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Related Experiment Video

Updated: May 15, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Faculty development in medical education research.

Joseph LaMantia1, Stanley J Hamstra, Daniel R Martin

  • 1Department of Emergency Medicine, North Shore University Hospital, Manhasset, NY, USA. jlamanti@nshs.edu

Academic Emergency Medicine : Official Journal of the Society for Academic Emergency Medicine
|January 3, 2013
PubMed
Summary

This study reviews faculty development in emergency medicine (EM) education research. It identifies the current state and proposes a future agenda for advancing research skills among EM faculty.

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Last Updated: May 15, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Emergency Medicine Research
  • Faculty Development

Background:

  • Faculty development in education research is crucial for advancing emergency medicine (EM).
  • Understanding the history and current status of EM education research faculty development is essential.
  • Previous efforts and existing literature provide a foundation for current initiatives.

Purpose of the Study:

  • To identify the history and current state of faculty development in education research within emergency medicine.
  • To establish a consensus on the key elements of successful faculty development programs.
  • To set a future agenda for enhancing education research capacity in EM.

Main Methods:

  • A consensus conference breakout session involving education research and content experts.
  • Review of existing academic and medical literature.
  • Synthesis of expert opinions and audience consensus.

Main Results:

  • Agreement on the historical progression and current landscape of EM faculty development in research.
  • Identification of key challenges and opportunities in current programs.
  • A defined future agenda for promoting faculty development in education research.

Conclusions:

  • Faculty development in EM education research requires a structured and forward-thinking approach.
  • Collaboration among experts and a review of existing literature are vital for progress.
  • The proposed agenda aims to strengthen research capabilities and outcomes in EM education.