Defining a problem, challenge, or opportunity

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Presentation transcript:

Defining a problem, challenge, or opportunity Scholarship in Health Education Research and Innovation (SHERI) course Rachel H. Ellaway Community Health Sciences Office of Health and Medical Education Scholarship

Why engage in scholarship? Curiosity Commission Problems Challenges Opportunities

Problems, challenges, opportunities Does X actually work? We can’t do X any more We can’t afford X We now need to do X but don’t know how Do X and Y contradict each other? Does X cause problems? Is there a better/different way of doing X? We have to do X, what is the best way to do it?

Defining a problem What is the problem: Who is it a problem for? Deficits, gaps, holes, cost, sustainability, time, scale, media, location, failure, under-performance, resistance, compliance, unwanted/conflicting messages, compatibility, alignment, integration, consistency, culture, identity Who is it a problem for? How big a problem is it? What are the consequences if the problem is not addressed?

Defining a problem What do we know? What do we not know? Direct experience Third-party knowledge What do we not know? Deficits, gaps, holes, shortfalls What do we need to know? Understanding Basis for action Basis for further work

Example What is the problem? Inability of PGME systems to fail substandard learners – ‘failure to fail problem’ How big a problem is it? Not know precisely but it would seem this is a system-wide issue What are the consequences? Some physicians complete training without meeting all of the required standards, potential patient safety issue What do we know? That this happens and that it is difficult to fix, combination of time pressures and conflicts between mentor and judge roles What do we not know? What the best strategy or strategies are for fixing this problem What do we need to know? What works, in what circumstances, what this costs and what other impacts making this change will have

Defining a response Core issues Nice to haves Nature of solution: Knowledge, understanding Persuading, changing behaviours Mitigating/remediating activity/system Changing/reinventing activity/system Creating activity/system Accounting

Utility, translation Health professional education is a field Implied quality assurance and/or improvement Implied translation to practice Scholarship is to be used By whom? For what purpose? Generalizability Accessibility Relevance

Cut your cloth … You can’t do everything Limits: One study or many? Resources: time, money Skills Access Ethics Understanding One study or many? Programs of inquiry

Mode of inquiry: METRICS Metascholarship Methods, tools, publication, translation Evaluation Value, good/bad, better/worse Translation Things from elsewhere, effectiveness Research Inductive knowledge and theory testing, generating Innovation New things, ideas Conceptual Deductive knowledge and theory, critiques Synthesis What do we know, how do we know, what do we not know

Summary Purpose or driver for inquiry What’s the story? Define in terms of: Problem Response Mode of inquiry Translation Limitations Having a clear problem or purpose sustains, provides relevance, links to utility