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Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
Education research cultures
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Education research cultures

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  • Explain my research experience
  • Part of strategic objectives – research community and impact7 PhD students all f2f2 post-docs>120 Masters students most at a distance Explain my role as lead of masters and research for the programme
  • Each of these objectives is associated with an activity. I don’t really have the answers and hoping to learn from you. Kind of like a focus group but less intense!How can we nurture and support students to explore social sciences theories and to what depth?
  • These are very generic though…what specifically do we need to do to help folk in medical education research. What’s missing?
  • Think in terms of transitioning into and then being in…
  • Constructing medical education as a social science. Hard vs soft science.
  • What does it take to learn social science theories?
  • Ethical requirements for medical education vary between countries – e.g. Netherlands don’t need ethical review. Ethical dilemmas can vary between clinical and medical education research but the principles of ethical conduct are the same. Research design does differ and you need a committee who understands issues related to education research. Recently the NHS softened its requirements with NHS ethics not being required for research not including patients. In which case university ethics is required.
  • What is seen to be valued clinical research versus clinical research Medical education career pathways?Prestige?
  • Transcript

    • 1. Research cultures and how they differ between medicine and medical education Dr Rola Ajjawi Centre for Medical Education
    • 2. *Creating enabling research cultures (for clinicians) in medical education Dr Rola Ajjawi Centre for Medical Education
    • 3. My research journey
    • 4. CME research structures
    • 5. Objectives 1. Explore your experiences and journeys transitioning into medical education research 2. Understand the differences between medical/clinical and medical education research cultures 3. Analyse the characteristics of ‘good’ research cultures in medical education and barriers to this 4. Discuss your recommendation for helping develop medical education researchers
    • 6. Or (perhaps) worse… Quality  Enthusiastic faculty who lack theoretical and methodological background in social sciences and education (Albert 2007; Shea et al 2004)
    • 7. Activity 1: Your research journeys? 1. Tell your buddy about your research journey 2. Consider your ‘transition’ into medical education research  Why did you do it?  What were you anxious about?  What surprised you?  What scared you?  What comforted you?
    • 8. Group feedback – transitions into medical education research
    • 9. What is organisational culture? Culture manifests on three levels ranging from easily observable artefacts, to espoused beliefs and values, to the underlying assumptions that are unconsciously taken for granted by organisational members (O’Brien 2013)
    • 10. Definition of research cultures In the context of research cultures, consider:  How work gets completed in the organisation  What knowledge is valued  Creation of settings or contexts that bring people together for interaction (Wilkes & Jackson 2013)
    • 11. Activity 2: characteristics of research cultures Med vs MedEd 1. Consider the 3 consideration outlined before in the context of medical research and medical education research. 2. What are the similarities (if any)? 3. What are the differences (if any)?
    • 12. Group feedback – medicine vs medical education
    • 13. Definition of enabling research culture Enabling research culture involves an organisation constructing an environment that enables and supports creative work to generate new knowledge and that provides researchers with opportunities to interact and grow (Wilkes & Jackson 2013)
    • 14. Characteristics of enabling RCs  Research productivity (or a productive environment for research)  Positive collegial relationships  Inclusivity and non-competitiveness  Effective research processes and training (Wilkes & Jackson 2013)
    • 15. Activity 3: characteristic of RCs  Discuss with your peer your enabling and less enabling research experiences.  Agree on three characteristics of an enabling research culture in Medical Education  What are the barriers to fostering these?
    • 16. Group feedback – characteristics of enabling RC
    • 17. Barrier #1: Problems of episteme Constructing medical education as a social science (Monrouxe & Rees 2009) Imperative of proof vs imperative of understanding (or emancipation?) (Regehr 2010)
    • 18. Barrier #2: Theory – underused, complex and valuable organised, coherent, and systematic “a theory is an articulation of a set of issues that are communicated as a meaningful whole” (Reeves et al. 2008, p. 633).
    • 19. Barrier #3: Ethics & sledgehammer (Pugsley & Dornan 2007)
    • 20. Barrier #4: Recognition & reward  Of 31 biomedical scientists: 8 receptive, 7 ambivalent and 16 unreceptive towards social sciences (Albert et al. 2008)
    • 21. Activity 4: Recommendations  What are your top 3 recommendations for improving research cultures in medical education for:  Clinicians transitioning into medical education research  Medical education research supervisors  Organisations/centres
    • 22. Group feedback – recommendations
    • 23. Conclusions http://www.flickr.com/photos/blumpy/325853852/
    • 24. Readings  Bunniss, S., & Kelly, D. R. (2010). Research paradigms in medical education research. Medical Education, 44(4), 358-366.  Crotty, M. (1998). The Foundations of Social Research: Meaning and perspective in the Research Process. Sydney: Allen & Unwin.  Regehr, G. (2010). It’s NOT rocket science: rethinking our metaphors for research in health professions education. Medical Education, 44(1), 31-39.
    • 25. References  Albert, M., Laberge, S., Hodges, B. D., Regehr, G., & Lingard, L. (2008). Biomedical scientists' perception of the social sciences in health research. Social Science & Medicine, 66(12), 2520-2531  Albert M. Research in medical education: Balancing service and science. Advances in Health Sciences Education 2007;12:103-115  Crotty M. The Foundations of Social Research. London: Sage; 1998  Hodges, B., & Kuper, A. (2012). Theory and practice in the design and conduct of graduate medical education. Academic Medicine, 87(1), 25-33  Monrouxe LV & Rees CE (2009). Picking up the gauntlet: constructing medical       education as a social science. Medical Education, 43(3): 196-198 O’Brien, J. (2013). Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change. Journal of Medical Humanities, 1-17 Pugsley, L., & Dornan, T. (2007). Using a sledgehammer to crack a nut: clinical ethics review and medical education research projects. Medical Education, 41(8), 726-728 Regehr, G. (2010). It’s NOT rocket science: rethinking our metaphors for research in health professions education. Medical Education, 44(1), 31-39. Reeves, S., Albert, M., Kuper, A., & Hodges, B. D. (2008). Why use theories in qualitative research? BMJ, 337. Shea, J. A., Arnold, L., & Mann, K. V. (2004). A RIME Perspective on the Quality and Relevance of Current and Future Medical Education Research. Academic Medicine, 79(10), 931-938 Wilkes, L., & Jackson, D. (2013). Enabling research cultures in nursing: insights from a multidisciplinary group of experienced researchers. Nurse Researcher, 20(4), 28-34
    • 26. Thank you!  ASME EDG travelling fellowship 2013  To everyone at CHES & to you for participating Email: r.ajjawi@dundee.ac.uk Twitter: @r_ajjawi
    • 27. http://tarynvoget.com/2010/06/01/thegenius-of-cartoonist-gary-larson/

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