TY - JOUR
T1 - The next generation of researchers
T2 - One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program
AU - the Emergency Medicine Health Professions Education Research Consortium (EMPERC)
AU - Gottlieb, Michael
AU - Chan, Teresa M.
AU - Sebok-Syer, Stefanie S.
AU - Krzyzaniak, Sara
AU - Dubosh, Nicole M.
AU - Santen, Sally
AU - Caretta-Weyer, Holly
AU - Yarris, Lalena
AU - Coates, Wendy C.
N1 - Publisher Copyright:
© 2022 Society for Academic Emergency Medicine.
PY - 2022/12
Y1 - 2022/12
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85145298227&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85145298227&partnerID=8YFLogxK
U2 - 10.1002/aet2.10818
DO - 10.1002/aet2.10818
M3 - Article
AN - SCOPUS:85145298227
SN - 2472-5390
VL - 6
JO - AEM Education and Training
JF - AEM Education and Training
IS - 6
M1 - e10818
ER -