Ten steps to conducting health professional education research

Scott, Karen M.; Schuwirth, Lambertus

doi:10.1111/tct.12287

Cited by 9 publications

(7 citation statements)

References 13 publications

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“…They could work in conjunction with professional specialty societies (e.g., AAP, AMA, Society for Adolescent Medicine, APHA, CMDA) and HEAL Trafficking. Research : Conduct and publish research using rigorous study designs, methodologies, and outcome measures that demonstrate practices that lead to provider practice change and improved patient outcomes [ 47 ]. A national oversight committee or commission could facilitate the dissemination of the findings and convene periodic forums to discuss the implications and next steps.…”

Section: Discussionmentioning

confidence: 99%

Training US health care professionals on human trafficking: where do we go from here?

Powell

Dickins

Stoklosa

2017

Medical Education Online

102

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Some 21 million adults and children are labor-trafficked or sex-trafficked through force, fraud, or coercion. In recognition of the interface between trafficking victims and the healthcare setting, over the last 10 years there has been a notable increase in training of health care professionals (HCPs) on human trafficking (HT) and its health implications. Many organizations have developed curricula and offered training in various clinical settings. However, methods and content of this education on trafficking vary widely, and there is little evaluation of the impact of the training. The goal of this study was to assess the gaps and strengths in HT education of HCPs in the US. This mixed-method study had two components. The first component consisted of structured interviews with experts in human trafficking HCP education. The second portion of the study involved an analysis of data from HCP calls to the National Human Trafficking Resource Center (NHTRC). The interviews captured trainer-specific data on types of HT training, duration and frequency, key content areas, presence of evaluation approaches and indicators, as well as an assessment of barriers and strengths in HT training for HCP. NHTRC call database analysis demonstrated increasing trends since 2008 in calls by HCPs. Overall findings revealed the need for standardization of HT training content to assure correct information, trauma-informed and patient-centered care, and consistent messaging for HCPs. Evaluation metrics for HT training need to be developed to demonstrate behavior change and impact on service delivery and patient-centered outcomes for HT victims, according to our proposed adapted Kirkpatrick’s Pyramid model. HT training and evaluation would benefit from an agency or institution at the national level to provide consistency and standardization of HT training content as well as to guide a process that would develop metrics for evaluation and the building of an evidence base. Abbreviations: AAP: American Academy of Pediatrics; ACF: Administration for Children and Families; CME: Continuing medical education; ED: Emergency department; HCP: Health care professional; HEAL: Health, Education, Advocacy, and Linkage; HHS: United States Department of Health and Human Services; HT: Human trafficking; IOM: United States Institute of Medicine; MH: Mental health; NHTRC: National Human Trafficking Resource Center; SOAR: Stop, Observe, Ask, and Respond to Health and Wellness Training

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Section: Discussionmentioning

confidence: 99%

Training US health care professionals on human trafficking: where do we go from here?

Powell

Dickins

Stoklosa

2017

Medical Education Online

102

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“…texts and discursive practices" (Woodward-Kron, 2020, p. 64). This requires learning the jargon of educational research (Scott et al, 2015) and becoming more comfortable with HPE and scholarly conventions, the social and discursive practices of the HPE community and the corpus of HPE literature. Engaging with this new community requires HCPs to not only recognise new discourses and discursive practices but also to strategically utilise these to establish a compelling, coherent, critical and credible voice in a new field (Lingard & Watling, 2016).…”

Section: Nur the Rural Nursementioning

confidence: 99%

Discussion Paper: Conceptual thresholds in health professional education research and scholarship

Kumar

King

Seymour-Walsh

2021

FoHPE

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Healthcare professionals (HCPs) are increasingly undertaking health professional education (HPE) research and scholarship. This discussion paper highlights key transition points experienced by HCPs newly engaging in HPE research and scholarship, using conceptual thresholds as a theoretical lens. The identified thresholds are: (1) recognising limits, (2) navigating discourses and (3) negotiating identities, and our paper evidences the epistemic, discursive and existential repositioning underpinning these thresholds. Supporting HCPs to successfully navigate the rich and vibrant world of HPE research and scholarship requires a multi-faceted strategy involving individual upskilling, co-construction of resources and strategies, and enhancing the invitational quality of HPE research activities, environments and communities.

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“…Faculty development programming and consultation are needed to support faculty education research agendas to achieve these benefits. 26 Programming can teach faculty how to write research grants, manage a research lab, supervise educational research fellows, present their research, and submit articles for publication in academic journals. 11,14,16,27 Programming can provide individual and group research mentoring.…”

Section: Faculty Development Programs Are Beneficialmentioning

confidence: 99%

A framework for faculty development programming at VA and non-VA Academic Medical Centers

Topor

Budson

2018

JRMC

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VA and non-VA Academic Medical Centers (AMCs) serve as training environments for learners from many different professions and academic affiliates, including regional medical campuses. Faculty members at these AMCs need programming to help create and enhance the educational environment for learners. In this paper, we provide a framework for AMCs to develop and implement faculty development programming and provide a case example of how this programming was implemented at one VA AMC. It is the hope that this framework and programming can be adopted by other AMCs to provide faculty members with the programming needed to sustain high quality training environments.

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Ten steps to conducting health professional education research

Cited by 9 publications

References 13 publications

Training US health care professionals on human trafficking: where do we go from here?

Training US health care professionals on human trafficking: where do we go from here?

Discussion Paper: Conceptual thresholds in health professional education research and scholarship

A framework for faculty development programming at VA and non-VA Academic Medical Centers

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