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Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation

Knapke, Jacqueline M.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047

Abstract Details

2015, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This study was a mixed methods interpretive phenomenology with qualitative emphasis that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar training. The sequential study design included document review and a group level assessment in phase I, followed by interviews, participant journal entries, and a survey in phase II. Group level assessment data were analyzed using group level assessment analysis, document review, interview, and journal entry data were analyzed using a modified seven stage hermeneutic analysis, and survey data were analyzed using descriptive statistics. Findings suggest five major areas for improvement: curriculum, mentorship/relationships, program structure and organization, instructional methods, and ancillary student perspectives on MSCTR experiences. Concluding recommendations from these five patterns include: update the overall curriculum, improve statistical training, invest in online courses to make them better and continue to develop new coursework for online learning, consider more creative ways of integrating both online and in-person work into the curriculum, and create a more structured mentorship program within the MSCTR program.
Lisa Vaughn, Ph.D. (Committee Chair)
Melinda Butsch-Kovacic, Ph.D. M.P.H. (Committee Member)
Farrah Jacquez, Ph.D. (Committee Member)
182 p.
Higher Education Administration
program evaluation; CTSA; mixed methods; qualitative methods; curriculum development; graduate medical education

Recommended Citations

Citations

  • Knapke, J. M. (2015). Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047

    APA Style (7th edition)

  • Knapke, Jacqueline. Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation. 2015. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047.

    MLA Style (8th edition)

  • Knapke, Jacqueline. "Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation." Doctoral dissertation, University of Cincinnati, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047

    Chicago Manual of Style (17th edition)

ucin1439301047
437
© 2015, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.