Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170
In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate heal...
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sg-ntu-dr.10356-1805332024-10-13T15:37:47Z Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 Kitto, Simon Fantaye, Arone Wondwossen You, You Van Schalkwyk, Susan Cleland, Jennifer Lee Kong Chian School of Medicine (LKCMedicine) Medicine, Health and Life Sciences Health professions education research Capacity building In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate health professionals. Again, just as with clinical research, setting up sustainable HPER units is critical to coordinate research efforts and facilitate the production of clear and strategic HPER. In this AMEE guide we draw upon the scholarly and grey literature and our own experiences as HPER unit leaders in several different global contexts to provide practical guidance on establishing and sustaining a HPER unit. We outline the multiple elements and considerations required to set up and operationalize a successful HPER unit, from engagement of key stakeholders and documentation of milestones to the production of programmatic research and its implementation. These are considered under the areas of • Who do you need to partner with? • Setting the agenda - or What will your unit be known for? • Your most valuable resource - people! • Operationalizing your HPER agenda • Leading the way We provide concrete tips on each of the above and illustrate these key steps with examples from our own experiences or the wider literature. Whether the reader is beginning, maintaining, or seeking to renew their HPER unit, we hope that the guidance we provide is as useful as it has been to us during our own research program building endeavours. Submitted/Accepted version 2024-10-10T03:40:54Z 2024-10-10T03:40:54Z 2024 Journal Article Kitto, S., Fantaye, A. W., You, Y., Van Schalkwyk, S. & Cleland, J. (2024). Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170. Medical Teacher. https://dx.doi.org/10.1080/0142159X.2024.2387157 0142-159X https://hdl.handle.net/10356/180533 10.1080/0142159X.2024.2387157 39110857 2-s2.0-85200557605 en Medical Teacher © 2024 Informa UK Limited, trading as Taylor & Francis Group. All rights reserved. This article may be downloaded for personal use only. Any other use requires prior permission of the copyright holder. The Version of Record is available online at http://doi.org/10.1080/0142159X.2024.2387157. application/pdf |
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Medicine, Health and Life Sciences Health professions education research Capacity building Kitto, Simon Fantaye, Arone Wondwossen You, You Van Schalkwyk, Susan Cleland, Jennifer Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
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In the same way as clinical medicine, health professions education should be evidence-based rather than based on tradition and convenience. Health professions education research (HPER), an academic area that first emerged in the 1950s, is essential for identifying new and better ways to educate health professionals. Again, just as with clinical research, setting up sustainable HPER units is critical to coordinate research efforts and facilitate the production of clear and strategic HPER. In this AMEE guide we draw upon the scholarly and grey literature and our own experiences as HPER unit leaders in several different global contexts to provide practical guidance on establishing and sustaining a HPER unit. We outline the multiple elements and considerations required to set up and operationalize a successful HPER unit, from engagement of key stakeholders and documentation of milestones to the production of programmatic research and its implementation. These are considered under the areas of • Who do you need to partner with? • Setting the agenda - or What will your unit be known for? • Your most valuable resource - people! • Operationalizing your HPER agenda • Leading the way We provide concrete tips on each of the above and illustrate these key steps with examples from our own experiences or the wider literature. Whether the reader is beginning, maintaining, or seeking to renew their HPER unit, we hope that the guidance we provide is as useful as it has been to us during our own research program building endeavours. |
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Lee Kong Chian School of Medicine (LKCMedicine) |
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Lee Kong Chian School of Medicine (LKCMedicine) Kitto, Simon Fantaye, Arone Wondwossen You, You Van Schalkwyk, Susan Cleland, Jennifer |
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Article |
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Kitto, Simon Fantaye, Arone Wondwossen You, You Van Schalkwyk, Susan Cleland, Jennifer |
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Kitto, Simon |
title |
Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
title_short |
Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
title_full |
Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
title_fullStr |
Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
title_full_unstemmed |
Setting up and operationalizing a health professions education research (HPER) unit: AMEE guide no.170 |
title_sort |
setting up and operationalizing a health professions education research (hper) unit: amee guide no.170 |
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2024 |
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https://hdl.handle.net/10356/180533 |
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