Faculty development in medical education research

A cooperative model

Wendy C. Coates, Jeffrey N. Love, Sally A. Santen, Cherri Hobgood, Brian E. Mavis, Lauren A. Maggio, Susan E. Farrell

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

As the definition of scholarship is clarified, each specialty should develop a cadre of medical education researchers who can design, test, and optimize educational interventions. In 2004, the Association for American Medical Colleges Group on Educational Affairs developed the Medical Education Research Certificate (MERC) program to provide a curriculum to help medical educators acquire or enhance skills in medical education research, to promote effective collaboration with seasoned researchers, and to create better consumers of medical education scholarship. MERC courses are offered to individuals during educational meetings. Educational leaders in emergency medicine (EM) identified a disparity between the "scholarship of teaching" and medical education research skills, and they collaborated with the MERC steering committee to develop a mentored faculty development program in medical education research. A planning committee comprising experienced medical education researchers who are also board-certified, full-time EM faculty members designed a novel approach to the MERC curriculum: a mentored team approach to learning, grounded in collaborative medical education research projects. The planning committee identified areas of research interest among participants and formed working groups to collaborate on research projects during standard MERC workshops. Rather than focusing on individual questions during the course, each mentored group identified a single study hypothesis. After completing the first three workshops, group members worked under their mentors guidance on their multiinstitutional research projects. The expected benefits of this approach to MERC include establishing a research community network, creating projects whose enrollments offer a multiinstitutional dimension, and developing a cadre of trained education researchers in EM.

Original languageEnglish (US)
Pages (from-to)829-836
Number of pages8
JournalAcademic Medicine
Volume85
Issue number5
DOIs
StatePublished - May 2010
Externally publishedYes

Fingerprint

Medical Education
Biomedical Research
education
certification
Emergency Medicine
Research Personnel
research project
cadre
medicine
Education
Research
Curriculum
Community Networks
Mentors
curriculum
planning
research interest
American Medical Association
working group
group membership

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Coates, W. C., Love, J. N., Santen, S. A., Hobgood, C., Mavis, B. E., Maggio, L. A., & Farrell, S. E. (2010). Faculty development in medical education research: A cooperative model. Academic Medicine, 85(5), 829-836. https://doi.org/10.1097/ACM.0b013e3181d737bc

Faculty development in medical education research : A cooperative model. / Coates, Wendy C.; Love, Jeffrey N.; Santen, Sally A.; Hobgood, Cherri; Mavis, Brian E.; Maggio, Lauren A.; Farrell, Susan E.

In: Academic Medicine, Vol. 85, No. 5, 05.2010, p. 829-836.

Research output: Contribution to journalArticle

Coates, WC, Love, JN, Santen, SA, Hobgood, C, Mavis, BE, Maggio, LA & Farrell, SE 2010, 'Faculty development in medical education research: A cooperative model', Academic Medicine, vol. 85, no. 5, pp. 829-836. https://doi.org/10.1097/ACM.0b013e3181d737bc
Coates, Wendy C. ; Love, Jeffrey N. ; Santen, Sally A. ; Hobgood, Cherri ; Mavis, Brian E. ; Maggio, Lauren A. ; Farrell, Susan E. / Faculty development in medical education research : A cooperative model. In: Academic Medicine. 2010 ; Vol. 85, No. 5. pp. 829-836.
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