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Published on: August 9, 2024
Faculty development in medical education research: a cooperative model
Wendy C Coates1, Jeffrey N Love, Sally A Santen
1Acute Care College, David Geffen School of Medicine, University of California-Los Angeles (UCLA), Los Angeles, California, USA. coates@emedharbor.edu
Summary
Emergency medicine developed a mentored faculty development program to enhance medical education research skills. This novel approach fostered collaboration and created a network of trained researchers.
Area of Science:
- Medical Education
- Faculty Development
- Emergency Medicine Research
Background:
- Medical education scholarship requires robust research skills.
- The Medical Education Research Certificate (MERC) program aims to build these skills.
- Emergency medicine identified a need for specialized research training.
Purpose of the Study:
- To develop a mentored faculty development program in medical education research for emergency medicine.
- To adapt the MERC curriculum using a novel, team-based, collaborative research approach.
Main Methods:
- A planning committee of experienced EM medical education researchers designed the program.
- Participants formed mentored working groups focused on collaborative research projects.
- Groups identified a single study hypothesis and worked on multi-institutional projects post-workshops.
Main Results:
- The program fostered a collaborative, team-based learning environment.
- Participants engaged in multi-institutional research projects.
- A cadre of trained medical education researchers in EM was developed.
Conclusions:
- The mentored team approach is an effective model for medical education research training.
- This program established a research community network within emergency medicine.
- It successfully developed research capacity and skills among EM faculty.
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