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Making a difference: researching master's and doctoral research programmes in medical education.
Lesley Pugsley1, Stephen Brigley, Lynne Allery
1Academic Department of Medical Education, School of Postgraduate Medical and Dental Education, Cardiff University, Cardiff, UK. pugsleyla@cardiff.ac.uk
Medical Education
|November 24, 2007
Summary
This study explored UK master's and doctoral programs in medical education, finding significant variation in research methods training and supervision quality. Enhancing these programs is crucial for developing skilled medical education researchers.
Area of Science:
- Medical Education Research
- Curriculum Development
- Research Methodology Training
Background:
- The Association for the Study of Medical Education aims to enhance medical education quality.
- A project was commissioned to assess research methods in UK master's and doctoral programs.
Purpose of the Study:
- To evaluate the breadth, depth, and diversity of research methods offered in current UK medical education programs.
- To identify variations in curriculum content and delivery.
Main Methods:
- A three-phase approach was employed.
- Included web-based curriculum searches, key informant interviews, and case studies with documentary analysis and interviews.
Main Results:
- Significant variations were observed across taught programs.
- Discrepancies noted in course length, dissertation requirements (length, time), and supervision quality/quantity.
Conclusions:
- The study raises concerns regarding the effectiveness of medical education qualification courses.
- Identified obstacles hinder the development of competent educational researchers.
- Full commitment from educators and support staff is vital for advancing medical education research.
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