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Developing Evidence-Based Educational Practices in Medical Education Units

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mona-rollins
10 diapositives · 229 Views · Nov 27, 2014

This research, led by Associate Professor Victoria Brazil and Director Libby Black, explores current practices in Medical Education Units (MEUs) regarding the use of evidence-based educational practices (EBEP) in decision-making for training and assessment. Aimed at identifying barriers encountered by staff in utilizing EBEP, the study highlights the potential for fostering a culture of evidence-based practice. Through qualitative analysis, including interviews with MEU staff across various sites, this research seeks to inform the development of improved educational initiatives and supports for healthcare professionals.

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  1. Creating educational work practices in Medical Education Units based on evidenceAssociate Professor Victoria Brazil, Director QMETMs Libby Black, MEO RBWH5 Nov 2010

  2. Research Study Aims • To establish current practices in Medical Education Units (MEUs) of the use of educational based evidence to inform decisions in education and training for planning, implementation, evaluation & research • To determine what MEU staff consider are barriers to utilizing evidence based practice and how they consider an educational evidence based culture could be developed

  3. What are Medical Education Units • Established in QLD Health to meet education & training requirements for prevocational doctors • Staff - Director of Clinical Training, Medical Education Officers • Work with Medical Board requirements, Junior Doctor Accreditation standards & ACFJD

  4. Rationale for research • Demands - increasing numbers of medical student numbers • QLD Health expectations of EBP in professional health care & an increase in culture of evidence & audit (Gosling & Westbrook 2004, Aarons, 2005, Green, 2000, Fresno Test BMJ 2003) • Application of education theories to workplace environment & clinical settings (Pring, T (2004), Kaufman et al (2000), Davies, P(1999) • QLD Health’s “Framework for best-practice learning environments” (2010) – measuring quality

  5. Research Design • Qualitative • Multi-site - Analysis of work practices in selected MEUs. How do staff plan their education and use EB educational practice • Low risk ethics clearance, HREC Qld Health

  6. Data Collection • 7 MEUs selected Primary allocation sites Number of interns Classification of large, medium & small Considered geographical location • 14 semi-structured taped interviews, 45 - 60 minutes

  7. Key interview Questions • How does your MEU currently decide what education programs & initiatives you will conduct for the year? • What do you think is meant by evidence based educational practice? • Are there any barriers/obstacles that make it difficult for you to be involved in the research process? • What do you consider could be done to assist your MEU become more engaged in using research to develop EBEP?

  8. Data Analysis • Transcripts from interviews • Coding categories developed • Concepts identified and relationships developed • Emerging themes identified • Themes into model development

  9. Where to from here ? • Who will benefit from this research? • How to develop a culture of evidence based educational practice • Developing education initiatives

  10. Advancing forward……. Role of QMET • Development of model of EBEP from research findings • Support for MEU staff • Possible funding opportunities for research projects/initiatives • Collaborative link to QLD Health & other health care groups (ClinEdQ) for EBP • Link to national organizations