Getting Published in Medical Education: Overcoming Barriers to Scholarly Production

Gottlieb, Michael; Dehon, Erin; Jordan, Jaime; Bentley, Suzanne; Ranney, Megan L.; Lee, Sangil; Khandelwal, Sorabh; Santen, Sally A.

doi:10.5811/westjem.2017.11.35253

Cited by 30 publications

(22 citation statements)

References 29 publications

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“…Doing so will cause you to lose momentum and not allow you to follow through on your scholarship goals. 42 do not forget to give yourself the academic credit you deserve toward promotion by turning your scholarly posters and meeting abstracts into peer-reviewed publications. Finally, find enjoyment in what you do, as scholarship can be an important and rewarding part of your personal and professsional life.…”

Section: Discussionmentioning

confidence: 99%

A Guide for Increasing Scholarship for Medical Educators

et al. 2019

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Disseminating scholarly work as a clinician educator is critical to furthering new knowledge in medical education, creating an evidence base for new practices, and increasing the likelihood of promotion. Knowing how to initiate scholarship and develop habits to support it, however, may not be clear. This perspective is designed to help readers choose and narrow their focus of scholarly interest, garner mentors, find potential project funding, and identify outside support through involvement with national organizations, collaborators, and faculty development programs. By incorporating these suggestions into their daily work, educators can find ways to connect their clinical and educational interests and make their daily work count toward scholarship.

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Section: Discussionmentioning

confidence: 99%

A Guide for Increasing Scholarship for Medical Educators

et al. 2019

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“…To the best of our knowledge, this is the first study to evaluate the feasibility and effectiveness of the Step Back method for education research consultation. Given that clinician educators often face multiple competing demands for their time and may have limited local education research expertise available, this type of faculty development holds great potential to advance the field by providing instruction in education research methodology, dedicated feedback specific to an individual's project and needs, and an opportunity for collaboration and mentorship that might not have otherwise been accessible …”

Section: Discussionmentioning

confidence: 99%

Use of the “Step‐back” Method for Education Research Consultation at the National Level: A Pilot Study

Jordan

Shah

Phillips

et al. 2019

AEM Education and Training

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Background: There are a limited number of emergency medicine (EM) physicians with expertise in education research. The Harvard Macy "step-back" method is an emerging model utilized to gather group feedback. Despite its use in multiple educational settings, there are little published data demonstrating effectiveness.Objectives: Our objective was to create and evaluate a national faculty development session providing consultation in education research utilizing the step-back method.Methods: This was a pilot study. EM experts in education research from across the country served as facilitators for a faculty development session held at the 2018 Council of Emergency Medicine Residency Directors Academic Assembly. Small groups consisting of two or three facilitators and one or two participants were formed and each participant underwent a step-back consultation for their education research study. Participants wrote their study question before and after the session. After the session, facilitators and participants completed an evaluative survey consisting of multiple-choice, Likert-type, and free-response items. Descriptive statistics were reported. Qualitative analysis using a thematic approach was performed on free-response data. Participant study questions were assessed by the PICO (population, intervention, comparison, outcome) and FINER (feasible, interesting, novel, ethical, relevant) criteria. Both scales were evaluated using a two-way randomconsistency intraclass correlation. Before and after scores were evaluated with a paired t-test.Results: Twenty-four facilitators and 13 participants completed the step-back session. Evaluations from 20 facilitators and nine participants were submitted and analyzed. Sixteen of 20 facilitators felt that the step-back method "greatly facilitated" their ability to share their education research expertise. All facilitators and participants recommended that the session be provided at a future academic assembly. Regarding suggestions for improvement, qualitative analysis revealed three major themes: praise for the session, desire for additional time, and a room set up more conducive to small group work. Seven of nine responding participants felt that the session was "very valuable" for improving the strength of their study methods. Qualitative analysis regarding change in study as a result of the step-back session yielded four major themes: refinement of study question, more specific outcomes and measurements, improvement in study design, and greater understanding of study limitations. Both FINER and PICO scale comparisons showed improvement pre-and postintervention (PICO 60% relative increase; FINER 16% relative increase). Neither achieved statistical significance (PICO t(5) = -1.835, p = 0.126; and FINER t(5) = -1.305, p = 0.249).

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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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Getting Published in Medical Education: Overcoming Barriers to Scholarly Production

Cited by 30 publications

References 29 publications

A Guide for Increasing Scholarship for Medical Educators

A Guide for Increasing Scholarship for Medical Educators

Use of the “Step‐back” Method for Education Research Consultation at the National Level: A Pilot Study

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

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