NDLI: Ten steps to conducting health professional education research.

Please wait, while we are loading the content...

Year: 2017 Volume: 14

Year: 2016 Volume: 13

Year: 2015 Volume: 12

Year: 2015 Volume: 12 Issue: 6

Year: 2015 Volume: 12 Issue: 5

Year: 2015 Volume: 12 Issue: 4

Interactive format is favoured in case conference.

Undergraduate cardiac arrest team training.

The community comes to campus: the Patient and Community Fair.

How could we offer support to doctors who fail examinations?

Participation in a clinical learning environment.

In the patient's shoes.

Learning fluid prescription skills: why is it so challenging?

Dressed to regress, but not for success.

Can we improve the delivery of bedside teaching?

Demystifying the night shift: learning beyond 9-5.

Virtual patient activity patterns for clinical learning.

Teaching medical students the art of the 'write-up'.

Standard setting.

Sustaining teaching-fellow networks.

Ten steps to conducting health professional education research.

Encouraging formative assessments of leadership for foundation doctors.

A peer-led teaching initiative for foundation doctors.

Entrustable professional activities.

Response to 'Dressed to regress but not for success'.

Year: 2015 Volume: 12 Issue: 3

Year: 2015 Volume: 12 Issue: 2

Year: 2015 Volume: 12 Issue: 1

Year: 2014 Volume: 11

Year: 2013 Volume: 10

Year: 2012 Volume: 9

Year: 2011 Volume: 8

Year: 2010 Volume: 7

Ten steps to conducting health professional education research.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Scott, Karen Caldwell, Patrina Schuwirth, Lambert
Description	Country affiliation: Australia Author Affiliation: Scott K ( Discipline of Paediatrics and Child Health, The University of Sydney, Australia.); Caldwell P ( Discipline of Paediatrics and Child Health, The University of Sydney, and Centre for Kidney Research, The Children's Hospital at Westmead, Australia.); Schuwirth L ( Health Professional Education, Flinders University, Adelaide, Australia.)
Abstract	BACKGROUND: The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. SUMMARY: The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. CONCLUSION: Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians.
File Format	HTM / HTML
ISSN	17434971
Issue Number	4
Volume Number	12
e-ISSN	1743498X
Journal	The Clinical Teacher
Language	English
Publisher	Wiley-Blackwell
Publisher Date	2015-08-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Clinical Competence Education, Professional Methods Health Occupations Education Program Evaluation Research Design Standards Humans Internationality Knowledge Journal Article
Content Type	Text
Resource Type	Article
Subject	Medicine Review and Exam Preparation

Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302

See location in the Map
03222 282435
Mail: support@ndl.gov.in

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in