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首页> 外文期刊>BMC Medical Education >The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention
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The impact of a faculty development program, the Leadership in Academic Medicine Program (LAMP), on self-efficacy, academic promotion and institutional retention

机译：教师发展计划的影响，学术医学计划（灯）的领导，自我效能，学术促进和机构保留

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Academic medical centers invest considerably in faculty development efforts to support the career success and promotion of their faculty, and to minimize faculty attrition. This study evaluated the impact of a faculty development program called the Leadership in Academic Medicine Program (LAMP) on participants’ (1) self-ratings of efficacy, (2) promotion in academic rank, and (3) institutional retention. Participants from the 2013–2020 LAMP cohorts were surveyed pre and post program to assess their level of agreement with statements that spanned domains of self-awareness, self-efficacy, satisfaction with work and work environment. Pre and post responses were compared using McNemar’s tests. Changes in scores across gender were compared using Wilcoxon Rank Sum/Mann-Whitney tests. LAMP participants were matched to nonparticipant controls by gender, rank, department, and time of hire to compare promotions in academic rank and departures from the organization. Kaplan Meier curves and Cox proportional hazards models were used to examine differences. There were significant improvements in almost all self-ratings on program surveys (p??0.05). Greatest improvements were seen in “understand the promotions process” (36% vs. 94%), “comfortable negotiating” (35% vs. 74%), and “time management” (55% vs. 92%). There were no statistically significant differences in improvements by gender, however women faculty rated themselves lower on all pre-program items compared to men. There was significant difference found in time-to-next promotion (p?=?0.003) between LAMP participants and controls. Kaplan-Meier analysis demonstrated that LAMP faculty achieved next promotion more often and faster than controls. Cox-proportional-hazards analyses found that LAMP faculty were 61% more likely to be promoted than controls (hazard ratio [HR] 1.61, 95% confidence interval [CI] 1.16–2.23, p-value?=?0.004). There was significant difference found in time-to-departure (p??0.0001) with LAMP faculty retained more often and for longer periods. LAMP faculty were 77% less likely to leave compared to controls (HR 0.23, 95% CI 0.16–0.34, p??0.0001). LAMP is an effective faculty development program as measured subjectively by participant self-ratings and objectively through comparative improvements in academic promotions and institutional retention.
机译：学术医疗中心在教职员工努力中投入大大投入，以支持职业生涯的成功和促进其教师，并尽量减少教师的磨损。本研究评估了教师发展方案的影响，称为参与者（1）疗效的学术部门（灯）的领导，（1）效力，（2）促进，（3）机构保留。来自2013-2020灯队队的参与者被调查了预先和邮局，以评估其与跨国宣传域的陈述的协议水平，自我意识，自我效能，与工作环境的满意度的陈述。使用McNemar的测试进行比较预先响应。使用Wilcoxon等级Sum / Mann-Whitney测试进行比较两种性别的变化。灯参与者与雇用的性别，等级，部门和雇用时间与非普利克兰人控制相匹配，以比较学术级别和从本组织的偏离的促销活动。 Kaplan Meier曲线和Cox比例危险模型用于检查差异。几乎所有自我评估的程序调查都有显着改善（P？＆ 0.05）。 “了解促销过程”（36％与94％），“舒适的谈判”（35％与74％）和“时间管理”（55％vs.92％），“舒适的改善”是最大的改进。对性别的改善没有统计学上的显着差异，但与男性相比，所有预先预期物品都会降低妇女教师。在灯参与者和控制之间的时间 - 下一个促销（P？= 0.003）中发现了显着差异。 Kaplan-Meier分析表明，灯具教师比控制更频繁地实现了较高的促销活动。 Cox-比例危险分析发现，灯表学院比对照促进的61％（危险比[HR] 1.61,95％置信区间[CI] 1.16-2.23，P值？= 0.004）。在偏离时间（p？＆＆ 0.0001）中存在显着差异，灯座更频繁地保留了较长的时间。与对照相比，灯表较少的可能性较少77％（HR 0.23,95％CI 0.16-0.34，P≤≤0.0001）。灯是一个有效的教职员工，通过参与者自我评级主观测量，客观地通过学术促销和制度保留的比较改善。

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