TY  - BOOK
AU  - Love, Jeffrey N
TI  - A Novel Specialty-Specific, Collaborative Faculty Development Opportunity in Education Research: Program Evaluation at Five Years
SN  - 1040-2446
PY  - 2016///
KW  - *Cooperative Behavior
KW  - *Emergency Medicine/ed [Education]
KW  - *Faculty, Medical
KW  - *Research Report
KW  - *Staff Development
KW  - Cohort Studies
KW  - Education, Medical
KW  - Humans
KW  - Leadership
KW  - Logistic Models
KW  - Mentors
KW  - Professional Competence
KW  - Program Evaluation
KW  - Research
KW  - MedStar Washington Hospital Center
KW  - Emergency Medicine
KW  - Journal Article
N1  - Available online from MWHC library: 2000 - present, Available in print through MWHC library: 1997 - 2006
N2  - CONCLUSIONS: Kirkpatrick-level outcomes 1, 2, 3, and perhaps 4 demonstrate that the MERC at CORD program is successful in its intended purpose; METHOD: The authors employed a quasi-experimental design in this study. The study population consisted of the initial five MERC at CORD cohorts (2009-2013). Development of a logic model informed Kirkpatrick-level outcomes. Data from annual pre/post surveys, an alumni survey (2014), and tracking of national presentations/peer-reviewed publications resulting from program projects served as outcome measurements; PURPOSE: For the busy clinician-educator, accessing opportunities that develop the skills and knowledge necessary to perform education research can be problematic. The Medical Education Research Certification at Council of Emergency Medicine Residency Directors (MERC at CORD) Scholars' Program is a potential alternative. The current study evaluates the program's outcomes after five years; RESULTS: Over the first five years, 149 physicians participated in the program; 97 have completed six MERC workshops, and 63 have authored a national presentation and 30 a peer-reviewed publication based on program projects. Of the 79 participants responding to the pre- and postsurveys from the 2011-2013 cohorts, 65 (82%) reported significant improvement in skills and knowledge related to education research and would recommend the program. Of the 61 graduates completing the alumni survey, 58 (95%) indicated their new knowledge was instrumental beyond educational research, including promotion to new leadership positions, and 28 (47% of the 60 responding) reported initiating a subsequent multi-institutional education study. Of these, 57% (16/28) collaborated with one or more peers/mentors from their original program project
UR  - http://dx.doi.org/10.1097/ACM.0000000000001070
ER  -