Evidence map›Paper›PMID 38187462›Full record

ArticleThe chronicle of mentoring & coaching2023

Curriculum-based Faculty Training in Networking: Knowledge and Self-efficacy Outcomes.

X W Shore, B Soller, N Mickel, B Wiskur, D Morales, S Arora, N Dominguez, B Tigges, D Helitzer, O Myers and 1 more

Abstract read
PubMed Full text at PMC
In one paragraph

Article in The chronicle of mentoring & coaching, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

X W ShoreUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
B SollerUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
N MickelUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
B WiskurUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
D MoralesUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
S AroraUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
N DominguezUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
B TiggesUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
D HelitzerUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
O MyersUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.
A SoodUniversity of New Mexico-Health Sciences, University Of Maryland at Baltimore County, Oklahoma University-Health Sciences Center, National Institutes of Health, University of New Mexico-Central Campus, Arizona State University.

Funding

Tracking and EvaluationU54GM104944 · NIGMS · UNIVERSITY OF NEVADA LAS VEGAS · PI WARD, TONY JOHN · 2013 to 2023
$39.6M
University of New Mexico Clinical and Translational Science CenterUL1TR000041 · NCATS · UNIVERSITY OF NEW MEXICO HEALTH SCIS CTR · PI LARSON, RICHARD S · 2012 to 2014
$9.8M
Keeping rural minority 'essential' workplaces open safely during the COVID-19 pandemic: The role of frequent point-of-care molecular workplace surveillance for minersU01GM132175 · NIGMS · UNIVERSITY OF NEW MEXICO HEALTH SCIS CTR · PI SOOD, AKSHAY · 2019 to 2023
$5.3M
NCATS NIH HHS UL1 TR000041NIGMS NIH HHS U01 GM132175NIGMS NIH HHS U54 GM104944
6 · The paper itself

Abstract

Although the advantages of developmental networks are well-known, most faculty do not know how to participate in such networks actively. Additionally, institutions face challenges in teaching faculty the best practices of networking. This deficiency constitutes a critical gap in the literature, which may slow career advancement for faculty, particularly from underrepresented groups. The study's purpose was to examine the effectiveness of a curriculum-based faculty training in developmental networks, utilizing the Extension for Community Health Outcomes (ECHO) platform. In this pre-post study, 33 faculty members participated in the intervention utilizing eight modules involving four competencies. Each module followed a standard format, including a short didactic, two facilitated case study discussions based on real-life scenarios, and self-reading of selected literature. Outcomes included (i) change in knowledge scores obtained from two questions per module and (ii) self-efficacy scores measured on a scale of 0-100. Paired student's t-test and mixed model regression analyses were used. A significant increase in knowledge score was documented using mixed model regression for 4 of the eight modules (mean change score 0.4-0.8, p≤0.03 for all analyses). The proportion of faculty participants reporting correct knowledge items for all modules increased from 49.8% (pre) to 64.3% (post), which was statistically significant (p<0.001). Significant increases in paired self-efficacy scores were reported for each of the eight modules (mean change score 17-37, p<0.05 for all analyses). This study highlights the importance of curriculum-based training in networking. Participants showed a significant increase in pre-post networking self-efficacy and knowledge scores. Our ECHO-based curriculum, facilitator training, and manual enable easy implementation in other institutions, ensuring scalability and adaptability. Our analysis provides the evidence basis for examining the impact of a developmental network intervention in enhancing individual career networks.

Identifiers

PMID38187462
PMCPMC10768928

What OpenQuestion holds

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Registered trials

None linked

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.