A meaningful MESS (Medical Education Scholarship Support).
Date
2016
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BACKGROUND: Graduate medical education faculty bear the responsibility of demonstrating active research and scholarship; however, faculty who choose education-focused careers may face unique obstacles related to the lack of promotion tracks, funding, career options, and research opportunities. Our objective was to address education research and scholarship barriers by providing a collaborative peer-mentoring environment and improve the production of research and scholarly outputs. METHODS: We describe a Medical Education Scholarship Support (MESS) group created in 2013. MESS is an interprofessional, multidisciplinary peer-mentoring education research community that now spans multiple institutions. This group meets monthly to address education research and scholarship challenges. Through this process, we develop new knowledge, research, and scholarly products, in addition to meaningful collaborations. RESULTS: MESS originated with eight founding members, all of whom still actively participate. MESS has proven to be a sustainable unfunded local community of practice, encouraging faculty to pursue health professions education (HPE) careers and fostering scholarship. We have met our original objectives that involved maintaining 100% participant retention; developing increased knowledge in at least seven content areas; and contributing to the development of 13 peer-reviewed publications, eight professional presentations, one Masters of Education project, and one educational curriculum. DISCUSSION: The number of individuals engaged in HPE research continues to rise. The MESS model could be adapted for use at other institutions, thereby reducing barriers HPE researchers face, providing an effective framework for trainees interested in education-focused careers, and having a broader impact on the education research landscape.
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Scholars@Duke
Saumil Mahendra Chudgar
Medical Education
Assessment of Clinical Skills
Clinical Reasoning
Simulation
Curriculum Development
Aditee Pradhan Narayan
Dr. Narayan oversees a comprehensive portfolio for the education of health professions students, including career enhancement programs and various master's degree programs. She directs all activities within medical education, from admissions to educational experiences. Dr. Narayan leads these programs and their impact on health care by fostering innovation, collaboration, and a commitment to equity, which are essential to upholding excellence. Her academic interests focus on workforce development in child abuse pediatrics, developing a nationally recognized training toolkit to elevate the role of advanced practice providers in the field. She leads a national effort to develop a more inclusive child abuse pediatrics workforce.
Dr. Narayan is Professor of Pediatrics in the School of Medicine. She received her MPH degree from University of North Carolina at Chapel Hill in 1999 and her MD degree from Duke University in 2000. She completed her pediatric residency, chief resident year, and child abuse pediatrics fellowship in Duke’s Department of Pediatrics before joining the faculty in 2006. Dr. Narayan has held numerous national roles in multiple organizations including the Association of Pediatric Program Directors, National Board of Medical Examiners, and the Helfer Society. In 2016, she was awarded the Robert S. Holm Award, a national leadership and mentorship recognition by her peers, in 2019 was a recipient of the Duke University School of Medicine Master Clinician/Teacher Award, and in 2020 was a recipient of the Duke University School of Excellence in Professionalism Award. She is a proud ELUM, completing the Executive Leadership in Academic Medicine (ELAM) fellowship in 2024
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