The Impact of a Medical Education Research Faculty Development Program on Career Development, Through the Lens of Social Cognitive Career Theory

被引:9
作者
Jordan, Jaime [1 ]
Coates, Wendy C. [1 ]
Gottlieb, Michael [2 ]
Soares, William E., III [3 ]
Shah, Kaushal H. [4 ]
Love, Jeffrey N. [5 ,6 ]
机构
[1] UCLA, Dept Emergency Med, David Geffen Sch Med, Los Angeles, CA 90095 USA
[2] Rush Univ, Dept Emergency Med, Med Ctr, Chicago, IL USA
[3] Univ Massachusetts, Med Sch Baystate, Inst Healthcare Delivery & Populat Sci, Dept Emergency Med, Springfield, MA USA
[4] Weill Cornell Med Sch, Dept Emergency Med, New York, NY USA
[5] George Washington Univ, Dept Emergency Med, Washington, DC USA
[6] Georgetown Univ, Washington, DC USA
关键词
SELF-EFFICACY; DEVELOPMENT OPPORTUNITY; HEALTH-PROFESSIONS; SCHOLARSHIP; QUALITY; ASSOCIATION; INTERESTS; SPECIALTY; SCIENCE; CHOICE;
D O I
10.1002/aet2.10565
中图分类号
R4 [临床医学];
学科分类号
1002 ; 100602 ;
摘要
Objectives: The Medical Education Research Certificate at the Council of Residency Directors in Emergency Medicine (MERC at CORD), a specialized adaptation of the Association of American Medical Colleges MERC program, provides faculty development in education research in emergency medicine. However, its long-term influence on career development remains unknown. Our study explored the impact of MERC at CORD on career development through the lens of social cognitive career (SCC) theory. Methods: This was a prospective qualitative study using a constructivist/interpretivist paradigm to assess long-term career development outcomes. A purposeful randomized stratified sampling strategy of MERC at CORD graduates (2011-2014) ensured diversity of representation (sex, region, number of research publications, and project group leadership). Subjects were invited by e-mail to participate in semistructured phone interviews. Thematic analysis by two independent reviewers followed an iterative process until saturation was reached. Results: Twelve graduates were interviewed. All engaged with MERC at CORD early in their careers with minimal previous education research experience. Currently, all hold medical education leadership positions. Graduates had a mean of 19.3 publications (range = 9-43). Themes explaining reasons for participating in MERC at CORD include: desire for education research skills, recommendation of mentors/colleagues, and accessibility. Themes citing the program's value to career development include networking/collaboration, mentorship, informational framework to build upon, and the application of theoretical knowledge through experiential learning. MERC at CORD impacted career development aligning with the core domains of SCC theory including self-efficacy, outcome expectations, and goals. Conclusion: MERC at CORD enhanced the long-term career development of participants by providing a core knowledge framework in a mentored, experiential learning environment. Participants identified themes aligned with SCC theory as influential in their long-term career advancement in medical education including the development of education research skills, successful completion of education research, career acceleration, promotion, niche development, and formulation of professional goals.
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页数:9
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