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...

Full description

Saved in:
Bibliographic Details
Main Authors: Kitto, Simon, Fantaye, Arone Wondwossen, You, You, Van Schalkwyk, Susan, Cleland, Jennifer
Other Authors: Lee Kong Chian School of Medicine (LKCMedicine)
Format: Article
Language:English
Published: 2024
Subjects:
Online Access:https://hdl.handle.net/10356/180533
Tags: Add Tag
No Tags, Be the first to tag this record!
Institution: Nanyang Technological University
Language: English
id sg-ntu-dr.10356-180533
record_format dspace
spelling 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
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Medicine, Health and Life Sciences
Health professions education research
Capacity building
spellingShingle 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
description 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.
author2 Lee Kong Chian School of Medicine (LKCMedicine)
author_facet Lee Kong Chian School of Medicine (LKCMedicine)
Kitto, Simon
Fantaye, Arone Wondwossen
You, You
Van Schalkwyk, Susan
Cleland, Jennifer
format Article
author Kitto, Simon
Fantaye, Arone Wondwossen
You, You
Van Schalkwyk, Susan
Cleland, Jennifer
author_sort 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
publishDate 2024
url https://hdl.handle.net/10356/180533
_version_ 1814777773403668480