There are several considerations and subsequent steps to follow once an idea for an educational research project has been put forth. This document aims to provide some tools for how to develop the idea into a successful educational research project, and where to look for additional information when building a project around an educational idea.
A list of scenarios and questions are provided below. Each question is of variable scope. Any given research project might address only one or two question(s) of a larger, more complex scenario.
Formulate a research question. What is the problem?
What is/are the hypothesis/hypotheses?
Develop objectives and goals.
Three viewpoints to consider in developing goals and objectives:
Defining your target audience/ who are the participants?
Design the research:
1. From a learning design perspective.
2. From a technology perspective. For example:
3. From a curriculum perspective. For example:
How are the objectives and goals going to be assessed?
What are the methods or procedure?
How is data going to be collected and analyzed?
What outcomes are expected from the results?
What important conclusions are expected?
Back to top
Although this list is long, not all of these resources will apply to your specific project. If you need help with the development of an idea, these are useful resources that can help with initial steps or tying up loose ends.
Rubrics – understanding and guide to developing
Rubrics are helpful means to assess a learner as they develop guidelines by which the learner is assessed upon their own progress and standards that are previously set. This can avoid the initial comparison of one learner against another, and still maintain the milestones that are required for progression.
Previously developed rubrics can be used; however, sometimes a project/program requires the development of a more specific rubric. Here are some steps that might make the task easier:
Validity and Reliability
Clinical Education and Assessment
If the project is focused on ACGME based competencies (which the ACGME defers the details to each program), review the resources at the ACGME website. Each residency program director should have access to the department’s specific competencies requirements. It would be helpful to contact the residency program director to ensure the project is in alignment with the residency goals.
Accreditation in higher education