Love Jeffrey N, Yarris Lalena M, Santen Sally A, Kuhn Gloria J, Gruppen Larry D, Coates Wendy C, Howell John M, Farrell Susan E
J.N. Love is professor of emergency medicine, Georgetown University Hospital/Washington Hospital Center, Washington, DC. L.M. Yarris is associate professor of emergency medicine, Oregon Health Science University, Portland, Oregon. S.A. Santen is professor of emergency medicine, University of Michigan, Ann Arbor, Michigan. G.J. Kuhn is professor of emergency medicine, Wayne State University, Detroit, Michigan. L.D. Gruppen is professor, Learning Health Sciences, University of Michigan, Ann Arbor, Michigan. W.C. Coates is professor of emergency medicine, Harbor-UCLA Medical Center, Torrance, California. J.M. Howell is clinical professor of emergency medicine, George Washington University, Washington, DC. S.E. Farrell is associate professor of emergency medicine, Harvard Medical School, Boston, Massachusetts.
Acad Med. 2016 Apr;91(4):548-55. doi: 10.1097/ACM.0000000000001070.
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.
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.
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.
Kirkpatrick-level outcomes 1, 2, 3, and perhaps 4 demonstrate that the MERC at CORD program is successful in its intended purpose.
对于忙碌的临床教育工作者而言，寻找发展教育研究所需技能和知识的机会可能存在困难。急诊医学住院医师主任委员会医学教育研究认证（CORD的MERC）学者项目是一个潜在的选择。本研究评估了该项目五年后的成果。
作者在本研究中采用了准实验设计。研究对象包括CORD的最初五批MERC学员（2009 - 2013年）。逻辑模型的构建为柯克帕特里克层次的成果提供了依据。来自年度前后调查、校友调查（2014年）的数据，以及对项目成果在全国性报告/同行评审出版物方面的追踪作为成果衡量指标。
在最初的五年里，149名医生参与了该项目；97人完成了六次MERC工作坊，63人基于项目成果发表了全国性报告，30人发表了同行评审出版物。在2011 - 2013年批次中，79名参与前后调查的学员中，65人（82%）报告称在教育研究相关技能和知识方面有显著提高，并推荐该项目。在61名完成校友调查的毕业生中，58人（95%）表示他们的新知识在教育研究之外也很有帮助，包括晋升到新的领导岗位，28人（60名回复者中的47%）报告发起了后续的多机构教育研究。其中，57%（16/28）与原项目中的一名或多名同行/导师合作。
柯克帕特里克层次的成果1、2、3，或许还有4表明，CORD的MERC项目达到了预期目的，取得了成功。
