An exploratory case study of the professional teaching and learning practices of surgeons providing instruction in the medical devices and diagnostics industry: Implications for faculty development and endorsement by the professional field

The purpose of this study was to explore the learning and instructional practices of faculty who provide instruction in the medical devices and diagnostics (MD&D) industry, as well as those factors they consider important in relation to their impact and effectiveness in this educational environment. The study examined what motivates instructors to become involved as faculty in MD&D, how they learned their role, and how they assessed it. Since the study addressed their assessments of their effectiveness as teachers in this context, it examined why such assessment was important to them and what they recommended in the way of preparation training to other surgeons seeking to assume this role. The setting for this study was the MD&D companies of Johnson & Johnson (J&J), one of the largest healthcare companies in the world, whose medical education practices include contracting with surgeons to provide instruction to their peers on the appropriate use of surgical products. The surgeons under study were asked to explore their teaching experiences for multiple companies within the MD&D industry. Phase 1 of the study utilized a case study strategy employing qualitative research methods to collect and analyze data. Phase 2 was a compilation of results gleaned from the qualitative analysis into a survey administered to surgeons who attended a medical education course presented by the MD&D industry within at least 5 years. This descriptive quantitative analysis helped confirm interpretations and recommendations. The results of this study led to an increased understanding of the learning and developmental needs of faculty within MD&D. These needs include enhancement of teaching skills using techniques such as understanding learners' goals, asking open-ended questions, providing feedback, use of reflective practices, providing mentoring and the effective use of technology in education. A set of recommendations are provided that could be made to the healthcare industry, medical educators and other educational environments where highly specialized training is demanded. In medical education, these recommendations seek to improve the efficacy and effectiveness of the learning experience for faculty, their colleague learners, and potentially to the patients receiving this surgical care. Recommendations include faculty development programs designed to reinforce adult learning principles, enhance teaching strategies, evaluate effectiveness and consider the implications of the physician-industry relationship.