Document Type

Poster

Publication Date

2017

Abstract

Purpose

Medical education scholarship (MES), including medical education research, is meaningful work that benefits faculty, as well as learners and their institutions. Negotiating the terrain of MES – which often includes new languages, systems, and thought processes – requires consistent and effective mentorship. Unfortunately, effective mentorship for MES is lacking and an effective mentorship model has not been identified.

The purpose of this project was to conduct a literature search to inform and refine an interview script as the first part of a larger project that will identify elements of a model for MES. This abstract describes the systematic search process and recurring themes that emerged.

Methods

This project is funded by the Northeastern Group on Educational Affairs (NEGEA) and is a collaborative effort among 6 different medical institutions and 9 individuals with diverse professional backgrounds (physicians, librarians, educators).

The librarians created a search strategy using the grant proposal’s research question and inclusion/exclusion criteria, as well as additional terms provided by the team. Articles initially identified as focusing on basic and clinical science research mentorship in medicine also guided the creation of the strategy. PubMed, PsycINFO, ERIC, CINAHL, Web of Science, and the Cochrane Database of Systematic Reviews were searched.

Results

Search results were divided up among the 9 individuals and have gone through two stages of screening. After the second screening, a form was used to extract recurring themes. The final analysis of the themes was conducted by 2 members of the team and discussed by the whole team. The result includes an interview script grounded in evidence based practice.

Conclusion

The overall efforts of this project will provide a model for mentorship in MES. The model will enhance faculty development efforts in scholarship. Aside from the project’s purpose, this collaborative experience provided a unique faculty development opportunity for the researchers.

Comments

Poster presented at the 21st Annual IAMSE Meeting, June 10-13, 2017, University of Vermont, Burlington, Vermont

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