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. 2015 Nov;16(6):947-51.
doi: 10.5811/westjem.2015.9.27306. Epub 2015 Nov 12.

Model for Developing Educational Research Productivity: The Medical Education Research Group

Marcia Perry  1 , Laura Hopson  1 , Joseph B House  1 , Jonathan P Fischer  2 , Suzanne Dooley-Hash  1 , Samantha Hauff  1 , Margaret S Wolff  3 , Cemal Sozener  1 , Michele Nypaver  3 , Joel Moll  1 , Eve D Losman  1 , Michele Carney  3 , Sally A Santen  1
Affiliations

Model for Developing Educational Research Productivity: The Medical Education Research Group

Marcia Perry et al. West J Emerg Med. 2015 Nov.

Abstract

Introduction: Education research and scholarship are essential for promotion of faculty as well as dissemination of new educational practices. Educational faculty frequently spend the majority of their time on administrative and educational commitments and as a result educators often fall behind on scholarship and research. The objective of this educational advance is to promote scholarly productivity as a template for others to follow.

Methods: We formed the Medical Education Research Group (MERG) of education leaders from our emergency medicine residency, fellowship, and clerkship programs, as well as residents with a focus on education. First, we incorporated scholarship into the required activities of our education missions by evaluating the impact of programmatic changes and then submitting the curricula or process as peer-reviewed work. Second, we worked as a team, sharing projects that led to improved motivation, accountability, and work completion. Third, our monthly meetings served as brainstorming sessions for new projects, research skill building, and tracking work completion. Lastly, we incorporated a work-study graduate student to assist with basic but time-consuming tasks of completing manuscripts.

Results: The MERG group has been highly productive, achieving the following scholarship over a three-year period: 102 abstract presentations, 46 journal article publications, 13 MedEd Portal publications, 35 national didactic presentations and five faculty promotions to the next academic level.

Conclusion: An intentional focus on scholarship has led to a collaborative group of educators successfully improving their scholarship through team productivity, which ultimately leads to faculty promotions and dissemination of innovations in education.

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