Teresa M Chan1, Jaime Jordan2, Samuel O Clarke3, Luan Lawson4, Wendy C Coates5, Lalena M Yarris6, Sally A Santen7, Michael Gottlieb8. 1. Division of Emergency Medicine, Department of Medicine Division of Education & Innovation, Department of Medicine Office of Continuing Professional Development, Faculty of Health Sciences McMaster University Hamilton Ontario Canada. 2. David Geffen School of Medicine at UCLA Department of Emergency Medicine and Associate Residency Director Department of Emergency Medicine UCLA Ronald Reagan Medical Center Los Angeles California USA. 3. Department of Emergency Medicine University of California at Davis Davis California USA. 4. Emergency Medicine and Associate Dean of Curriculum Innovation in Medical Education Brody School of Medicine East Carolina University Greenville North Carolina USA. 5. Emergency Medicine, David Geffen School of Medicine at UCLA/Harbor-UCLA Emergency Medicine University of California Los Angeles California USA. 6. Department of Emergency Medicine Oregon Health & Science University in Portland Portland Oregon USA. 7. Emergency Medicine Virginia Commonwealth University School of Medicine Richmond Virginia USA. 8. Department of Emergency Medicine Rush University Medical Center Chicago Illinois USA.
Abstract
BACKGROUND: The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. METHODS: The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). RESULTS: Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. CONCLUSIONS: The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.
BACKGROUND: The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process. METHODS: The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis). RESULTS: Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design. CONCLUSIONS: The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.
Keywords:
education research; faculty development; health professions education; health professions research; medical education; needs assessment; program development
Authors: Teresa M Chan; Michael Gottlieb; Jonathan Sherbino; Robert Cooney; Megan Boysen-Osborn; Anand Swaminathan; Felix Ankel; Lalena M Yarris Journal: Acad Med Date: 2018-10 Impact factor: 6.893
Authors: Jeffrey N Love; Wendy C Coates; Sally A Santen; Cherri D Hobgood; Brian E Mavis; Susan E Farrell Journal: Acad Emerg Med Date: 2009-12 Impact factor: 3.451
Authors: Michael Gottlieb; Lalena M Yarris; Sara M Krzyzaniak; Sreeja Natesan; Jonathan Sherbino; Michelle Lin; Teresa M Chan Journal: AEM Educ Train Date: 2021-07-01
Authors: Teresa M Chan; David Jo; Andrew W Shih; Vinai C Bhagirath; Lana A Castellucci; Calvin Yeh; Brent Thoma; Eric K Tseng; Kerstin de Wit Journal: Perspect Med Educ Date: 2018-06