In this article we describe the VA DEO leadership role and the tasks required to lead education across multiple professions within the VA health care system. Given the broad scope of leading educational programs across multiple clinical professions and the interprofessional backgrounds of DEOs across the VA, we evaluated DEO self-perceived effectiveness to impact educational decisions and behavior by professional discipline. Our evaluation question is: Are different professional education and practice backgrounds functionally capable of providing leadership over all education of health professions training programs? Finally, we describe DEOs perceptions of facilitators and barriers to performing their DEO role within the VA.
Methods
We conducted a mixed methods analysis of data collected by OAA to assess DEO needs within a multiprofessional clinical learning environment. The needs assessment was conducted by an OAA evaluator (NH) with input on instrument development and data analysis from OAA leadership (KS, MB). This evaluation is categorized as an operations activity based on VA Handbook 1200 where information generated is used for business operations and quality improvement. 8 The overall project was subject to administrative rather than institutional review board oversight.
A needs assessment tool was developed based on the OAA domains of expertise. 6 Prior to its administration, the tool was piloted with 8 DEOs in the field and the survey shortened based on their feedback. DEOs were asked about individual professional characteristics (eg, clinical profession, academic appointment, type of health professions training programs at the VA site) and their self-perceived effectiveness in impacting educational decisions and behaviors on general and profession-specific tasks within each of the 4 domains of expertise on a 5-point Likert scale (1, not effective; 5, very effective). 6,9 The needs assessment also included an open-ended question asking respondents to comment on any issues they felt important to understanding DEO role effectiveness.
The needs assessment was administered online via SurveyMonkey to 132 DEOs via email in September and October 2019. The DEOs represented 148 of 160 VA facilities with health professions education; 14 DEOs covered > 1 VA facility, and 12 positions were vacant. Email reminders were sent to nonresponders after 1 week. At 2 weeks, nonresponders received telephone reminders and personalized follow-up emails from OAA staff. The response rate at the end of 3 weeks was 96%.
Data Analysis
Mixed methods analyses included quantitative analyses to identify differences in general and profession-specific self-ratings of effectiveness in influencing educational decisions and behaviors by DEO profession, and qualitative analyses to further understand DEO’s perceptions of facilitators and barriers to DEO task effectiveness. 10,11 Quantitative analyses included descriptive statistics for all variables followed by nonparametric tests including χ2 and Mann- Whitney U tests to assess differences between physician and other professional DEOs in descriptive characteristics and selfperceived effectiveness on general and profession- specific tasks. Quantitative analyses were conducted using SPSS software, version 26. Qualitative analyses consisted of rapid assessment procedures to identify facilitators and barriers to DEO effectiveness by profession using Atlas.ti version 8, which involved reviewing responses to the open-ended question and assigning each response to predetermined categories based on the organizational level it applied to (eg, individual DEO, VA facility, or external to the organization). 12,13 Responses within categories were then summarized to identify the main themes.