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CAEP 2016 Academic Symposium: How to have an impact as an emergency medicine educator and scholar

  • Jason R. Frank (a1), Warren J. Cheung (a1), Jonathan Sherbino (a2), Robert Primavesi (a3) (a4), Robert A. Woods (a5), Glen Bandiera (a6) and Constance LeBlanc (a7)...

Abstract

Background

In a time of major medical education transformation, emergency medicine (EM) needs to nurture education scholars who will influence EM education practice. However, the essential ingredients to ensure a career with impact in EM education are not clear.

Objective

To describe how to prepare EM educators for a high-impact career.

Methods

The Canadian Association of Emergency Physicians (CAEP) Academic Section commissioned an “Education Impact” working group (IWG) to guide the creation of consensus recommendations from the EM community. EM educators from across Canada were initially recruited from the networks of the IWG members, and additional educators were recruited via snowball sampling. “High impact educators” were nominated by this network. The high impact educators were then interviewed using a structured question guide. These interviews were transcribed and coded for themes using qualitative methods. The process continued until no new themes were identified. Proposed themes and recommendations were presented to the EM community at the CAEP 2016 Academic Symposium. Feedback was then incorporated into a final set of recommendations.

Results

Fifty-five (71%) of 77 of identified Canadian EM educators participated, and 170 names of high impact educators were submitted and ranked by frequency. The IWG achieved sufficiency of themes after nine interviews. Five recommendations were made: 1) EM educators can pursue a high impact career by leveraging either traditional or innovative career pathways; 2) EM educators starting their education careers should have multiple senior mentors; 3) Early-career EM educators should immerse themselves in their area of interest and cultivate a community of practice, not limited to EM; 4) Every academic EM department and EM teaching site should have access to an EM educator with protected time and recognition for their EM education scholarship; and 5) Educators at all stages should continuously compile an impact portfolio.

Conclusions

We describe a unique set of recommendations to develop educators who will influence EM, derived from a consensus from the EM community. EM leaders, educators, and aspiring educational scholars should consider how to implement this guide towards enhancing our specialty’s educational mission.

Contexte

À une époque où l’enseignement de la médecine connaît des mutations importantes, la médecine d’urgence (MU) se doit de soutenir les chercheurs en enseignement qui influenceront la pratique de l’enseignement dans cette dernière discipline. Toutefois, on ne connaît très bien les ingrédients essentiels à une carrière influente dans l’enseignement de la MU.

Objectif

L’exercice visait à décrire la préparation des éducateurs en MU en vue d’une carrière influente.

Méthode

La section des affaires universitaires de l’Association canadienne des médecins d’urgence (ACMU) a formé un groupe de travail sur l’« influence en éducation » et l’a chargé de guider l’élaboration de recommandations consensuelles en s’appuyant sur la communauté en MU. Des éducateurs en MU de partout au Canada ont d’abord été recrutés à partir des réseaux des membres du groupe de travail, auxquels se sont joints d’autres éducateurs choisis à l’aide de la méthode du sondage en boule de neige. Les « éducateurs influents » ont été désignés par le réseau, puis rencontrés en entrevues menées à l’aide d’un guide de questions structuré. On a par la suite transcrit et codé les entrevues pour dégager les thèmes, à l’aide de méthodes qualitatives. Le processus s’est poursuivi jusqu’à ce qu’on ne puisse plus trouver de nouveau thème. Les thèmes proposés et les recommandations ont été présentés à la communauté en MU à l’occasion du Symposium sur les affaires universitaires de l’ACMU 2016. Les rétroactions ont ensuite été intégrées au document de travail pour finalement former un ensemble définitif de recommandations.

Résultats

Sur 77 éducateurs repérés en MU au Canada, 55 (71 %) ont participé à l’exercice. Cent soixante-dix noms d’éducateurs influents ont été soumis, puis classés par ordre de fréquence. Le groupe de travail a atteint un plafond de thèmes après neuf entrevues. Il s’est dégagé de l’exercice cinq recommandations : 1) les éducateurs en MU peuvent poursuivre une carrière influente en empruntant soit les voies classiques, soit des voies innovatrices du cheminement de carrière; 2) les éducateurs en MU qui commencent leur carrière dans l’enseignement devraient avoir plusieurs mentors d’expérience; 3) les éducateurs en MU en début de carrière devraient s’investir dans leur domaine de prédilection et cultiver une communauté de praticiens, même en dehors de la MU; 4) tous les départements de MU dans les universités et tous les lieux d’enseignement de la MU devraient avoir accès auprès d’un éducateur en MU, disposer de périodes réservées et reconnaître les travaux de recherche en enseignement de la MU; 5) les éducateurs devraient, à toutes les étapes, entretenir continuellement un portefeuille d’influence.

Conclusions

L’exercice a permis de dresser un ensemble unique de recommandations visant à former des éducateurs qui auront de l’influence en médecine d’urgence, ensemble consensuel établi à partir de la communauté en MU. Les meneurs en médecine d’urgence, les éducateurs et les futurs chercheurs en enseignement devraient se pencher sur la manière d’appliquer le guide afin de porter encore plus loin la mission éducative de notre spécialité.

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Copyright

Corresponding author

Correspondence to: Dr. Warren Cheung, The Ottawa Hospital, 1053 Carling Avenue, Room 658, Ottawa, ON K1Y 4E9; Email: wcheung@toh.ca

References

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CAEP 2016 Academic Symposium: How to have an impact as an emergency medicine educator and scholar

  • Jason R. Frank (a1), Warren J. Cheung (a1), Jonathan Sherbino (a2), Robert Primavesi (a3) (a4), Robert A. Woods (a5), Glen Bandiera (a6) and Constance LeBlanc (a7)...

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