Education Scholarship Fellowships: An Emerging Model for Creating Educational Leaders

Yarris, Lalena M.; Jordan, Jaime; Coates, Wendy C.

doi:10.4300/jgme-d-15-00616.1

Cited by 8 publications

(6 citation statements)

References 33 publications

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“…To address this need for training in medical education research, dedicated medical education fellowships, and executive-type master's degree programs have been developed. [12][13][14][15][16] Yet, not all those interested in developing skills and networks in medical education research are able to devote the time nor bear the cost of a longitudinal program. In 2009, a unique faculty development partnership emerged between the AAMC and the Council of Residency Directors in Emergency Medicine (CORD) to offer a mentored, collaborative approach to the wellestablished MERC program for EM physicians, entitled Medical Education Research Certificate at the Council of Residency Directors in Emergency Medicine (MERC at CORD).…”

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confidence: 99%

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Jordan

Coates

Gottlieb

et al. 2020

AEM Education and Training

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Objectives: The Medical Education Research Certificate at the Council of Residency Directors in EmergencyMedicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory.Methods: This was a prospective qualitative study using a constructivist/interpretivist paradigm to assess longterm career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached.Results: Twelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals. Conclusion:MERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.

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confidence: 99%

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Jordan

Coates

Gottlieb

et al. 2020

AEM Education and Training

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“…In the years since the conference, our field has seen significant growth in education research training opportunities, EM specialty‐specific venues for publishing education scholarship, and prominence of EM education research leaders in national medical education arenas . The topics pursued by EM education researchers have also evolved substantially since 2012 in response to programmatic changes such as the Accreditation Council for Graduate Medical Education (ACGME) milestones project and the influences of novel modalities for education, assessment, and evaluation …”

Section: Specific Objectives Of the 2012 Academic Emergency Medicine mentioning

confidence: 99%

Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What’s Next?

Gottlieb

Chan

Clarke

et al. 2019

AEM Education and Training

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In 2012, the Society for Academic Emergency Medicine convened a consensus conference on the state of medical education research with goals of defining and advancing a future research agenda. Since that time, emergency medicine (EM) education research has grown significantly. A task force of EM education experts was assembled and sought to understand the current state of EM education research and future directions. Among the advances are increases in medical education fellowships, advanced degree and certification programs, faculty development programs, publication venues, and funding. These findings are discussed in light of the prior objectives from the 2012 consensus conference, and recommendations for future directions are provided.From the

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“…40 Another option is a medical education fellowship. [41][42][43][44] These 1-and 2-year mentored experiences allow fellows protected time to develop skills as medical educators, engage in scholarship, and develop professional niches. 45 Many of these fellowships incorporate degree or certificate programs as well.…”

Section: Consider Formal Training In Medical Educationmentioning

confidence: 99%

Strategies for Residents to Explore Careers in Medical Education

Rougas

Zhang

Blanchard

et al. 2019

Journal of Graduate Medical Education

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lanning a career after residency, including the decision to pursue a fellowship, communitybased job, or academic appointment, is a complex process to navigate. [1][2][3] Residents weigh several variables, including debt, salary, protected time, family, and research interests. 4 Because of demanding clinical responsibilities, residents find it difficult to explore opportunities that will help them make informed decisions about their postresidency careers.These opportunities are critical because of the role they play in professional identity formation. The recommendations in this article detail opportunities for residents to explore a community of practice and engage in social interaction with educators-both key components of social learning theory. 5,6 This helps move interested residents from the periphery of medical education toward full participation in the community.There are several postgraduate and faculty development fellowship programs that also foster this development. 7,8 These programs are valuable when available but often require a formal time commitment that is challenging for residents. Many residency programs now offer specialty-specific tracks, including medical education, to help residents explore specific scholarly interests. [9][10][11][12][13] The decision to pursue a medical education career is often influenced by factors not commonly discussed during residency, such as scholarly productivity, national engagement, and the complexity of balancing teaching, administrative, and clinical duties. 14 Many junior faculty struggle to navigate these challenges after they have already begun their careers. Though recent literature provides guidance for early career medical educators, 15,16 there is a need to explore best practices for residents to engage in opportunities that allow for informed career decisionmaking during the training years. 17

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Education Scholarship Fellowships: An Emerging Model for Creating Educational Leaders

Cited by 8 publications

References 33 publications

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

Emergency Medicine Education Research Since the 2012 Consensus Conference: How Far Have We Come and What’s Next?

Strategies for Residents to Explore Careers in Medical Education

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