A Scalable Advising Model for Part-Time, Distant Learners in Graduate Health Professions Education Programs

Holly Meyer; Annie Wildermuth; John Melton; Steven J Durning; Paolo C Martin

doi:10.1097/ACM.0000000000005878

A Scalable Advising Model for Part-Time, Distant Learners in Graduate Health Professions Education Programs

Acad Med. 2024 Sep 16. doi: 10.1097/ACM.0000000000005878. Online ahead of print.

Authors

Holly Meyer¹, Annie Wildermuth², John Melton³, Steven J Durning⁴, Paolo C Martin⁵

Affiliations

¹ H.S. Meyer is associate professor and vice chair of student affairs, Department of Health Professions Education and Department of Medicine, Uniformed Services University, Bethesda, Maryland.
² A. Wildermuth is assistant professor, Department of Health Professions Education and Department of Medicine, Uniformed Services University, Bethesda, Maryland.
³ J. Melton is assistant professor, Department of Health Professions Education and Department of Medicine, Uniformed Services University, Bethesda, Maryland.
⁴ S.J. Durning is professor and chair of the Department of Health Professions Education, Uniformed Services University, Bethesda, Maryland.
⁵ P.C. Martin is assistant professor, Department of Health Professions Education and Department of Medicine, Uniformed Services University, Bethesda, Maryland.

PMID: 39292870
DOI: 10.1097/ACM.0000000000005878

Abstract

Problem: There is a need within graduate health professions education (HPE) programs to align advising practices to support an increasing number of working adult learners, especially those studying part-time and from remote locations. Despite the recognized importance of the advisor-advisee relationship in graduate learner success, many advisors lack formal training and have to manage multiple completing priorities. Furthermore, a lack of established evidence-based practices for graduate HPE advising has left each program navigating advising independently.

Approach: The Department of Health Professions Education, Uniformed Services University, established a small cadre of faculty to serve as academic advisors (n = 7) in August 2018. This cadre uses an advising model based on 5 advising practices, called TOTAL Advising- train the advisors, onboard the learners, touch base frequently, annually review learners, and learner review. These advising practices are meant to provide a wrap-around support system to ensure learners feel empowered to fully engage in the program, while managing the demands of their personal and professional lives. TOTAL Advising provides the framework needed to achieve 3 guiding beliefs: each learner is capable of completing the program, fostering community, and providing clear communication.

Outcomes: Between May 2020-May 2024, learners who completed a degree (n = 21) were interviewed about their advising experiences by a program evaluator after they graduated. The themes observed from these reflect the program's 3 guiding beliefs. Additionally, from May 2018-May 2024, of the 574 learners who enrolled in the program, 568 (99%) graduated with a certificate or degree, only 6 (1%) were disenrolled.

Next steps: The next steps for TOTAL Advising involve a comprehensive evaluation of the effectiveness of the training program for advisors and collaborating with other graduate HPE programs to share best practices in advising, discuss emerging challenges, and shape advising practices in the broader HPE community.

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