Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study
Abstract Background It is unclear how often frontline clinical teachers are using this literature and its evidence base in teaching and assessment. Our study purpose was to examine postgraduate program director perspectives on the utilization and integration of evidence-based medical education liter...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-01-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03104-4 |
| _version_ | 1818332966383779840 |
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| author | Asif Doja Carolina Lavin Venegas Lindsay Cowley Lorne Wiesenfeld Hilary Writer Chantalle Clarkin |
| author_facet | Asif Doja Carolina Lavin Venegas Lindsay Cowley Lorne Wiesenfeld Hilary Writer Chantalle Clarkin |
| author_sort | Asif Doja |
| collection | DOAJ |
| description | Abstract Background It is unclear how often frontline clinical teachers are using this literature and its evidence base in teaching and assessment. Our study purpose was to examine postgraduate program director perspectives on the utilization and integration of evidence-based medical education literature in their teaching and assessment practices. Methods The authors conducted semi-structured telephone interviews with a convenience sample of current and former program directors from across Canada. Interviews were transcribed and analyzed inductively to distil pertinent themes. Results In 2017, 11 former and current program directors participated in interviews. Major themes uncovered included the desire for time-efficient and easily adaptable teaching and assessment tools. Participants reported insufficient time to examine the medical education literature, and preferred that it be ‘synthesized for them’. (i.e., Best evidence guidelines). Participants recognised continuing professional development and peer to peer sharing as useful means of education about evidence-based tools. Barriers to the integration of the literature in practice included inadequate time, lack of financial compensation for teaching and assessment, and the perception that teaching and assessment of trainees was not valued in academic promotion. Discussion Faculty development offices should consider the time constraints of clinical teachers when planning programming on teaching and assessment. To enhance uptake, medical education publications need to consider approaches that best meet the needs of a targeted audiences, including frontline clinical teachers. This may involve novel methods and formats that render evidence and findings from their studies more easily ‘digestible’ by clinical teachers to narrow the knowledge to practice gap. |
| first_indexed | 2024-12-13T13:44:08Z |
| format | Article |
| id | doaj.art-e01be674379c4d30ad6154fc65344021 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-13T13:44:08Z |
| publishDate | 2022-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-e01be674379c4d30ad6154fc653440212022-12-21T23:43:29ZengBMCBMC Medical Education1472-69202022-01-012211710.1186/s12909-022-03104-4Barriers and facilitators to program directors’ use of the medical education literature: a qualitative studyAsif Doja0Carolina Lavin Venegas1Lindsay Cowley2Lorne Wiesenfeld3Hilary Writer4Chantalle Clarkin5Department of Pediatrics, Children’s Hospital of Eastern OntarioChildren’s Hospital of Eastern Ontario Research InstituteDepartment for Innovation in Medical Education Research Support Unit, University of OttawaUniversity of OttawaDepartment of Pediatrics, Children’s Hospital of Eastern OntarioDepartment of Virtual Mental Health and Outreach, Centre for Addiction and Mental HealthAbstract Background It is unclear how often frontline clinical teachers are using this literature and its evidence base in teaching and assessment. Our study purpose was to examine postgraduate program director perspectives on the utilization and integration of evidence-based medical education literature in their teaching and assessment practices. Methods The authors conducted semi-structured telephone interviews with a convenience sample of current and former program directors from across Canada. Interviews were transcribed and analyzed inductively to distil pertinent themes. Results In 2017, 11 former and current program directors participated in interviews. Major themes uncovered included the desire for time-efficient and easily adaptable teaching and assessment tools. Participants reported insufficient time to examine the medical education literature, and preferred that it be ‘synthesized for them’. (i.e., Best evidence guidelines). Participants recognised continuing professional development and peer to peer sharing as useful means of education about evidence-based tools. Barriers to the integration of the literature in practice included inadequate time, lack of financial compensation for teaching and assessment, and the perception that teaching and assessment of trainees was not valued in academic promotion. Discussion Faculty development offices should consider the time constraints of clinical teachers when planning programming on teaching and assessment. To enhance uptake, medical education publications need to consider approaches that best meet the needs of a targeted audiences, including frontline clinical teachers. This may involve novel methods and formats that render evidence and findings from their studies more easily ‘digestible’ by clinical teachers to narrow the knowledge to practice gap.https://doi.org/10.1186/s12909-022-03104-4Knowledge translationPostgraduate trainingMedical education literature |
| spellingShingle | Asif Doja Carolina Lavin Venegas Lindsay Cowley Lorne Wiesenfeld Hilary Writer Chantalle Clarkin Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study BMC Medical Education Knowledge translation Postgraduate training Medical education literature |
| title | Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study |
| title_full | Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study |
| title_fullStr | Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study |
| title_full_unstemmed | Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study |
| title_short | Barriers and facilitators to program directors’ use of the medical education literature: a qualitative study |
| title_sort | barriers and facilitators to program directors use of the medical education literature a qualitative study |
| topic | Knowledge translation Postgraduate training Medical education literature |
| url | https://doi.org/10.1186/s12909-022-03104-4 |
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