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

1. Medical Education Research Collaboration:A Challenge, but not an Impossibility William J. Cairney, PhD Colorado Springs Osteopathic Foundation

2. 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

3. What IS “Research”?? • Systematic investigation of a subject, a problem, or a phenomenon • Adding new material to the body of knowledge in one’s field

4. Field-Specific Applications • Humanities • Social Sciences • Engineering Disciplines • Natural Sciences (including biomedicine)

5. 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

6. 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

7. Research in the Osteopathic Community:Two 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

8. “Collaborate” ko-lab-o-rayt, v. to work in partnership (i.e. to operate together)

9. Barriers to Effective Medical Education Research • Differing views on “What is Research?” • Narrow definition • Field specific applications • Notion of the “esoteric face” (but…remember Huxley!) • Institutional Priorities (How important is medical education research here…really?) • Lack of “Coordinating Structures”

10. “Coordinating Structures” • Catalysts for synthesis • Visible agencies • Significant projects

11. Catalysts, Agencies, Projects:The framework for collaboration • Society of Osteopathic Medical Educators (SOME) • SOME Special Interest Groups (SIGs) • AACOM/CSOF Medical Education Research Initiative

12. 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

13. Medical Education Research SIG:One 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

14. Osteopathic Medical Education Research Institute AACOM/CSOF Collaborative A new agency dedicated to medical education research

15. Osteopathic Medical Education Research InstituteOMERI MISSION To encourage and facilitate excellence in osteopathic medical education research and provide resources and mentorship for new projects

16. 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

17. 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

18. OMERI…why 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

19. 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)

20. 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

21. OMERI…bottom 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

22. We’re excited…!! Questions? Comments?