Assessment-Driven Research Opportunities Volume 2: Steps in Research Design and Publication

In today’s newsletter, we’ll continue the topic of scholarship and publication for PA faculty. Last time we covered the beginning steps, like choosing a question for research, obtaining the assistance of a research and scholarship mentor, and doing a literature search. Now let us discuss what should happen next in creating the study design.

Conceptualizing the research design

Once a faculty member has a subject in mind, as well as a clear understanding of the other literature concerning it and the PA field’s current viewpoint or position, if any, it is time to decide the approach to take toward the study. The faculty member should take time to clearly conceptualize the research design, plotting a mental course for its path. I recommend consideration of the following point:

• The target audience. Who will read the research results? 
• The format of the study. Decide whether to follow a specific group over time to document the impact of an educational intervention, or, if applying a new teaching methodology, compare the results between groups. PA programs are rich with outcome data.
• The independent and dependent variables. Reflect on the relationships between variables and how one variable might predict another.
• Timing. Look ahead to the time next year the study will begin.
• Apply to the IRB (Institutional Review Board) at your institution. Contact a member of the IRB and ask that they review the application before submitting it, to improve your chances of approval. Note that, without IRB approval, the results of research involving human subjects cannot be published.

• Obtain assistance with the statistical analysis and interpretation of data. The validity of the statistical analysis will be reviewed through the peer process after the research results have been submitted. Since it is common for PA educators to have little to no advanced training in statistics, it is wise to enlist one of the statistics professors at the university to help review and analyze the data. A statistician may also be able to help answer questions about the study design, for example, they might be able to help determine measurable variables in the study. This is a win-win situation for both the PA faculty members and statistics professors seeking scholarship opportunities. A PA faculty member engaging in a scholarship project can offer co-authorship on any posters or articles generated from the research. Personally, I have included a statistician as a contributing author on every article published during my career.

While considering these points, simultaneously set goals for completing tasks, ensuring they are individually attainable while keeping the end goal in mind.

Scaling presentation

When a study is complete and results are available, I recommend taking small steps toward publication. Encourage faculty to think about their project in terms of a continuum. Your institution may have a scholarship day or conference that provides a venue for presenting scholarly work. A poster presentation here or at a regional or national meeting is a good opportunity to test the waters of publication. Comments and questions from viewers at such events may help perfect the data’s presentation and make journal publication easier.

Next, locate an appropriate journal for an abstract and brief report to get published. Journals provide an avenue for presenting a program-specific study. 

The next logical step might be applying the pedagogical innovation to multiple programs, which also provides an opportunity to recruit co-authors and “spread the wealth.  A multi-program study creates opportunities for larger numbers of participants and comparison groups.

Find opportunities in the SSR

I am certain you have noticed already that, in many ways, the Self-Study Report required by ARC-PA is much like a research project. The interventions involved with the continuous quality assurance process are, in essence, simple applications of research. The measurement of outcome data as the result of modifications provides opportunities for scholarly inquiry. 

When you and your faculty work together on ARC-PA requirements, through the gathering and interpretation of data, you are automatically exposed to a variety of valid scholarship hypotheses. Encourage all those involved to take advantage of the work that is already being performed, for the betterment of your program, to further careers, knowledge, and understanding across the field of physician assistant education. Embedding the scholarly inquiry process within the program’s fabric contributes to the program’s achievement of excellence.  

In our next newsletter…

I will share a step-by-step approach to developing scholarship, which will include and expand on the points that we have discussed thus far.