Abstract
Growth in the field of medical education is evidenced by the proliferation of units dedicated to advancing Medical Education Research and Innovation (MERI). While a review of the literature discovered narrative accounts of MERI unit development, we found no systematic examinations of the dimensions of and structures that facilitate the success of these units. We conducted qualitative interviews with the directors of 12 MERI units across Canada. Data were analyzed using qualitative description (Sandelowski in Res Nurs Health 23:334–340, 2000). Final analysis drew on Bourdieu’s (Outline of a theory of practice. Cambridge University Press, Cambridge, 1977; Media, culture and society: a critical reader. Sage, London, 1986; Language and symbolic power. Harvard University Press, Cambridge, 1991) concepts of field, habitus, and capital, and more recent research investigating the field of MERI (Albert in Acad Med 79:948–954, 2004; Albert et al. in Adv Health Sci Educ 12:103–115, 2007). When asked about the metrics by which they define their success, directors cited: teaching, faculty mentoring, building collaborations, delivering conference presentations, winning grant funding, and disseminating publications. Analyzed using Bourdieu’s concepts, these metrics are discussed as forms of capital that have been legitimized in the MERI field. All directors, with the exception of one, described success as being comprised of elements (capital) at both ends of the service-research spectrum (i.e., Albert’s PP–PU structure). Our analysis highlights the forms of habitus (i.e., behaviors, attitudes, demeanors) directors use to negotiate, strategize and position the unit within their local context. These findings may assist institutions in developing a new—or reorganizing an existing—MERI unit. We posit that a better understanding of these complex social structures can help units become savvy participants in the MERI field. With such insight, units can improve their academic output and their status in the MERI context—locally, nationally, and internationally.
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Notes
Van Melle et al. confirm this point in their 2012 position paper, stating: “Understanding education scholarship as encompassing both research and innovation (original authors’ emphasis) is important since it expands our consideration of what can be ‘counted’ as legitimate academic work.” (2012, p. 4).
Examples of Masters and PhD programs in MERI or Health Professions Education (HPE):
University of Ottawa:
http://www.grad.uottawa.ca/Default.aspx?tabid=1727&monControl=Programmes&ProgId=553
University of Dundee:
http://www.dundee.ac.uk/postgraduate/courses/medical_education_mmed.htm
University of Illinois (at Chicago):
http://chicago.medicine.uic.edu/departments___programs/departments/meded/educational_programs/mhpe/
University of Toronto (OISE):
http://www.oise.utoronto.ca/lhae/Programs/Higher_Education/Degrees_Offered/Masters.html
Accessed: Feb. 25, 2013.
Examples of teaching and research awards specifically directed towards medical education and medical educators:
CAME: http://www.came-acem.ca/default_en.php
AAMC: https://www.aamc.org/initiatives/awards/
Accessed: Feb. 14, 2013.
In this paper, we use the term “unit” to refer to the various institutional designations and organizational structures associated with MERI groups (i.e., centres, departments, programs, extra-departmental units, divisions, offices, etc.).
It should be noted that when a MERI unit existed, there was common identification of the director by all informants. That is to say, there were no discrepancies between informants vis-à-vis who was the director of the unit at their school.
D10 and D12 were interviewed separately but shared leadership of the same unit. D15 and D16 were interviewed together, and have both acted as director of the same unit.
To mask the identities of the participants, all directors are referred to in the feminine and potentially identifying details have been removed from the quotations.
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Acknowledgments
The authors would like to acknowledge the participation of all the MERI unit directors for their time and thoughtful replies, as well as the careful reviews and contributions to this paper provided by Timothy J. Wood, PhD.
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Interview Structure with Sample Questions
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Varpio, L., Bidlake, E., Humphrey-Murto, S. et al. Key considerations for the success of Medical Education Research and Innovation units in Canada: unit director perceptions. Adv in Health Sci Educ 19, 361–377 (2014). https://doi.org/10.1007/s10459-013-9479-z
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DOI: https://doi.org/10.1007/s10459-013-9479-z