Building bridges between medical education research and practice
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1 Building bridges between medical education research and practice Diana Dolmans, Helsinki, Finland, March 27, nd Scientific Meeting of the Association for Medical Education
2 Contents Why do we need medical educational research? Strengths and weaknesses of this research? Success factors behind strong research programs How to advance research? Faculty of Health Medicine and Life Sciences 2
3 Why do we need research? To build knowledge and understanding about the domain To enhance practice; educational innovations should be based on evidence and not on intuition Faculty of Health Medicine and Life Sciences 3
4 Growth of research The number of scientific journals has increased The number of manuscripts submitted has increased The number of participants at international conferences has increased But, does this advance knowledge and practice? Faculty of Health Medicine and Life Sciences 4
5 Different types of studies (Cook, Bordage & Schmidt, 2008) Descriptive studies Justification studies Clarification studies Faculty of Health Medicine and Life Sciences 5
6 Different types of studies (Cook, Bordage & Schmidt, 2008) Descriptive studies What was done? How do our PBL students evaluate their curriculum? (me-too) Justification studies Did it work? Does a PBL curriculum lead towards better outcomes than a conventional curriculum? Faculty of Health Medicine and Life Sciences 6
7 Justification studies Justification studies fit well with the dominant conception of research (biomedical sciences instead of social sciences) But, there is also debate about curriculum comparison studies Faculty of Health Medicine and Life Sciences 7
8 Curriculum comparisons studies These studies are doomed to fail because: It is impossible to conduct a blinded intervention, due to which effects cannot only be attributed to the intervention There is no uniform intervention (Norman & Schmidt, 2000) Faculty of Health Medicine and Life Sciences 8
9 Clarification studies How and why does it work? Characteristics: Aimed at deepening understanding Use of conceptual models or theories which explain how and why it works Use various methodologies Faculty of Health Medicine and Life Sciences 9
10 Berliner (2002) Educational Research: The hardest science of all The idea that randomized experiments is the only scientific approach to gaining knowledge is a misunderstanding of educational research Different methodological perspectives is likely to improve education more than funding randomized studies Faculty of Health Medicine and Life Sciences 10
11 Educational Research Education takes place in complex networks of interactions Research should focus on disentangling complex interactions in the learning environment Faculty of Health Medicine and Life Sciences 11
12 Albert, Hodges & Regehr (2007) Strengths & weaknesses of medical education research Strengths Increase in quality Increase in different methodologies Weaknesses: Too many repetition studies (me-too) Weak theoretical background Gaps in research training (social sciences research) Faculty of Health Medicine and Life Sciences 12
13 Albert, Hodges & Regehr (2007) Reasons behind weaknesses Work-related: strong focus on consultation Budget restraints Dominant conception of research (bio-medical sciences instead of social sciences) Faculty of Health Medicine and Life Sciences 13
14 Albert, Hodges & Regehr (2007) Better embed research within theories Use different methods Enhance collaboration among researchers and practioners from different disciplines Faculty of Health Medicine and Life Sciences 14
15 How to enhance research? An example: The Netherlands Small country, 8 medical school A vibrid community of researchers in the field of medical education; they rank high high in publications (Jaarsma et al., 2013) Faculty of Health Medicine and Life Sciences 15
16 What are the success factors? Start of a problem-based medical school in Maastricht in 1976 Start of a national association for medical education in 1972 in the Netherlands Faculty of Health Medicine and Life Sciences 16
17 Netherlands Association for Medical Education (Jaarsma et al., 2013) 1250 members: educationalist, doctors, veterinarians, nurses Annual conference, a journal Special interests groups, 1 day symposium for PhDs First professor in education - PhDs Strong network/collaborations! Faculty of Health Medicine and Life Sciences 17
18 Collaboration is crucial Collaboration among researchers and medical practioners and knowledge exchange are crucial Collaborations take place within formal and informal networks (contacts between researchers and practioners, scientific organizations, conferences, journals, etc.) Faculty of Health Medicine and Life Sciences 18
19 Build a program of research It is NOT a series of single studies It IS a series of studies that built upon each other using various theoretical perspectives and methodologies Faculty of Health Medicine and Life Sciences 19
20 Build a program of research Closely link with curricular innovations Encourage staff members to attend courses and master programs Appoint professors and PhDs on research projects Ensure support (statistics, english academic writing, qualitative) Faculty of Health Medicine and Life Sciences 20
21 Can we coordinate programs of research? No, because of the dominance of informal networks researchers autonomy; they are professionals and curiosity drives their research interests limited money for funding research Faculty of Health Medicine and Life Sciences 21
22 Can we coordinate programs of research? Yes, by means of Encouraging collaboration Establishing networks Defining research agendas Funding Faculty of Health Medicine and Life Sciences 22
23 Strong research groups (Van der Weijden, et al., 2009) Search for and attract talented researchers Have management practices (performance indicators, annual review meetings) But, much more is needed! Faculty of Health Medicine and Life Sciences 23
24 Strong research groups (Van der Weijden, et al., 2009) An academic leader who is strongly involved in research Communicate much about research Give much support to researchers Set clear research expectations Have leaders who position the group in the environment (networking) Faculty of Health Medicine and Life Sciences 24
25 Programs of research can be stimulated by.. Encouraging collaboration Creating a supportive and challenging research community Building on and trusting researchers Collaboration instead of coordination! Faculty of Health Medicine and Life Sciences 25
26 Take home message Conduct clarification studies Focus on how/why does it work under which conditions? (this is a theory) Use different methodologies Make use of theories and be open to different theories and paradigms Faculty of Health Medicine and Life Sciences 26
27 Take home message Encourage collaborations among researchers and practioners by organizing meetings Appoint professors in medical education and PhDs Closely link research to innovations Faculty of Health Medicine and Life Sciences 27
28 Faculty of Health Medicine and Life Sciences 28
29 Thanks for your attention Diana HJM Dolmans Professor of Innovative Learning Arrangements Maastricht University Dept. of Educational Development & Research, FHML The Netherlands Type: Dolmans DHJM See my publications Faculty of Health Medicine and Life Sciences 29
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