Abstract

Charlotte O' Callaghan, John Sandars, Jeremy M. Brown, Cathy Sherratt

Introduction: Healthcare professionals’ educator development (HPED) is costly, both financially and in terms of clinicians’ time. However, there is little research into how HPED programs can be evaluated. Research in other educational fields has demonstrated that the analysis of changes in learners’ social networks and the associated changes in social capital can reveal interesting and important effects of educational programs which would, otherwise, be unknown. However, research on the social network impact of HPED is minimal. Aims: The authors present an innovative exploratory study of a new evaluation methodology, which considers the social network and social capital of a participant after completion of a HPED program. To the best of the authors’ knowledge, this is the first time that such a method has been used in HPED. Method: Mixed methods social network analysis (MMSNA) was used to measure and further understand the social capital of the participant after completion of a HPED program. Data collection was via a self-report template and a semi-structured interview. An exploratory case study of a medical doctor who completed a HPED program at master’s level was conducted in October 2018 at Edge Hill University, Ormskirk, UK. Results: The relationships made through the HPED program provided the participant with access to social capital in the form of educational expertise, knowledge, and information about job opportunities. These new relationships changed the social network structure, with reduced network constraint and increased number of structural holes in the network of the participant. Such access to resources unavailable to others within the network placed the participant at an ongoing advantage. Conclusion: MMSNA can reveal key benefits of HPED programs which would not be apparent with other methodologies. The methodology produces results that can be transferred to other HPED programs.