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. 2016 Feb;62(2):e80-8.

Needs assessment for development of 6for6: Longitudinal research skills program tailored to rural and remote family physicians

Patti McCarthy, Cheri Bethune, Shari Fitzgerald, Wendy Graham, Shabnam Asghari, Thomas Heeley, Marshall Godwin

Needs assessment for development of 6for6: Longitudinal research skills program tailored to rural and remote family physicians

Patti McCarthy et al. Can Fam Physician. 2016 Feb.

Abstract
in English, French

Problem addressed: Rural and remote family physicians (RRFPs) face greater barriers to research engagement than their urban colleagues and have access to fewer faculty development programs (FDPs) to foster their research skills.

Objective of program: To identify and prioritize skills and services that RRFPs need to engage in research.

Program description: Memorial University of Newfoundland in St John's used a needs assessment as the foundation for developing an FDP for RRFPs. The assessment comprised a systematic literature review and environmental scan, key informant interviews (n = 10), a focus group with RRFPs (n = 15), expert group meetings (n = 2), and needs assessment surveys (n = 19).

Conclusion: The assessment identified barriers to RRFPs engaging in research, priority considerations for the development of a research FDP for RRFPs, and research areas to be included in the program curriculum. This information was used to inform phases 2 and 3 of program development, which are further discussed in a companion article.

Problème à l’étude: Les médecins de famille ruraux et éloignés (MFRE) sont aux prises avec des obstacles plus considérables à leur participation à la recherche que leurs homologues urbains et ils ont accès à moins de programmes de perfectionnement professoral pour améliorer leurs compétences en recherche.

Objectif du programme: Identifier par ordre de priorité les compétences et les services dont les MFRE ont besoin pour participer à la recherche.

Description du programme: L’Université Memorial de Terre-Neuve à St. John’s s’est servi d’une évaluation des besoins comme fondement pour élaborer le perfectionnement professoral à l’intention des MFRE. L’évaluation comportait une révision systématique des ouvrages scientifiques, une analyse environnementale, des entrevues avec des informateurs clés (n = 10), un groupe témoin de MFRE (n = 15), des rencontres avec des experts (n = 2) et des sondages d’évaluation des besoins (n = 19).

Conclusion: L’évaluation a permis de cerner les obstacles que rencontrent les MFRE lorsqu’ils veulent faire de la recherche, les éléments prioritaires à considérer dans le perfectionnement professoral en recherche à l’intention de MFRE, de même que les domaines de recherche à inclure dans le cursus du programme. Ces renseignements ont servi à éclairer les deuxième et troisième étapes de l’élaboration du programme, dont on discute de manière plus approfondie dans un article d’accompagnement.

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Figures

Figure 1.
Figure 1.
Curriculum development plan Reprinted from Kern DE, Thomas PA, Hughes MT, editors. Curriculum development for medical education: a six-step approach. ©1998, 2009 The Johns Hopkins University Press. Reprinted with permission from The Johns Hopkins University Press.
Figure 2.
Figure 2.
Methods to identify priority research skills and a knowledge translation process for RRFPs RRFP—rural or remote family physician.
Figure 3.
Figure 3.
Development of the 6for6 program CIHR—Canadian Institutes of Health Research, FDP—faculty development program, NOSM—Northern Ontario School of Medicine, RRFP—rural or remote family physician, UBC—University of British Columbia, U of A—University of Alberta, U of M—University of Manitoba, U of S—University of Saskatchewan, U of T—University of Toronto. *See Figure 4 for details. †Reference sections were reviewed for relevant articles. †For example, time frame, frequency of sessions, learning model, instructional strategies, participant engagement and knowledge translation strategies, infrastructure, and resources.
Figure 4.
Figure 4.
Literature search FDP—faculty development program, TI—title [search-field descriptor].
Figure 5.
Figure 5.
Barriers to research identified by RRFPs: N = 25. RRFP—rural or remote family physician.
Figure 6.
Figure 6.
Priority considerations for faculty development in research skills: N = 25.
See this image and copyright information in PMC

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