ArticleCanadian medical education journal2018
A model for faculty engagement in distributed medical education: Crafting a paddle.
Article in Canadian medical education journal, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- The Feasibility and Impact of Implementing Brief Educator Development Sessions in Underresourced Residency Training Sites.Journal of graduate medical education · 2025Article
- An Innovative, Collaborative, and Transformative Program to Enhance Off-Campus Clinical Faculty Engagement.Journal of clinical psychology in medical settings · 2024Article
- Distributed Medical Education (DME) in psychiatry: perspectives on facilitators, obstacles, and factors affecting psychiatrists' willingness to engage in teaching activities.BMC medical education · 2024Article
- Exploring workplace-based learning in distributed healthcare settings: a qualitative study.BMC medical education · 2024Article
- Exploring Current Practices, Needs, and Barriers for Expanding Distributed Medical Education and Scholarship in Psychiatry: Protocol for an Environmental Scan Using a Formal Information Search Approach and Explanatory Design.JMIR research protocols · 2023Article
- Requirements for improving social capital among faculty members of medical universities: A multicenter qualitative study.Health science reports · 2023Article
- Rewards and recognition for Canadian distributed medical education preceptors: a qualitative analysis.MedEdPublish (2016) · 2022Article
- Currencies of recognition: What rewards and recognition do Canadian distributed medical education preceptors value?MedEdPublish (2016) · 2022Article
- Optimizing teacher basic need satisfaction in distributed healthcare contexts.Advances in health sciences education : theory and practice · 2021Article
- Article
- Barriers and facilitators to implementing a longitudinal dementia education programme into undergraduate healthcare curricula: a qualitative study.BMC medical education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Distributed medical education initiatives are now a key component of all Canadian medical schools. The success of these initiatives requires engaged community-based faculty who are able to successfully balance both their clinical and educational responsibilities. Present understanding of faculty engagement within distributed medical education is limited. Faculty engagement is a complex and multifaceted construct that includes a reciprocal relationship between a Faculty of Medicine and their faculty. Clarification of both the extrinsic and intrinsic motivators of distributed faculty provide opportunities for Faculties of Medicine to more fully engage their faculty and sustain distributed medical education programs.
Identifiers
30140337PMC6104330What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.