The next generation of researchers: One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program

Michael Gottlieb; Teresa M Chan; Stefanie S Sebok-Syer; Sara Krzyzaniak; Nicole M Dubosh; Sally Santen; Holly Caretta-Weyer; Lalena Yarris; Wendy C Coates; Emergency Medicine Health Professions Education Research Consortium (EMPERC)

doi:10.1002/aet2.10818

The next generation of researchers: One-year outcome data from the SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program

AEM Educ Train. 2022 Nov 21;6(6):e10818. doi: 10.1002/aet2.10818. eCollection 2022 Dec.

Authors

Michael Gottlieb¹, Teresa M Chan², Stefanie S Sebok-Syer³, Sara Krzyzaniak³, Nicole M Dubosh⁴, Sally Santen⁵, Holly Caretta-Weyer³, Lalena Yarris⁶, Wendy C Coates⁷; Emergency Medicine Health Professions Education Research Consortium (EMPERC)

Affiliations

¹ Department of Emergency Medicine Rush University Medical Center Chicago Illinois USA.
² Division of Emergency Medicine, Department of Medicine McMaster University Hamilton Ontario Canada.
³ Department of Emergency Medicine Stanford University Palo Alto California USA.
⁴ Department of Emergency Medicine Beth Israel Deaconess Medical Center/Harvard Medical School Boston Massachusetts USA.
⁵ Department of Emergency Medicine Virginia Commonwealth University Richmond Virginia USA.
⁶ Department of Emergency Medicine Oregon Health & Science University Portland Oregon USA.
⁷ Department of Emergency Medicine University of California, Los Angeles Geffen School of Medicine Los Angeles California USA.

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.

Methods: The SAEM Advanced Research Methodology Evaluation and Design in Medical Education (ARMED MedEd) program is a longitudinal program for the beyond-beginner CE, seeking advanced training in education research. The program was created using a comprehensive needs assessment and included longitudinal training; small-group projects; dedicated project mentors; and integrated diversity, equity, and inclusion initiatives. Program participants applied for a grant upon program completion.

Results: Twenty-one participants completed the course with 100% completing the baseline survey and 67% (14/21) completing the end-of-program survey. Participants reported improved perception of knowledge across all of the topics with a medium to large effect size, ranging from 0.40 to 0.62. When asked about impact on their network of potential collaborators, participants reported a median of 7 (interquartile range [IQR] 5-8) out of 9. When asked about the impact on their community of practice, participants reported a median of 7 (IQR 5-7) out of 9. When asked about the impact on their professional identity, participants reported a median of 7 (IQR 4-9) out of 9. Participants also reported an increase in both the quantity (mean of 2 ± 1 new mentors) and the quality (median score 7 [IQR 5-8] out of 9) of new research mentorship as a result of the program. Open-ended feedback was generally positive, with 100% reporting they would advise others to take this program.

Conclusions: The SAEM ARMED MedEd program represents a proof of concept for an advanced education research program seeking to fill the research training gap for the beyond-beginner Clinician educators.