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A Ten‐year Program Evaluation of an Emergency Medicine Scholarly Track in Education Using a Qualitative Approach
Author(s) -
Schnapp Benjamin H.,
Fant Abra L.,
Gisondi Michael A.
Publication year - 2017
Publication title -
aem education and training
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 9
ISSN - 2472-5390
DOI - 10.1002/aet2.10040
Subject(s) - track (disk drive) , fast track , medical education , grounded theory , process (computing) , qualitative research , reflection (computer programming) , political science , sociology , medicine , engineering , computer science , social science , operating system , surgery , programming language , mechanical engineering
Background Residency scholarly tracks have allowed training programs to better prepare residents for a future in academia. Despite their success, however, few evaluations of these scholarly tracks have been completed to ensure they are meeting the goals of their stakeholders. Objective The objective was to evaluate the education scholarly track at Northwestern University Emergency Medicine by querying key stakeholders on the current state of the track and its ideal state. Methods Current emergency medicine residents, faculty, and track alumni were identified as essential stakeholders. Their perspectives on the track were elicited with a focus group and online survey, respectively, and responses were analyzed using grounded theory. Results Four distinct themes emerged from the analysis as critical to the track: “education skills and learning theory,” “education research methodology,” “leadership,” and “collaboration.” Conclusion These themes will be used to inform further development of the track. A similar self‐reflection process may benefit other programs with scholarly tracks.