The 2022 Paul Mazmanian JCEHP Award for Excellence in Research

The Journal of Continuing Education in the Health Professions (JCEHP) recognizes exceptional original research in the field of health professions continuing professional development (CPD) through the Paul Mazmanian JCEHP Award for Excellence in Research. This annual award, named in honor of Dr. Paul Mazmanian, who served as Editor-in-Chief of JCEHP from 2000 to 2010, not only commemorates his dedication to medical education and CPD scholarship but also acknowledges his role as a mentor and role model to many in the CPD profession. The award celebrates original research that significantly contributes to the advancement of the field. Consistent with the journal partnership, the selection for this award is a collaborative effort between JCEHP and representatives from its partnering organizations, the Society for Academic Continuing Medical Education (G.J.), Alliance for Continuing Education in Health Professions (E.F.), and the Association for Hospital Medical Education (W.W.R.). The 2022 award has been granted to Mukhalatati, Banan; Awaisu, Ahmed; Elshami, Sara; Paravattil, Bridget; Zolezzi, Monica; Abu-Hijeh, Marwan; Moslih-Almoslih, Ayad; Carr, Alison; Bawadi, Hiba; Romanowski, Michael; Almahasneh, Randa; Bacha, Rasha. Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar. JCEHP. Winter 2022;42(1):e32–e42. This article applied a strategic, mixed-method approach to the important topic of preceptor training, and it will be free to access online for 1 year after the publication date of the award announcement. The high caliber of original research published in Volume 42 of JCEHP led the adjudication committee to grant honorable mentions to two additional articles. The two honorable mentions were as follows: (1) Neikrug, Ariel; Stehli, Annamarie; Xiong, Glen; Suo, Shannon; Le-Bucklin, Khanh-Van; Cant, Wendy; McCarron, Robert. Train New Trainers Primary Care Psychiatry Fellowship—Optimizing Delivery of Behavioral Health Care Through Training for Primary Care Providers. JCEHP. Spring 2022;42(2):105–113; (2) Hata, Susan; Berkowitz, Lori; James, Kaitlyn; Simpkin, Arabella. An Interprofessional Group Intervention to Promote Faculty Well-Being: A Randomized Clinical Trial. JCEHP. Winter 2022;42(1): e75–e82. The annual evaluation process, as previously detailed by Kitto et al,1 entails the formation of a panel of experts representing each of the three partnering organizations to assess the year's submissions. Each adjudicator on the panel reviews and scores the papers independently, without influence from the JCEHP editorial board or the editor-in-chief, based on the following criteria: (1) a clear problem statement contextualized in current CPD research and emerging interests of CPD professionals, (2) the grounding of the study in the most appropriate conceptual or theoretical framework, (3) the quality of the research, which includes an appropriate design and robust methodology aligning with the stated problem and research questions, and (4) the potential impact of the research in promoting change, fostering novel and effective learner perspectives, and advancing the field of CPD. After the independent reviews, scores are consolidated, and the adjudication panel convenes to discuss the highest scoring articles, ultimately determining the winning papers. In Volume 42 of JCEHP, researchers from seven countries (Australia, Canada, England, Mexico, the Netherlands, Qatar, Sweden, and the United States) submitted 27 original research contributions, underscoring the international reach of the journal. Further, this year's submissions mirrored the diversity of the CPD field, encompassing research on clinical teaching and trainees, providers' intent to change, mindfulness and well-being, compassionate care, MOC, care access, quality improvement, coaching and mentoring, and the training of CPD developers. As the adjudication committee reflected on the 2022 Award winners, a recurring theme emerged, which built on the conceptual thread that was noted throughout last year's winning research papers—the social context of CPD, and specifically how social dynamics should be considered when studying, developing, and delivering continuing education for health professionals (Tavares et al2). This year's three winning research articles underscore the significance of social learning (often within an interprofessional framework) to acquire skills and knowledge through interaction, observation, and shared experiences with others. These interactions, in turn, foster well-being, engagement, teaming, increased confidence, and self-efficacy among CPD participants. Mukhalati et al (2021) explored a widely recognized obstacle in health professions education: the challenge faced when equipping clinical educators and preceptors to positively influence the quality of learning and skill development delivered to trainees through experiential education. With limited training in teaching practices and few opportunities to develop andragogical competencies, clinical educators and preceptors often require additional knowledge, skills, and confidence in educational theory, curriculum planning and development, objective writing, assessment, and feedback provision. The authors used a robust three-phased convergent mixed-methods design and triangulated data to assess the educational needs of clinical preceptors from various disciplines. They also explored students' perceptions of their learning experiences. By including this study phase, the researchers dove into the complex human experience—emotions and perceptions of others—which qualitative investigations so artfully provide. From the findings, a professional development program, "The Practice Educators' Academy,” was created and notably further refined by health professions education scholars from several schools. The researchers remind us that health professionals in preceptor and other clinical educator roles (across disciplines) share similar educational needs that are best addressed through interprofessional collaboration, multiphased investigations, and shared learning. Neikrug et al (2022) delved into the role of primary care providers in identifying and managing commonly encountered psychiatric and behavioral health conditions. The authors conducted a longitudinal study involving a diverse cohort of primary care providers engaged in a fellowship program with continued education, teacher–learner interactions, small group discussions, and learning from physicians with specific mental health and primary care expertise. The learning platforms aligned with social learning concepts, promoting observation, imitation, and modeling from those with specialized knowledge and experience. Findings revealed increased knowledge, self-efficacy, confidence, perceived competency, and willingness to identify, prevent, and manage primary care–based behavioral and psychiatric disorders. Through data-driven interventions like the one described in the study, primary care professionals can be better prepared to address the challenges of mental health stigma and care access. To further demonstrate the power of interprofessionalism and shared learning, Hata et al (2021) explored the impact of interprofessional discussion groups on faculty clinicians' professional burnout and perceptions of connection and community. Their randomized trial revealed that a series of self-facilitated interprofessional dinner meetings, with or without a planned agenda and discussion guide, significantly reduced burnout and enhanced interpersonal connection and work engagement. The authors emphasized the therapeutic benefits of strengthened relationships with colleagues facilitated through dedicated time for conversation in a relaxed social setting. At a time when interprofessional collaboration and team-based care are priorities, and provider well-being remains a concern, this low-cost and informal intervention could yield positive effects for transforming institutional culture and enhancing faculty wellness. It is encouraging to see an increase in original research submissions in recent years directed toward those charged with leading the complex and often challenging field of CPD. These researchers have gifted us with insights, tools, models, frameworks, and an increased evidence base that highlights how the work of CPD is meaningful and relevant to improvements in patient care. The three award-winning research articles, along with others published in Volume 42 of JCEHP, guide the CPD community toward more effective, collaborative, learner-centered approaches to educational assessment and development for health professionals, particularly emphasizing the value of social learning through shared feedback and productive interactions with others.

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