Lara Varpio1, Bridget O'Brien2, Wendy Hu3, Olle Ten Cate4, Steven J Durning1, Cees van der Vleuten5, Larry Gruppen6, David Irby2, Susan Humphrey-Murto7, Stanley J Hamstra8. 1. Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA. 2. Department of Medicine, Faculty of Medicine, University of California San Francisco, San Francisco, California, USA. 3. Medical Education Unit, School of Medicine, Western Sydney University, Sydney, Australia. 4. Center for Research and Development of Education, University Medical Centre Utrecht, Utrecht, the Netherlands. 5. Department of Educational Development and Research, Maastricht University, Maastricht, the Netherlands. 6. Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA. 7. Department of Medicine, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada. 8. Accreditation Council for Graduate Medical Education, Chicago, Illinois, USA.
Abstract
CONTEXT: Although health professions education scholarship units (HPESUs) share a commitment to the production and dissemination of rigorous educational practices and research, they are situated in many different contexts and have a wide range of structures and functions. OBJECTIVES: In this study, the authors explore the institutional logics common across HPESUs, and how these logics influence the organisation and activities of HPESUs. METHODS: The authors analysed interviews with HPESU leaders in Canada (n = 12), Australia (n = 21), New Zealand (n = 3) and the USA (n = 11). Using an iterative process, they engaged in inductive and deductive analyses to identify institutional logics across all participating HPESUs. They explored the contextual factors that influence how these institutional logics impact each HPESU's structure and function. RESULTS: Participants identified three institutional logics influencing the organisational structure and functions of an HPESU: (i) the logic of financial accountability; (ii) the logic of a cohesive education continuum, and (iii) the logic of academic research, service and teaching. Although most HPESUs embodied all three logics, the power of the logics varied among units. The relative power of each logic influenced leaders' decisions about how members of the unit allocate their time, and what kinds of scholarly contribution and product are valued by the HPESU. CONCLUSIONS: Identifying the configuration of these three logics within and across HPESUs provides insights into the reasons why individual units are structured and function in particular ways. Having a common language in which to discuss these logics can enhance transparency, facilitate evaluation, and help leaders select appropriate indicators of HPESU success.
CONTEXT: Although health professions education scholarship units (HPESUs) share a commitment to the production and dissemination of rigorous educational practices and research, they are situated in many different contexts and have a wide range of structures and functions. OBJECTIVES: In this study, the authors explore the institutional logics common across HPESUs, and how these logics influence the organisation and activities of HPESUs. METHODS: The authors analysed interviews with HPESU leaders in Canada (n = 12), Australia (n = 21), New Zealand (n = 3) and the USA (n = 11). Using an iterative process, they engaged in inductive and deductive analyses to identify institutional logics across all participating HPESUs. They explored the contextual factors that influence how these institutional logics impact each HPESU's structure and function. RESULTS:Participants identified three institutional logics influencing the organisational structure and functions of an HPESU: (i) the logic of financial accountability; (ii) the logic of a cohesive education continuum, and (iii) the logic of academic research, service and teaching. Although most HPESUs embodied all three logics, the power of the logics varied among units. The relative power of each logic influenced leaders' decisions about how members of the unit allocate their time, and what kinds of scholarly contribution and product are valued by the HPESU. CONCLUSIONS: Identifying the configuration of these three logics within and across HPESUs provides insights into the reasons why individual units are structured and function in particular ways. Having a common language in which to discuss these logics can enhance transparency, facilitate evaluation, and help leaders select appropriate indicators of HPESU success.
Authors: Floor Velthuis; Esther Helmich; Hanke Dekker; Tom Koole; A Debbie C Jaarsma Journal: Adv Health Sci Educ Theory Pract Date: 2019-05-08 Impact factor: 3.853
Authors: Susan van Schalkwyk; Bridget C O'Brien; Cees van der Vleuten; Tim J Wilkinson; Ilse Meyer; Anna M S Schmutz; Lara Varpio Journal: Perspect Med Educ Date: 2020-12