Medical Education Research Collaboration: A Challenge, but not an Impossibility

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Medical Education Research CollaborationA
Challenge, but not an Impossibility

• William J. Cairney, PhD
• Colorado Springs Osteopathic Foundation

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The Role of Research in Life-Long Learning

• To hear all these large words, you would think
  that the mind of a man of science must be
  constituted differently from that of his fellow
  men, but if you will not be frightened by terms,
  you will discover that you are quite wrong, and
  that these terrible apparatus are being used by
  yourselves every hour of your lives. T.H. Huxley

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What IS Research??

• Systematic investigation of a subject, a problem,
  or a phenomenon
• Adding new material to the body of knowledge in
  ones field

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Field-Specific Applications

• Humanities
• Social Sciences
• Engineering Disciplines
• Natural Sciences (including biomedicine)

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What kinds of studies are possible for me?

• Description of a phenomenon or problem
• Way of dealing with a problem (methods paper)
• Retrospective analysis
• Clinical trials
• Case Studies (as contrasted with case reports)
• Controlled experimentation

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Critical Fallout (2 points)

• Significant change in the minds of residents
• Genuine spirit of inquiry a critical
  life-long skill (now an AOA required competency)
• An I can do it attitude (a challenge but not an
  impossibility)
• Inevitable paradigm shift over time in the
  Osteopathic Community

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Research in the Osteopathic CommunityTwo
Important Thrusts

• Clinical especially the application of
  Osteopathic Principles and Practice to clinical
  problems
• Educational how to best impart true
  understanding and integration of a critical body
  of knowledge and set of skills
• Both need to operate together for optimum
  effectiveness

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Collaborate

• ko-lab-o-rayt, v. to work in partnership (i.e. to
  operate together)

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Barriers to Effective Medical Education Research

• Differing views on What is Research?
• Narrow definition
• Field specific applications
• Notion of the esoteric face (butremember
  Huxley!)
• Institutional Priorities (How important is
  medical education research herereally?)
• Lack of Coordinating Structures

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Coordinating Structures

• Catalysts for synthesis
• Visible agencies
• Significant projects

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Catalysts, Agencies, ProjectsThe framework for
collaboration

• Society of Osteopathic Medical Educators (SOME)
• SOME Special Interest Groups (SIGs)
• AACOM/CSOF Medical Education Research Initiative

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Why SOME?...Why SIGs?

• Stop thinking about research (especially in
  medical education) solely in terms of high dollar
  efforts(although abundant dollars are
  wonderful!)
• Start thinking in terms of networks of education
  and training programs, trainees, program
  faculties, and OME practitioners (networks
  collaboration, coordination, synergy)
• Start thinking of ways of joining forces with
  minimal overhead

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Medical Education Research SIGOne Example Low
Overhead!

• Establishment of easy-to-use listserve (AACOM
  catalyst Dr. Heun)
• Invitation to post projects and invite
  participation (catalyst CSOF PBRN open to med
  ed research projects)
• IRB to expedite medical education research
  projects (catalyst CSOF)
• Invitation to publish med ed research in CSOF
  Medical Monographs on-line

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Osteopathic Medical Education Research Institute

• AACOM/CSOF Collaborative
• A new agency dedicated to medical education
  research

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Osteopathic Medical Education Research
InstituteOMERI

• MISSION
• To encourage and facilitate excellence in
  osteopathic medical education research and
  provide resources and mentorship for new projects

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OMERI Objectives

• To provide technical and methodological support
  for investigators initiating research projects in
  osteopathic medical education
• To expedite (through the CSOF) IRB review of
  medical education research projects
• To provide assistance in writing for publication

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OMERI Objectives (cont)

• To publicize and coordinate medical education
  research projects involving multiple colleges of
  osteopathic medicine (collaboration!!)
• To design assessment strategies for new
  educational tools
• To offer the option of refereed on-line
  publication for completed studies
• To conduct osteopathic medical education
  research, alone, or in combination with colleges
  of osteopathic medicine or individual
  investigators

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OMERIwhy an independent corporate structure?

• Establishes and maintains a distinct, focused
  mission
• Establishes an immediate, clear identity
• Allows for independent seeking of grant funding
  not competing in same grant categories as COMs
• Allows for independent relationships with all
  colleges of osteopathic medicine and other
  interested agencies research results will
  provide tools for all schools equally

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What OMERI is not?

• A new or competing clinical research center
  (focus is medical education research)
• A regulator of independent efforts by
  individuals or COMS (OMERI encourages,
  facilitates, fosters collaboration does not seek
  to preclude independent research)

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Where is OMERI now?

• Mission established
• Articles of Incorporation and By-Laws written
• Application for incorporation in progress as a
  non-profit, 501c3 educational organization
• Draft business plan written
• Funding sources investigated
• Investigating initial proposals for sponsored
  projects

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OMERIbottom line

• Establish a valuable service to the Colleges of
  Osteopathic Medicine develop curricula,
  assessment and evaluation systems, and other
  resources of value to all save the colleges
  significant funds and staff time

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Were excited!!

• Questions?
• Comments?