TY - JOUR
T1 - A Ten-year Program Evaluation of an Emergency Medicine Scholarly Track in Education Using a Qualitative Approach
AU - Schnapp, Benjamin H.
AU - Fant, Abra L.
AU - Gisondi, Michael A.
N1 - Publisher Copyright:
© 2017 by the Society for Academic Emergency Medicine
PY - 2017/7
Y1 - 2017/7
N2 - Background: Residency scholarly tracks have allowed training programs to better prepare residents for a future in academia. Despite their success, however, few evaluations of these scholarly tracks have been completed to ensure they are meeting the goals of their stakeholders. Objective: The objective was to evaluate the education scholarly track at Northwestern University Emergency Medicine by querying key stakeholders on the current state of the track and its ideal state. Methods: Current emergency medicine residents, faculty, and track alumni were identified as essential stakeholders. Their perspectives on the track were elicited with a focus group and online survey, respectively, and responses were analyzed using grounded theory. Results: Four distinct themes emerged from the analysis as critical to the track: “education skills and learning theory,” “education research methodology,” “leadership,” and “collaboration.”. Conclusion: These themes will be used to inform further development of the track. A similar self-reflection process may benefit other programs with scholarly tracks.
AB - Background: Residency scholarly tracks have allowed training programs to better prepare residents for a future in academia. Despite their success, however, few evaluations of these scholarly tracks have been completed to ensure they are meeting the goals of their stakeholders. Objective: The objective was to evaluate the education scholarly track at Northwestern University Emergency Medicine by querying key stakeholders on the current state of the track and its ideal state. Methods: Current emergency medicine residents, faculty, and track alumni were identified as essential stakeholders. Their perspectives on the track were elicited with a focus group and online survey, respectively, and responses were analyzed using grounded theory. Results: Four distinct themes emerged from the analysis as critical to the track: “education skills and learning theory,” “education research methodology,” “leadership,” and “collaboration.”. Conclusion: These themes will be used to inform further development of the track. A similar self-reflection process may benefit other programs with scholarly tracks.
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U2 - 10.1002/aet2.10040
DO - 10.1002/aet2.10040
M3 - Article
C2 - 30051037
AN - SCOPUS:85056914996
VL - 1
SP - 215
EP - 220
JO - AEM Education and Training
JF - AEM Education and Training
SN - 2472-5390
IS - 3
ER -