Browsing by Author "Railey, Kenyon"

Now showing 1 - 4 of 4
  • Thumbnail Image
    ItemOpen Access
    Enlisting New Teachers in Clinical Environments (ENTICE); novel ways to engage clinicians.
    (Adv Med Educ Pract, 2014) Peyser, Bruce; Daily, Kathryn A; Hudak, Nicholas M; Railey, Kenyon; Bosworth, Hayden B
    PURPOSE: To explore the barriers and incentives that affect primary care providers who precept students in outpatient clinics in the US. METHOD: In 2013, leadership of our large primary care group sent a 20-question survey via e-mail to all of the 180 providers within the network. The survey assessed provider demographics, precepting history, learner preferences, and other issues that might affect future decisions about teaching. RESULTS: The response rate was 50% (90 providers). The top reasons for precepting in the past were enjoyment for teaching and personal interaction with learners. The most commonly cited reason for not precepting previously was a perceived lack of time followed by increased productivity demands. When questioned about the future, 65% (59 respondents) indicated that they were likely to precept within the next 6 months. A desired reduction in productivity expectations was the most commonly cited motivator, followed by anticipated monetary compensation and adjusted appointment times. A top barrier to future precepting was a belief that teaching decreases productivity and requires large amounts of time. CONCLUSION: This survey represents an opportunity to study a change in focus for a cohort of busy clinicians who were mostly new to teaching but not new to clinical practice. The survey provides further insight into clinician educators' perceptions regarding the education of a variety of different learners. The results align with data from previous studies in that time pressures and productivity demands transcend specific programs and learner backgrounds. This information is critical for future clerkship directors and hospital administrators in order to understand how to increase support for potential preceptors in medical education.
  • Thumbnail Image
    ItemOpen Access
    Hypertension Guidelines and Interventions
    (Primary Care: Clinics in Office Practice, 2023-08) Bludorn, Janelle; Railey, Kenyon
  • Thumbnail Image
    ItemOpen Access
    Partnerships to Care for Our Patients and Communities During COVID-19
    (The Journal of the American Board of Family Medicine, 2021-09) Viera, Anthony J; Barnett, Jacqueline; Case, Matthew; Epling, Carol; Halstater, Brian; Lyn, Michelle; Martinez-Bianchi, Viviana; Ragsdale, John; Railey, Kenyon; Said, Kristen; Sawin, Gregory; Spotts, Hunter; Vaughn, John; Weigle, Nancy; Michener, J Lloyd
  • Thumbnail Image
    ItemOpen Access
    The Impact of Racial Bias in Patient Care and Medical Education: Let's Focus on the Educator.
    (MedEdPORTAL : the journal of teaching and learning resources, 2021-01) Corsino, Leonor; Railey, Kenyon; Brooks, Katherine; Ostrovsky, Daniel; Pinheiro, Sandro O; McGhan-Johnson, Alyson; Padilla, Blanca Iris

    Introduction

    Racial bias in health care is well documented. Research shows the presence of racial bias among health care providers. There is a paucity of workshops focused on racial bias effects in health professions educators.

    Method

    Two to three workshops were delivered to a diverse group of clinical educators from three programs at a major academic institution. Each workshop included a brief multimedia presentation followed by a facilitated group discussion. Participants completed the online Implicit Association Test (IAT), a baseline demographic questionnaire, and a brief post-then-pre questionnaire.

    Results

    Twenty-four faculty participated in the study (six physicians, eight nurse practitioners, 10 physician assistants). Nineteen (90%) were women, 18 (86%) were White, nine (43%) had more than 10 years of experience as educators, and seven (35%) had previously participated in a biases program. Seventeen completed the IAT. Sixteen educators agreed or strongly agreed that bias has a significant impact on patients' outcomes at the end of the workshop compared to 17 before the workshop. Seventeen educators agreed or strongly agreed that recognizing their own racial bias would positively alter their teaching practice after the workshop compared to 15 before the workshop.

    Discussion

    This series of workshops was created to fill a gap regarding the impact of racial bias on patient outcomes, health disparities, and health professions education. The impact of racial bias in health professions education and the long-term impact of awareness and knowledge of racial bias in education are areas needing further evaluation.