博耶与超越：对美国健康职业教育学术单位的访谈研究及学术单位层面学术的综合框架

Boyer and Beyond: An Interview Study of Health Professions Education Scholarship Units in the United States and a Synthetic Framework for Scholarship at the Unit Level.

机构信息

B.C. O'Brien is associate professor of medicine, Department of Medicine, and senior scholar, Center for Faculty Educators, University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0001-9591-5243. D.M. Irby is professor emeritus of medicine, Department of Medicine, and senior scholar, Center for Faculty Educators, University of California, San Francisco, San Francisco, California. S.J. Durning is professor of medicine and director of graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland. S.J. Hamstra is vice president, Milestones Research and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois, adjunct professor, Faculty of Education, University of Ottawa, Ottawa, Ontario, Canada, and adjunct professor, Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, Illinois. W.C.Y. Hu is professor of medical education, School of Medicine, and associate dean for learning and innovation, Western Sydney University, Penrith, New South Wales, Australia; ORCID: http://orcid.org/0000-0002-1711-3808. L.D. Gruppen is professor, Department of Learning Health Sciences, and director, Masters of Health Professions Education Program, University of Michigan Medical School, Ann Arbor, Michigan. L. Varpio is professor of medicine and associate director of research, graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland.

出版信息

Acad Med. 2019 Jun;94(6):893-901. doi: 10.1097/ACM.0000000000002625.

DOI:10.1097/ACM.0000000000002625

PMID:30720531

Abstract

PURPOSE

Health professions education scholarship units (HPESUs) in the United States are large in number and diverse in purpose, activities, and contributions. Although each of these units shares a commitment to scholarship, there is no synthetic framework to accurately represent and evaluate their activities and contributions. This study aimed to provide such a framework.

METHOD

The authors examined data collected from 11 U.S. HPESU directors. Interviews occurred between April 2015 and February 2016. The research team used a combination of deductive and inductive qualitative techniques to analyze the interview transcripts. The deductive portion drew on Boyer's four-part framework of scholarship; the inductive portion produced a new conceptualization of scholarship at the HPESU level.

RESULTS

The scholarly activities of HPESUs generally align with Boyer's four types of scholarship-discovery, integration, application, and teaching. However, this categorization fails to capture the interconnectedness and variety of purposes served by these activities. Both are important when considering how best to represent the scholarly contributions made by HPESUs. From their analysis of interviews, the authors developed a three-part framework characterizing HPESU scholarly activities: supporting a scholarly approach to education, supporting educational scholarship within the institution, and supporting HPESU members' scholarship.

CONCLUSIONS

The authors contend that the three-part, unit-level framework for scholarship constructed in this study brings clarity and understanding to the purpose, activities, and contributions made by HPESUs in the United States. The proposed framework may allow unit directors to better justify and advocate for the resources needed to further promote the work of HPESUs.

摘要

目的

美国的卫生专业教育学术单位（HPESUs）数量众多，目的、活动和贡献各不相同。尽管这些单位都致力于学术研究，但没有一个综合框架可以准确地代表和评估它们的活动和贡献。本研究旨在提供这样一个框架。

方法

作者检查了从 11 位美国 HPESU 主任那里收集的数据。访谈于 2015 年 4 月至 2016 年 2 月之间进行。研究小组结合了演绎和归纳的定性技术来分析访谈记录。演绎部分借鉴了 Boyer 的学术研究的四部分框架；归纳部分产生了一个新的概念化的学术研究在 HPESU 层面上。

结果

HPESUs 的学术活动通常与 Boyer 的四种学术研究类型一致，即发现、整合、应用和教学。然而，这种分类未能捕捉到这些活动所服务的相互关联和多样化的目的。当考虑如何最好地代表 HPESUs 所做出的学术贡献时，这两者都很重要。通过对访谈的分析，作者开发了一个三部分的框架来描述 HPESU 的学术活动：支持对教育的学术方法，支持机构内的教育学术研究，以及支持 HPESU 成员的学术研究。