Use of the "Step-back" Method for Education Research Consultation at the National Level: A Pilot Study

Area of Science:

• Medical Education
• Emergency Medicine
• Research Methodology

Background:

• Limited number of emergency medicine (EM) physicians possess expertise in education research.
• The Harvard Macy "step-back" method is an emerging model for group feedback, but its effectiveness is under-published.
• There is a need for effective faculty development in education research for EM physicians.

Purpose of the Study:

• To create and evaluate a national faculty development session.
• To provide consultation in education research utilizing the step-back method.
• To assess the feasibility and value of the step-back method for EM education research.

Main Methods:

• Pilot study involving EM education research experts as facilitators.
• Small groups of facilitators and participants engaged in step-back consultations.
• Participants refined study questions (PICO/FINER criteria) before and after the session.
• Evaluative surveys and qualitative analysis of feedback were conducted.

Main Results:

• The step-back method facilitated sharing of research expertise among facilitators.
• Participants reported "very valuable" sessions for improving study methods.
• Qualitative themes included praise, desire for more time, and improved room setup.
• Participant study questions showed improvements in PICO and FINER criteria post-session.

Conclusions:

• National-level education research consultation using the step-back method is feasible.
• The method was highly valued by both facilitators and participants.
• Potential benefits include refined study questions, improved outcomes/measurements, better study design, and understanding limitations.