This Work Group was born in 2016 with the aim to promote the development of the medical education field of inquiry among family physicians and other researchers in primary care.
This Work Group is dedicated to contributing to achieving the following goals and activities:
To unite med ed scholars in the NAPCRG community and foster scholarship in educational research
To support the implementation of educational innovations at all levels in family medicine
To undertake knowledge translation activities aimed to strengthen the visibility of this field of inquiry among educational stakeholders
Leadership
U.S. Co-chair: Rosellen Roche, MD, PhD Canadian Co-chair: OPEN
Medical Education Sessions
Join us for an upcoming session! You can find more details on registration and view previous meetings here.
Grierson, Lawrence; Vanstone, Meredith; Grad, Roland; Archibald, Douglas, Asiana Elma. Setting a Strategy for Medical Education Research in Family Medicine.
This outline presents 4 key research priorities and recommendations for building a community of practice in support of an enhanced, collaborative research enterprise. Click here to view the article.
48th NAPCRG Annual Meeting:
Grad RM, Kaczorowski J, Pluye P et al. Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial.
El Sherif R, Grad RM, Pluye P. How the ‘entourage’ uses online information to support parents in their social circle: A mixed methods research study.
Shaughnessy AF, Duggan AP. Identifying Intellectual Humility and Stimulating Curiosity in Family Medicine Physicians Shaughnessy AF, Duggan AP. Alexa: “Can You Be My Family Medicine Doctor?” Communication and the Future of Family Medicine in the Coming Techno-World
Publications
Grad RM, Kaczorowski J, Archibald D et al. Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial. Advances in Health Sciences Education, accepted
Farrell B, Grad RM et al. Deprescribing guidelines: value of an interactive mobile application. PRiMER—Peer-Reviewed Reports in Medical Education Research, 2020;4:26.
Grad RM, Ebell M. Top POEMs of 2019 Consistent with the Choosing Wisely Campaign. American Family Physician, 2020: 102(11):673-678.
Ebell M, Grad RM. Top 20 Research Studies of 2019 for Primary Care Physicians. American Family Physician 2020:101(10);608-617
Granikov V, Grad RM et al. The information Assessment Method: Over 15 years of research evaluating the value of health information. Education for Information 2020:36;7-18.
Gonzalez Reyes A, Schuster T, Grad RM, Pluye P.Will this Benefit my Patients? Expected Benefits of Information from a Continuing Medical Education Program May Lead to Higher Participation Rates by Family Physicians. Education for Information 2020:36:51-58
Kluchnyk M, Grad RM, Pluye P, Thomas A. Using spaced education to deliver clinical information to medical residents: A mixed methods study. Education for Information 2020:36:29-50 10.3233/EFI-190339
Shaughnessy AF, Slawson DC, Duggan AP. Alexa: “Can You Be My Family Medicine Doctor?” The Future of Family Medicine in the Coming Techno-World. Journal of the American Board of Family Medicine 2020 (in press).
Recommended Reading
Rodriguez C, Bartlett G, Boillat M, Dove M, Grad R et al. Manifesto for Family Medicine Educational Research. Canadian Family Physician 2015;61 (9):745-747
Grierson, L., & Vanstone, M. (2020). The rich potential for education research in family medicine and general practice. Advances in Health Sciences Education. doi:10.1007/s10459-020-09994-7
Medical Education Sessions
Co-Creation at the Crossroads: Knowledge ecology, recombinant innovation, and the evolution of medical education
December 1, 2023
About this presentation: Dr. Michael Epstein, who is also the co-founder and Managing Director of the University of Saskatchewan Centre for Integrative Medicine, holds a Ph.D. with concentrations in Decision Science, Organizational Behavior, and Information Systems from MIT.
Known for educational reform in medical education, Dr. Epstein's work has played a pivotal role in implementing innovative changes in medical education at both the national and local levels, notably pioneering the use of vertical theme integration to expedite curriculum reforms in undergraduate medical education.
This presentation will begin with a case study involving the introduction of 79 hours of new content in the first two years of the undergraduate medical curriculum, with the use of a vertical theme curriculum architecture.
This will be followed with some reflections and open discussion concerning the lessons that can be learned from the experience – lessons concerning curriculum architecture, instructional design strategies, and competencies associated with change leadership in undergraduate medical education.
The final segment will highlight the role of multiple, mutually synergistic, complementary innovations, in catalyzing and accelerating the process of evolution and transformational change in the medical curriculum.
Social Media
Address
NAPCRG 11400 Tomahawk Creek Parkway Leawood, KS 66211 800.274.7928 Email:napcrgoffice@napcrg.org