偏倚减少（BRIM）倡议的一部分。本文描述了工作坊的开发和研究设计。每个部门的教员人数从5人到296人不等。出勤率从2.7%到90.1%不等。采用质量改进方法，研究团队集思广益，找出可能与工作坊出勤率差异相关的因素，构建了几个部门和机构层面的变量，并使用分层线性模型评估这些因素对工作坊出勤率的显著性。
以下因素与工作坊出勤率呈正相关：部门主任参加工作坊、BRIM首席研究员举办医学大查房、当地工作坊主持人完成培训的比例。当部门确定的现场研究负责人超过五人时，工作坊出勤率下降。
与较高工作坊出勤率相关的因素可能提高了参加工作坊的感知地位和价值，促使教员在其他竞争需求中选择参加工作坊。对于未来研究需要临床科室教员在多个地点参与的教育干预措施的研究人员来说，这项工作提供了几个宝贵的经验教训。
