The sensemaking narratives of scientists working in health professions education scholarship units: The Canadian experience

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Abstract

Introduction

To date, research studying health professions education scholarship units has overlooked the perspectives of research scientists in the field, despite their important role in these units. This research explores how health professions education scientists uphold and/or upend the institutional logics of the units they work within.

Methods

Recruited via snowball sampling, 29 Canadian health professions education scientists participated in semi-structured interviews that lasted between 32–55 min. Data analysis was informed by the theories of organizational institutionalism—specifically, the microfoundation element of sensemaking.

Results

Respondents’ narrations of career success were overtly linked to their research-oriented pursuits above other expectations (i.e., teaching, service).

Discussion

Respondents’ narrative revealed a mismatch between the value they associated with teaching- and service-related pursuits, and the value the institution associated with those pursuits. Participants indicated a need to reconceptualize the institutional value associated with these endeavors.

Electronic supplementary material

The online version of this article (10.1007/s40037-020-00577-1) contains supplementary material, which is available to authorized users.

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Most cited references 25

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Institutional Logics and the Historical Contingency of Power in Organizations: Executive Succession in the Higher Education Publishing Industry, 1958– 1990

Patricia Thornton, William Ocasio (1999)

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Association between funding and quality of published medical education research.

Darcy Reed, David A. Cook, Thomas Beckman … (2007)

Methodological shortcomings in medical education research are often attributed to insufficient funding, yet an association between funding and study quality has not been established. To develop and evaluate an instrument for measuring the quality of education research studies and to assess the relationship between funding and study quality. Internal consistency, interrater and intrarater reliability, and criterion validity were determined for a 10-item medical education research study quality instrument (MERSQI). This was applied to 210 medical education research studies published in 13 peer-reviewed journals between September 1, 2002, and December 31, 2003. The amount of funding obtained per study and the publication record of the first author were determined by survey. Study quality as measured by the MERSQI (potential maximum total score, 18; maximum domain score, 3), amount of funding per study, and previous publications by the first author. The mean MERSQI score was 9.95 (SD, 2.34; range, 5-16). Mean domain scores were highest for data analysis (2.58) and lowest for validity (0.69). Intraclass correlation coefficient ranges for interrater and intrarater reliability were 0.72 to 0.98 and 0.78 to 0.998, respectively. Total MERSQI scores were associated with expert quality ratings (Spearman rho, 0.73; 95% confidence interval [CI], 0.56-0.84; P < .001), 3-year citation rate (0.8 increase in score per 10 citations; 95% CI, 0.03-1.30; P = .003), and journal impact factor (1.0 increase in score per 6-unit increase in impact factor; 95% CI, 0.34-1.56; P = .003). In multivariate analysis, MERSQI scores were independently associated with study funding of $20 000 or more (0.95 increase in score; 95% CI, 0.22-1.86; P = .045) and previous medical education publications by the first author (1.07 increase in score per 20 publications; 95% CI, 0.15-2.23; P = .047). The quality of published medical education research is associated with study funding.

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Institutional Logics and Institutional Pluralism: The Contestation of Care and Science Logics in Medical Education, 1967–2005

Candace A Jones, Mary Dunn (2010)

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Author and article information

Contributors

Lara Varpio: lara.varpio@usuhs.edu

Journal

Journal ID (nlm-ta): Perspect Med Educ

Journal ID (iso-abbrev): Perspect Med Educ

Title: Perspectives on Medical Education

Publisher: Bohn Stafleu van Loghum (Houten )

ISSN (Print): 2212-2761

ISSN (Electronic): 2212-277X

Publication date (Electronic): 11 May 2020

Publication date PMC-release: 11 May 2020

Publication date (Print): June 2020

Volume: 9

Issue: 3

Pages: 157-165

Affiliations

[1 ]GRID grid.46078.3d, ISNI 0000 0000 8644 1405, Department of Sociology & Legal Studies, , University of Waterloo, ; Waterloo, ON Canada

[2 ]GRID grid.413275.6, ISNI 0000 0000 9819 0404, Accreditation Council for Graduate Medical Education, ; Chicago, IL USA

[3 ]GRID grid.265436.0, ISNI 0000 0001 0421 5525, Department of Medicine, , Uniformed Services University of the Health Sciences, ; Bethesda, MD USA

Article

Publisher ID: 577

DOI: 10.1007/s40037-020-00577-1

PMC ID: 7283403

PubMed ID: 32394365

SO-VID: 7f780b0c-e0d6-4f4f-b74d-c1d00767d81e

License:

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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ScienceOpen disciplines: Education

Keywords: career success,research scientist,health professions education scholarship units (hpesu)

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ScienceOpen disciplines: Education

Keywords: career success, research scientist, health professions education scholarship units (hpesu)

The sensemaking narratives of scientists working in health professions education scholarship units: The Canadian experience

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Abstract

Introduction

Methods

Results

Discussion

Electronic supplementary material

Related collections

Special issue: Negotiating the Nation: Young people, national narratives and history education

Most cited references 25

Institutional Logics and the Historical Contingency of Power in Organizations: Executive Succession in the Higher Education Publishing Industry, 1958– 1990

Association between funding and quality of published medical education research.

Institutional Logics and Institutional Pluralism: The Contestation of Care and Science Logics in Medical Education, 1967–2005

Author and article information

Contributors

Journal

Affiliations

Article

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