The next generation of researchers : One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program
© 2022 Society for Academic Emergency Medicine..
Introduction: As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed.
Methods: The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion.
Results: Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program.
Conclusions: The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2022 |
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| Erschienen: |
2022 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:6 |
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| Enthalten in: |
AEM education and training - 6(2022), 6 vom: 10. Dez., Seite e10818 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Gottlieb, Michael [VerfasserIn] |
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| Links: |
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| Anmerkungen: |
Date Revised 22.11.2023 published: Electronic-eCollection Citation Status PubMed-not-MEDLINE |
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| doi: |
10.1002/aet2.10818 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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NLM350735484 |
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| 100 | 1 | |a Gottlieb, Michael |e verfasserin |4 aut | |
| 245 | 1 | 4 | |a The next generation of researchers |b One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program |
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| 520 | |a © 2022 Society for Academic Emergency Medicine. | ||
| 520 | |a Introduction: As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed | ||
| 520 | |a Methods: The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion | ||
| 520 | |a Results: Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program | ||
| 520 | |a Conclusions: The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators | ||
| 650 | 4 | |a Journal Article | |
| 700 | 1 | |a Chan, Teresa M |e verfasserin |4 aut | |
| 700 | 1 | |a Sebok-Syer, Stefanie S |e verfasserin |4 aut | |
| 700 | 1 | |a Krzyzaniak, Sara |e verfasserin |4 aut | |
| 700 | 1 | |a Dubosh, Nicole M |e verfasserin |4 aut | |
| 700 | 1 | |a Santen, Sally |e verfasserin |4 aut | |
| 700 | 1 | |a Caretta-Weyer, Holly |e verfasserin |4 aut | |
| 700 | 1 | |a Yarris, Lalena |e verfasserin |4 aut | |
| 700 | 1 | |a Coates, Wendy C |e verfasserin |4 aut | |
| 700 | 0 | |a Emergency Medicine Health Professions Education Research Consortium (EMPERC) |e verfasserin |4 aut | |
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