Putting Med Ed Training in the Hands of Busy Clinician Educators: A Pilot Study of the Med Ed Minis Program

Introduction: The roles of clinician-educators (CEs) have expanded dramatically over recent decades, highlighting the need for robust, continuing teacher training for CEs at every career stage. However, formal training programs require a time commitment that is not feasible for many busy clinicians while informal training options may not address the skills and topics that CEs need when they need them. We initiated the Med Ed Faculty Development Program (Med Ed Minis) with the goal of making robust, teacher-focused CME training more flexible, personalized, and accessible to CEs across their career trajectories. Methods In response to a needs assessment revealing a strong desire for online CE training (n = 87), we developed the Med Ed Minis: six instructor-led, 4-week, synchronous modules focused on high-priority skill areas. The full module sequence was offered annually. We then assessed the program’s effectiveness using enrollment data and module surveys over three years. Results Thirty-seven surveys were returned. Results (n = 37) showed that participants found the modules valuable and cited concrete ways they were able to apply module content to their work. Ninety-seven percent of participants said they would recommend the Minis to a colleague. However, despite the positive response, enrollment numbers (37 unique individuals over the three years) were not commensurate with needs assessment results. Discussion Our results show that high-quality CE training can indeed be offered online. However, synchronous training elements continued to pose a significant barrier to participation. Conclusion To meet the needs of busy CEs, efforts should be made to offer high-quality, interactive content through even more flexible, asynchronous formats.