@article{armstrong_e.g._transformative_2003,
	title = {Transformative professional development of physicians as educators: assessment of a model},
	volume = {78},
	issn = {1040-2446},
	abstract = {PURPOSE:

Medical education reform has been the clarion call of U.S. medical educators and policymakers for two decades. To foster change and seed reform, Harvard Medical School created a professional development program for physicians and scientists actively engaged in educating future physicians that sought to transform both participants and their schools. This study focused on identifying the long-term effects of a professional development program on physician educators.

METHOD:

A follow-up survey of the 1995-97 cohorts of the Harvard Macy Program for Physician Educators was conducted by sending the 99 program participants a questionnaire two years after their participation. Main outcome measures studied were individual changes as reflected in participants' self-reported shifts in teaching behaviors, academic productivity, career advancement, and sense of commitment.

RESULTS:

A total of 63 participants completed the questionnaire, for a response rate of 63.6\%. Two years following participation in the program, a majority (88.8\%) of respondents reported that participation had significantly affected their professional development, including long-term changes in teaching behaviors (77.8\%), engagement in new educational activities from committee work (86\%) to grant funding (52.4\%), and renewed vitality/identification of themselves as educators.

CONCLUSIONS:

Long-term follow-up of participants enrolled in an intensive program for physician educators suggests that professional development programs that create an immersion experience designed in a high-challenge, high-support environment, emphasizing experiential and participatory activities can change behaviors in significant ways, and that these changes endure over time.},
	number = {7},
	journal = {Academic Medicine},
	author = {Armstrong, E.G., J., Doyle and Bennet, N.L.},
	year = {2003},
	pages = {702--708},
}

{"_id":"ewDksfs2XibA7Rh9R","bibbaseid":"armstrong-bennet-transformativeprofessionaldevelopmentofphysiciansaseducatorsassessmentofamodel-2003","author_short":["Armstrong, E.","Bennet, N."],"bibdata":{"bibtype":"article","type":"article","title":"Transformative professional development of physicians as educators: assessment of a model","volume":"78","issn":"1040-2446","abstract":"PURPOSE: Medical education reform has been the clarion call of U.S. medical educators and policymakers for two decades. To foster change and seed reform, Harvard Medical School created a professional development program for physicians and scientists actively engaged in educating future physicians that sought to transform both participants and their schools. This study focused on identifying the long-term effects of a professional development program on physician educators. METHOD: A follow-up survey of the 1995-97 cohorts of the Harvard Macy Program for Physician Educators was conducted by sending the 99 program participants a questionnaire two years after their participation. Main outcome measures studied were individual changes as reflected in participants' self-reported shifts in teaching behaviors, academic productivity, career advancement, and sense of commitment. RESULTS: A total of 63 participants completed the questionnaire, for a response rate of 63.6%. Two years following participation in the program, a majority (88.8%) of respondents reported that participation had significantly affected their professional development, including long-term changes in teaching behaviors (77.8%), engagement in new educational activities from committee work (86%) to grant funding (52.4%), and renewed vitality/identification of themselves as educators. CONCLUSIONS: Long-term follow-up of participants enrolled in an intensive program for physician educators suggests that professional development programs that create an immersion experience designed in a high-challenge, high-support environment, emphasizing experiential and participatory activities can change behaviors in significant ways, and that these changes endure over time.","number":"7","journal":"Academic Medicine","author":[{"propositions":[],"lastnames":["Armstrong"],"firstnames":["E.G."],"suffixes":["J.",",","Doyle"]},{"propositions":[],"lastnames":["Bennet"],"firstnames":["N.L."],"suffixes":[]}],"year":"2003","pages":"702–708","bibtex":"@article{armstrong_e.g._transformative_2003,\n\ttitle = {Transformative professional development of physicians as educators: assessment of a model},\n\tvolume = {78},\n\tissn = {1040-2446},\n\tabstract = {PURPOSE:\n\nMedical education reform has been the clarion call of U.S. medical educators and policymakers for two decades. To foster change and seed reform, Harvard Medical School created a professional development program for physicians and scientists actively engaged in educating future physicians that sought to transform both participants and their schools. This study focused on identifying the long-term effects of a professional development program on physician educators.\n\nMETHOD:\n\nA follow-up survey of the 1995-97 cohorts of the Harvard Macy Program for Physician Educators was conducted by sending the 99 program participants a questionnaire two years after their participation. Main outcome measures studied were individual changes as reflected in participants' self-reported shifts in teaching behaviors, academic productivity, career advancement, and sense of commitment.\n\nRESULTS:\n\nA total of 63 participants completed the questionnaire, for a response rate of 63.6\\%. Two years following participation in the program, a majority (88.8\\%) of respondents reported that participation had significantly affected their professional development, including long-term changes in teaching behaviors (77.8\\%), engagement in new educational activities from committee work (86\\%) to grant funding (52.4\\%), and renewed vitality/identification of themselves as educators.\n\nCONCLUSIONS:\n\nLong-term follow-up of participants enrolled in an intensive program for physician educators suggests that professional development programs that create an immersion experience designed in a high-challenge, high-support environment, emphasizing experiential and participatory activities can change behaviors in significant ways, and that these changes endure over time.},\n\tnumber = {7},\n\tjournal = {Academic Medicine},\n\tauthor = {Armstrong, E.G., J., Doyle and Bennet, N.L.},\n\tyear = {2003},\n\tpages = {702--708},\n}\n\n","author_short":["Armstrong, E.","Bennet, N."],"key":"armstrong_e.g._transformative_2003","id":"armstrong_e.g._transformative_2003","bibbaseid":"armstrong-bennet-transformativeprofessionaldevelopmentofphysiciansaseducatorsassessmentofamodel-2003","role":"author","urls":{},"metadata":{"authorlinks":{}},"html":""},"bibtype":"article","biburl":"https://bibbase.org/zotero/mentoring","dataSources":["Xs558R4fESZd8FQs6"],"keywords":[],"search_terms":["transformative","professional","development","physicians","educators","assessment","model","armstrong","bennet"],"title":"Transformative professional development of physicians as educators: assessment of a model","year":2003}