Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles
Author
Gliatto, PeterColbert-Getz, Jorie M
Bhutiani, Monica
Cutrer, William B
Edwards, Sharon
Fleming, Amy
Keeley, Meg
Osterberg, Lars
Pilla, Michael A
Moynahan, Kevin
Affiliation
Univ Arizona, Sch Med Tucson, Dept MedIssue Date
2019-03-22
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SAGE PUBLICATIONS LTDCitation
Gliatto, P., Colbert-Getz, J. M., Bhutiani, M., Cutrer, W. B., Edwards, S., Fleming, A., … Moynahan, K. (2019). Too Many Hats? Conflicts of Interest in Learning Community Faculty Roles. Journal of Medical Education and Curricular Development. https://doi.org/10.1177/2382120519827890Rights
© The Author(s) 2019. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License.Collection Information
This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.Abstract
PURPOSE: Many US medical schools have adopted learning communities to provide a framework for advising and teaching functions. Faculty who participate in learning communities often have additional educator roles. Defining potential conflicts of interest (COIs) among these roles is an important consideration for schools with existing learning communities and those looking to develop them, both for transparency with students and also to comply with regulatory requirements. METHODS: A survey was sent to the institutional contact for each of the 42 Learning Communities Institute (LCI) member medical schools to assess faculty opinions about what roles potentially conflict. The survey asked the role of learning community faculty in summative and formative assessment of students and whether schools had existing policies around COIs in medical education. RESULTS : In all, 35 (85%) LCI representatives responded; 30 (86%) respondents agreed or strongly agreed that learning community faculty should be permitted to evaluate their students for formative purposes, while 19 (54%) strongly agreed or agreed that learning community faculty should be permitted to evaluate their students in a way that contributes to a grade; 31 (89%) reported awareness of the accreditation standard ensuring " that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them," but only 10 (29%) had a school policy about COIs in education. There was a wide range of responses about what roles potentially conflict with being a learning community faculty. CONCLUSION: The potential for COIs between learning community faculty and other educator roles concerns faculty at schools with learning communities, but most schools have not formally addressed these concerns.Note
Open access journalISSN
2382-12052382-1205
Version
Final published versionAdditional Links
http://journals.sagepub.com/doi/10.1177/2382120519827890ae974a485f413a2113503eed53cd6c53
10.1177/2382120519827890
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Except where otherwise noted, this item's license is described as © The Author(s) 2019. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License.