The next generation of researchers:One‐yearoutcome data from theSAEM Advanced Research Methodology Evaluation and Design in Medical Education(ARMED MedEd) program

Abstract

Introduction:As the field of medical education evolves, there is a need to increase the quality of education scholarship and develop a cadre of research scholars; however, clinician educators (CEs) considering this career transition have limited formal training in education research methodology to heed this call. Therefore, a program that provides more advanced training in education scholarship for CEs without the financial and resource barriers of fellowships and masters programs is needed.

The mobilisation of professional identity: A scoping and lexical review

“…Other interventions included a blog of a single teacher, suggesting limited opportunity to generalise from the findings [ 87 ], peer coaching [ 93 ], and participation in a community of practice [ 81 ]. Most of the training and development programmes focused on the professionals’ development [ 15 , 73 , 76 , 78 , 79 , 83 , 86 , 91 , 92 ]–for instance, Branch [ 74 ] developed a faculty development programme to promote humanistic professional behaviours among faculty members–namely, physicians. However, two publications were more directly focused on patients via, for example, a patient safety programme [ 80 , 89 ].…”

“…Most publications reported on qualitative methods [ 15 , 76 , 78 , 81 , 83 , 86 , 89 , 91 , 92 ], with others using mixed methods [ 75 , 77 , 79 , 80 , 84 , 85 , 87 , 88 ], and the remaining five leaning on quantitative methods [ 73 , 74 , 82 , 90 , 93 ]. Most of the interventions were longitudinal, with much of the data collection using a longitudinal approach to evaluate the impact of the intervention on professional identity [ 73 – 77 , 79 , 82 , 84 – 88 , 93 ]. Others drew one timepoint, using–for instance–single interviews, limiting the potential to gauge impact over time.…”

“…Approaches to assess intervention effect on professional identity varied. Most publications reported on qualitative methods [15,76,78,81,83,86,89,91,92], with others using mixed methods [75,77,79,80,84,85,87,88], and the remaining five leaning on quantitative methods [73,74,82,90,93]. Most of the interventions were longitudinal, with much of the data collection using a longitudinal approach to evaluate the impact of the intervention on professional identity [73-77, 79, 82, 84-88, 93].…”

Educator's blueprint: A guide for clinician‐educators to achieve promotion in emergency medicine

“…[11][12][13] Faculty can also benefit from attending local or national workshops on career advancement to develop the skills needed and expand their networks. 14,15 Specialty specific national organizations provide offerings at annual conferences, through formal courses (Society for Academic Emergency Medicine Advanced Research Methodology in Medical Education 16 ; American College of Emergency Physicians Teaching Fellowship; Academic Life in Emergency Medicine Faculty Incubator 17,18 ) or through toolkits. 19 These networks can be crucial for developing professional recognition of expertise outside of their institution.…”