Resident Education Scholars Program

The Resident Education Scholars Program (RESP) is a joint initiative between Postgraduate Medical Education and the Office of Health and Medical Education Scholarship, designed to support and advance Cumming School of Medicine resident interest and expertise in educational scholarship.

Residents will develop their skills in health/medical education scholarship by either conducting educational research or developing an educational innovation.  This is achieved through a series of activities designed to support participants throughout their project development, as well as through mentorship from established scholars.

The program is currently in the pilot project phase, with the Anesthesiology, Internal Medicine, Neurology, Pediatrics, and Psychiatry programs participating.  It is anticipated that a full program will be launched in 2023.

Residents interested in applying to participate in the RESP should contact ohmes@ucalgary.ca.

RESP Timeline

The program takes a maximum of 2 years to complete, however each resident will progress according to their own pace and individual residency program requirements.  

RESP Timeline

METRICS

METRICS Model

Existing definitions of education scholarship are broad and vague.  Drs. Rachel Ellaway and David Topps created the METRICS model (Ellaway R, Topps D, 2017, 'METRICS: a pattern language of scholarship in medical education', MedEdPublish, 6, [4], 30, https://doi.org/10.15694/mep.2017.000199) which links directly to scholarly activities and provides a definition and examples for each of the seven intersecting patterns:

 

Metascholarship: Activities that explore or reflect on the nature of scholarly activities. These can include bibliographic inquiry (such as publication patterns or trends), reflections on the nature of scholarship in a field (such as proposing a research agenda), or on the development of scholarship and scholarly activities.

Evaluation: Activities that explore the value or axiology of things. Evaluation activities often focus on supporting decision-making and practice rather than advancing the field at a more abstract level and generate value statements that are either binary (good/bad, pass/fail etc.), or based on a comparison of different states, or a continuum between two extremes.

Translation: Activities that translate practices or knowledge from one domain to another. These can include translating research findings into practice, translating concepts or perspectives from other disciplines to medical education, and translating concepts from one aspect of medical education to others, such as translating the OSCE model from assessment to admissions to create the MMI (Eva et al. 2009).

Research: Activities that focus on theory generation or testing. Research, in the context of this model, is framed as a more specific range of practices than is often the case in other circumstances when it is applied to mean any kind of systematic knowledge generation. Research can include any acts that are experimental, descriptive, or explanatory that involve a dialogical relationship between empiricism and theory.

Innovation: Activities that focus on creating new ideas and things including the development of new instruments, techniques, practices, or organizations (of things, people, and ideas). Innovation scholarship may be summative (focused on the products and outputs of innovation) or formative (focused on the processes and experiences of innovation). 

Conceptual: Activities that explore or develop the conceptual basis of a field. Examples include thought experiments, the deductive development of new models, concepts, and paradigms, critiques of exiting practices, thought and opinion papers, and reflection papers (such as Medical Education’s ‘when I say’ format). 

Synthesis: Activities that focus on existing knowledge and practice. These include any secondary activity (that synthesizes primary scholarly materials) or tertiary activity (that synthesizes other syntheses) as well as material on the nature of knowledge synthesis in general. Examples can include; literature reviews, scoping reviews, systematic reviews, and meta-analyses, as well as techniques for conducting effective acts of synthesis.


Session 1: Research, Innovation, Evaluation & Framing Inquiry

Session 2: Defining a Problem, Challenge or Opportunity

Session 3: Using the Scholarly Literature

Session 4: Developing Robust Research Questions

Session 5: Selecting a Methodology

Session 6: Selecting Methods of Inquiry

Session 7: Research Ethics

Session 8: Completion, Translation & Dissemination

Session 9: Developing New Studies & Questions

Session 10: Common Problems & How To Avoid Them

Session 11: How Your Work Fits Locally & In the Field

Session 12: Translation - Projects Into Services



OHMES Proposal Template

This template was used in the 2021 OHMES funding competition for those invited to submit a full proposal.  It has specific sections for research vs. innovation projects, and can be used (and modified) as a guide to develop your proposal.

OHMES Proposal Template

Scholarship in Medical Education Worksheet

Developed by the Canadian Association for Medical Education, this worksheet can assist in defining your project and outlining the steps necessary to obtain meaningful results.

SIME Worksheet

Learning Plan & Timeline

The Learning Plan provides a checklist of milestones and deliverables for your RESP project to ensure that it is completed in a timely manner. Dates and milestones can be modified to align with your program schedule and requirements.

RESP Learning Plan & Timeline

RESP Participant Resources

RESP has been designed to provide support to develop, conduct and report on your scholarly project in medical education, and program participants receive the following resources to guide them in this process.

RESP Participant Resources

Practical Tips


How to write an educational research grant: AMEE Guide No. 101

This AMEE Guide clarifies the grant-writing process by (a) explaining the mechanics and structure of a typical educational research grant proposal, and (b) sharing tips and strategies for making the process more manageable.

Blanco MA, Gruppen LD, Artino AR Jr, Uijtdehaage S, Szauter K, Durning SJ. Med Teach. 2016;38(2):113-22.

How to write an educational research grant

Practical tips for undertaking a medical education research project at undergraduate level: Recommendations for both students and supervisors.

This MedEdPublish paper provides recommendations for both students and supervisors involved in  medical education research, and offers practical tips based on insights from an undergraduate student who undertook a medical education research project and an experienced undergraduate research supervisor. 

Barnard J, Ledger A. MedEdPublish, June 2016. DOI: https://doi.org/10.15694/mep.2016.000027

Practical tips for undertaking a medical education research project at undergraduate level

Introducing medical educators to qualitative study design: Twelve tips from inception to completion

This paper offers 12 tips for a systematic, yet practical approach to designing a qualitative research study, 

Ramani S, Mann K.  Medical Teacher. 2015. 1-8.  ISSN 0142-159X print/ISSN 1466-187X online/15/

Twelve Tips - Introducing medical educators to qualitative study design

Quantitative Research Methods in Medical Education 

This article reviews the quantitative aspects of research in medical education, and serves as a primer for clinicians interested in pursuing scholarship in medical education.

Ratelle, JT, Sawatsky AP, Beckman, TJ.  Anesthesiology July 2019, Vol. 131, 23–35. https://doi.org/10.1097/ALN.0000000000002727

Quantitative Research Methods in Medical Education 

Fundamentals of Med Ed Scholarship


A Practical Guide for Launching a Medical Education Research Project

The Brigham & Women's Hospital Education Institute shares a 10 minute video overview of performing and publishing medical education research (2017).

A Practical Guide for Launching a Medical Education Research Project

Introduction to Medical Education Research

The Brigham & Women's Hospital Education Institute  provides  a 7 minute video overview of what medical research is and where it can be published.

A Brief Introduction to Medical Education Research

Other Med Ed Scholarship Resources from the Brigham & Women's Hospital Education Institute

The Brigham Education Institute has created a number of short videos on medical education research presented by well-known scholars.

Brigham Education Institute Med Ed Research Videos