The learning community faculty experience: how longitudinal relationships with learners enhance work meaning
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Perspect Med Educ https://doi.org/10.1007/s40037-020-00614-z
The learning community faculty experience: how longitudinal relationships with learners enhance work meaning Danielle Roussel · Paul R. Gordon Jorie M. Colbert-Getz
· James M. Wagner
· Michelle Bardack · Maya G. Sardesai ·
© The Author(s) 2020
Abstract Introduction Work meaning has gained attention as an important contributor to physician job engagement and well-being but little is known about how faculty participation in medical school learning communities might influence this phenomena. Our study goals were to determine how physician faculty members may derive meaning from serving as mentors for longitudinal learning communities of medical stuPrevious Presentations Portions of this research study were presented in a poster at the Association of American Medical Colleges Learn Serve Lead 2019 conference in Phoenix, AZ. Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40037-020-00614-z) contains supplementary material, which is available to authorized users. D. Roussel () Department of Anesthesiology, University of Utah School of Medicine, Salt Lake City, UT, USA [email protected] P. R. Gordon Department of Family & Community Medicine, University of Arizona College of Medicine, Tucson, AZ, USA J. M. Wagner Department of Internal Medicine, University of Texas Southwestern Medical Center, Dallas, TX, USA M. Bardack Department of Family and Community Medicine, University of New Mexico School of Medicine, Albuquerque, NM, USA M. G. Sardesai Department of Otolaryngology—Head & Neck Surgery, University of Washington School of Medicine, Seattle, WA, USA J. M. Colbert-Getz Department of Internal Medicine, University of Utah School of Medicine, Salt Lake City, UT, USA
dents, to understand how that meaning may impact other areas of their work, and relate our findings to existing literature and theoretical frameworks. Methods The research team conducted, recorded, transcribed, and coded 25 semi-structured telephone interviews of faculty mentors from four US medical schools with curricular learning communities. The team used an iterative interview coding process to generate final themes and relate these themes to existing literature. Results The authors identified five themes of meaning faculty derive from participation as learning community mentors: “I am a better professional,” “I am more connected,” “I am rejuvenated,” “I am contributing,” and “I am honored.” A sixth theme, “I am harmed,” encompassed the negative aspects of the learning community faculty experience. The authors found that their identified themes related closely to the theoretical framework for pathways to meaningful work proposed by Rosso et al. Discussion The alignment of the themes we identified on the experience of learning community faculty to existing literature on work meaning corroborates the theoretical framework and deepens understanding of beneficial and harmful learning community effects on faculty. As learning communities
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