Faculty Attributes Associated With the Persistence Skills in Professional Development as Educator

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-5 - Career Trajectories in the Professions

Abstract

Purpose: This study was to identify key personal factors contributing to persistence personal skills of primary care clinicians in educator faculty development programs.

Method: The 120 primary care physician educators in educator faculty development programs offered in 2000-2016 by U.S. Northeastern region institutions. They completed the online Learner Autonomy Profile (LAP) 3.0 v. The study analyzed the predictive association patterns of persistence and other personal attributes and post-program project completion.

Results: Performed regression analyses showed that persistence accounted for 67% variance of self-reported project completion. Growth Balance, Planning, and Anticipating Consequence, Goal-Directedness, and Self-Start account for 78% of the variance in Persistence.

Conclusions: The identified five personal skills likely promote persistence of studied program participants and their project completions aimed.

Author

• Eun Mi Park, University of South Florida