Exploring the institutional logics of health professions education scholarship units

Varpio, Lara; O’Brien, Bridget; Hu, Wendy; Cate, Olle ten; Durning, Steven J.; Vleuten, Cees van der; Gruppen, Larry D.; Irby, David M.; Humphrey‐Murto, Susan; Hamstra, Stanley J.

doi:10.1111/medu.13334

Cited by 33 publications

(40 citation statements)

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“…2 Some institutions have developed academies of medical educators 3 while others have created education scholarship units. 4 Recently, a survey of general internal medicine division directors demonstrated that directors find a wide variety of scholarly work done by clinician educators to be important. 5 Despite these advances, educators often lack the time, 6 resources, skills, or financial support 5,7 to successfully complete scholarly work.…”

Section: -William Oslermentioning

confidence: 99%

A Guide for Increasing Scholarship for Medical Educators

et al. 2019

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Disseminating scholarly work as a clinician educator is critical to furthering new knowledge in medical education, creating an evidence base for new practices, and increasing the likelihood of promotion. Knowing how to initiate scholarship and develop habits to support it, however, may not be clear. This perspective is designed to help readers choose and narrow their focus of scholarly interest, garner mentors, find potential project funding, and identify outside support through involvement with national organizations, collaborators, and faculty development programs. By incorporating these suggestions into their daily work, educators can find ways to connect their clinical and educational interests and make their daily work count toward scholarship.

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Section: -William Oslermentioning

confidence: 99%

A Guide for Increasing Scholarship for Medical Educators

et al. 2019

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“…Health professions education (HPE) has recently witnessed a marked increase in the number of institutional structures developed to support scholarship in the field [1][2][3][4][5][6]. A growing body of research is investigating health professions education scholarship units (HPESUs), defined as organizational structures actively engaged in HPE scholarship [7].…”

Section: Introductionmentioning

confidence: 99%

“…A growing body of research is investigating health professions education scholarship units (HPESUs), defined as organizational structures actively engaged in HPE scholarship [7]. This research highlights how each HPESU embraces a unique configuration of operational scopes, organizational configurations, and purposeful foci of activities and research [4][5][6][7]. An exploratory study of HPESUs in Canada, Australia, New Zealand, and the USA [5] con-Exploring perspectives on health professions education scholarship units from sub-Saharan Africa structed an understanding of how three institutional logics underpinning HPESUs-that is, the norms and values that are shaped over time and come to characterize an organization-influence the way in which these units function.…”

Section: Introductionmentioning

confidence: 99%

“…This research highlights how each HPESU embraces a unique configuration of operational scopes, organizational configurations, and purposeful foci of activities and research [4][5][6][7]. An exploratory study of HPESUs in Canada, Australia, New Zealand, and the USA [5] con-Exploring perspectives on health professions education scholarship units from sub-Saharan Africa structed an understanding of how three institutional logics underpinning HPESUs-that is, the norms and values that are shaped over time and come to characterize an organization-influence the way in which these units function. The logics guiding HPESUs in these nations were: financial accountability; a cohesive education continuum; and competing demands of academic research, service and teaching [5].…”

Section: Introductionmentioning

confidence: 99%

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Exploring perspectives on health professions education scholarship units from sub-Saharan Africa

et al. 2020

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Introduction There has been a marked increase in institutional structures developed to support health professions education scholarship recently. These health professions education scholarship units (HPESUs) engage in a diverse range of activities. Previous work provided insight into factors that influence the functioning of such units, but data from European, Asian, Latin American, and African contexts was absent, potentially leading to a single world-view informing international standards for HPESUs. This aim of this study was to explore perspectives from sub-Saharan Africa (SSA) in response to this omission. Methods Situated within an interpretivist paradigm, the research team conducted semi-structured interviews with nine HPESU leaders in SSA, exploring how participants experienced and understood the functioning of their units. Despite efforts to have representation from across the region, most participants were from South Africa. The researchers analysed data thematically using the theory of institutional logics as an analytical frame. Results Several aspects of the HPESUs aligned with the previously identified logics of academic research, service and teaching; and of a cohesive education continuum. By contrast, leaders described financial sustainability as a more prominent logic than financial accountability. Discussion The similarities identified in this study may reflect isomorphism—a process which sees institutions within a similar field becoming more alike, particularly as newer institutions seek to acquire legitimacy within that field. An important caveat, however, is that isomorphism tends to occur across similar institutional contexts, which was not the case in this study. Understanding these differences is key as these HPESUs move to foster scholarship that can respond to the region’s unique context.

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“…Research investigating how HPE research communities operate in bricks and mortar institutions suggests that specific logics underpin the workings of HPE scholarship units (HPESUs) . One logic that is particularly important (and interpreted in a variety of ways) is the weighting of research, service and teaching mandates within the HPESU . Some HPESUs are primarily research‐oriented, others are primarily service‐oriented, and others endeavour to balance research, service and teaching.…”

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confidence: 99%