The evolving field of medical education research

Traynor, Robyn; Eva, Kevin W.

doi:10.1002/bmb.20422

Cited by 10 publications

(9 citation statements)

References 39 publications

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“…There have been significant recent advances in the emerging discipline of Indigenous health in medical education 20–23 and in frameworks for designing Indigenous health curricula. 24–26 Despite these developments and the acknowledged challenges in determining causal associations, 27 there is limited evidence that medical education initiatives have effectively translated into improved health outcomes for Indigenous populations or a reduction in disparities. 28,29…”

mentioning

confidence: 99%

Educating for Indigenous Health Equity: An International Consensus Statement

et al. 2019

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The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence—for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role and, in fact, may be complicit in perpetuating inequities. This article seeks to examine the factors underpinning medical education’s role in Indigenous health inequity, to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity. The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. To contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions’ responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership.

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confidence: 99%

Educating for Indigenous Health Equity: An International Consensus Statement

et al. 2019

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“…The greatest value of grant funding is perhaps the dedicated time it allows the researcher. 22,23 Until VER is funded by universities and external grants, protected time is unlikely to be set aside to complete it. As with any research field, dedicated funded time is where the most progress is made, when academics can work on complex issues and how to link these to patient benefits.…”

Section: Lack Of Fundingmentioning

confidence: 99%

Academics’ Experiences in Veterinary Educational Research: Results of an International Survey

Baillie

Hunt²,

Ruohoniemi³

et al. 2021

Journal of Veterinary Medical Education

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Research conducted by the veterinary education community is critical to continual improvement of educational outcomes. Additionally, research productivity is one metric in promotion and tenure decisions. We sought to identify challenges encountered or anticipated when undertaking or planning veterinary educational research (VER), to learn how these challenges might be overcome, and to synthesize tips for success from those who have performed VER. A branching survey was developed and deployed along the authors’ worldwide veterinary education contacts in a cascading manner. The survey collected quantitative and qualitative information from participants who had performed VER and those who planned to perform VER in the future. The 258 participants represented 41 countries. Of the participants, 204 had performed VER (79%) and 54 planned to in the future (21%). The median time spent teaching was 14 years, and median time performing VER was 5 years. The most commonly reported challenges in performing VER were lack of funding, lack of time, and difficulties encountered when undertaking a study, including data collection, analysis, and publishing. When asked about overcoming the challenges, a major theme emerged around people, who provided expertise and mentoring. The most commonly reported tip for success was collaboration; 73% of experienced researchers reported people as most helpful upon beginning VER. Collaborators provided diverse help with ideas, study design, statistics, and other aspects. These results suggest that institutions can offer support to academics in the form of small grants, protected research time, writing workshops, and mentorship to assist with the production of meaningful VER.

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“…Although there have been a number of histories of medical education published (Hodges 2005;Bradley 2006;Calman 2006), they have tended to be high-level and systems-based rather than researcher-or topic-based (Bradley 2006;Traynor & Eva 2010), and as a result, we have little in the academic record about how programs and networks of research have developed over time. This is not to say that there is no history in what we publish; in fact, I would argue that academic papers regularly offer at least two forms of historical account.…”

Section: History and Evidence In Medical Educationmentioning

confidence: 99%

Ahistorical perspectives on educational technologies

Ellaway¹

2014

Medical Teacher

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The evolving field of medical education research

Cited by 10 publications

References 39 publications

Educating for Indigenous Health Equity: An International Consensus Statement

Educating for Indigenous Health Equity: An International Consensus Statement

Academics’ Experiences in Veterinary Educational Research: Results of an International Survey

Ahistorical perspectives on educational technologies

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