Rohlfsen Cory, Hall Jonathan, Howell Michelle C, Hershberger Daniel M, Ashford Allison K, Mullane Ryan, Gollehon Nathan, Custer Tanya, Thompson Herb, Armijo Priscila R
is an Assistant Professor of Internal Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA.
is a Fellow, Internal Medicine, University of Nebraska Medical Center, Omaha, Nebraska, USA.
J Grad Med Educ. 2025 Aug;17(4):497-505. doi: 10.4300/JGME-D-24-00904.1. Epub 2025 Aug 15.
Aspiring clinician educators (CEs) need formal training and community as they transition into academic roles. To address this, we launched the Health Educators and Academic Leaders (HEAL) program at our institution in 2021, integrating communities of practice (CoP) principles and innovative curricular design. To report HEAL outcomes using a principles-focused program evaluation approach. HEAL's curriculum was guided by the Kern 6-step approach and incorporated seminars, reflective teaching portfolios, mentorship, video-based coaching (VBC), and the Clinician Educator Self-Assessment Toolkit (CESAT). This 2-year program centered on 3 principles: CoP; reflective practice; and use of innovative curricula, like CE milestones. From 2021 to 2023, a mixed-methods, developmental evaluation informed the iterative refinements, emphasizing evolving principles over fixed outcomes. Data were collected from trainees via de-identified surveys and focus groups. Postgraduate trainees from 9 disciplines joined the inaugural HEAL cohort, with a 92.9% (13 of 14) completion rate. Seventy percent of HEAL trainees in the first year (7 of 10) ranked VBC sessions as the most valuable curricular component, while 80% (8 of 10) ranked the CESAT tool as least valuable. Qualitative feedback emphasized the value of real-time, individualized feedback and challenges with milestone-based self-evaluation tools. Eighty-nine percent (8 of 9) of HEAL trainees in the second year reported improved confidence as CEs. By centering educational strategies on principles essential to CE development, including CoP, HEAL's developmental evaluation approach has sustained 5 years of curricular innovation and increased the confidence of CE graduates.
有抱负的临床教育工作者（CE）在向学术角色转变时需要接受正规培训并融入社群。为解决这一问题，我们于2021年在本校启动了健康教育家与学术领袖（HEAL）项目，融合了实践社群（CoP）原则和创新课程设计。采用以原则为重点的项目评估方法报告HEAL的成果。HEAL的课程以克恩六步法为指导，纳入了研讨会、反思性教学档案、指导、基于视频的辅导（VBC）以及临床教育工作者自我评估工具包（CESAT）。这个为期两年的项目围绕三个原则展开：实践社群；反思性实践；以及使用创新课程，如CE里程碑。从2021年到2023年，一项混合方法的发展性评估为迭代改进提供了依据，强调不断演变的原则而非固定的成果。通过匿名调查和焦点小组从学员那里收集数据。来自9个学科的研究生学员加入了首届HEAL队列，完成率为92.9%（14人中有13人）。第一年，70%的HEAL学员（10人中有7人）将VBC课程列为最有价值的课程组成部分，而80%（10人中有8人）将CESAT工具列为最没有价值的。定性反馈强调了实时、个性化反馈的价值以及基于里程碑的自我评估工具所面临的挑战。第二年，89%（9人中有8人）的HEAL学员报告称作为临床教育工作者的信心有所增强。通过将教育策略围绕对CE发展至关重要的原则展开，包括实践社群，HEAL的发展性评估方法持续推动了5年的课程创新，并增强了CE毕业生的信心。
