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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Counting quality because quality counts: differing standards in master's in medical education programmes.

Lesley Pugsley¹, Stephen Brigley, Lynne Allery

¹School of Postgraduate Medical and Dental Education, Cardiff, UK. PugsleyLA@Cardiff.ac.uk

Medical Teacher

|February 19, 2008

Summary

Quality standards vary significantly across UK Masters in Medical Education programs. Many students receive inadequate research methods training and support, impacting the rigor of medical education research.

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

Medical Education
Educational Research Quality

Background:

Formalization of the medical teacher role in the UK has led to a proliferation of Masters programs in Medical Education.
There has been a lack of assessment regarding the quality variations among these programs.
A prior study aimed to address this quality assessment omission.

Purpose of the Study:

To examine the variation in quality standards across Masters in Medical Education programs.
To specifically investigate the research methods training provided.
To assess the levels of support available for researchers within these programs.

Main Methods:

Secondary analysis of data from a previous evaluative study.
Review of program websites.
Semi-structured interviews with MSc course directors.
Case studies in two purposively sampled institutions.

Main Results:

Significant variations were identified in both taught and research components of the programs.
The quality of the research experience was compromised for some students due to poor preparation.
Concerns were raised about academic rigor in the examination processes at certain institutions.

Conclusions:

The observed variance in research methods training and support highlights critical quality standard issues.
Open dialogue within the medical education community is needed regarding research paradigms, methods, and activities.
Addressing these concerns is crucial for improving the design, implementation, and rigor of medical education research.