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Short-term grant for health professions education (HPE) research
Grant application starts on 16 September 2019
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Find out where we have been, whom we chatted with, what we are thinking and how these inform health professions education
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Sharing research-related endeavours and activities with you
HOMER, which stands for Health Outcomes and Medical Education Research, is a unit within National Healthcare Group’s Education Office.
NHG HOMER's half-decade report 2011-15
Pushing the frontiers of Health Professions Education
To inform and transform Health Professions Education by providing the strongest evidence for educational practice.
To build the research capacity of NHG’s community of Health Professions Education practitioners by enabling clinical educators to conduct rigorous health professions education research, and providing avenues to communicate these findings.
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Two fundamental assumptions undergird HOMER’s operations.
Health Professions Education (HPE) activities are embedded within and intricately intertwined with a surrounding institutional environment.
The institutional environment imposes a structure that affords and constrains the set of possible behaviours available for individuals. Therefore, it is necessary for HOMER to work collaboratively with relevant individuals in the HPE ecosystem, including clinicians, nurses, allied health professionals, medical students, healthcare administrators, and policy makers to effect change.
The raison d’être of HPE is the betterment of health outcomes for the population.
HPE, therefore, should be conducted with health outcomes as an endpoint. HOMER conducts research that falls into Pasteur’s Quadrant  or what is known as “use-inspired basic research”; research that improves fundamental understanding as well as solves practical problems.
The ability to draw a clear connection between a HPE initiative and patient outcomes is the holy grail of HPE research.
This connection, however, is extremely difficult to establish because the influence of education is often not instant, and patient outcomes depend on the system in which the patient is receiving care rather than the individual doctor alone. The other connection that requires attention is between knowledge derived from research and the translation to educational initiatives.
The complexity of the tasks of measurement and implementation will most likely require researchers to amalgamate and embrace the best methodological approaches from a variety of disciplines and epistemological origins. To contribute to the body of knowledge and move the field forward, it would also be necessary to anchor the research to a conceptual theoretical framework,
[2,3] and to elevate the research purpose beyond description (“what was done”) and justification (“did it work?”) to clarification (“why or how did it work?”).
 Stokes DE. Pasteur’s Quadrant. Washington, D.C.: Brookings Institution Press; 1997.  Ringsted C, Hodges B, Scherpbier A. “The research compass”: An introduction to research in medical education: AMEE Guide No. 56. Medical Teacher. 2011;33:695-709.  Bordage G. Conceptual frameworks to illuminate and magnify. Medical Education. 2009;43(4):312-319.  Cook DA, Bordage G, Schmidt HG. Description, justification and clarification: A framework for classifying the purposes of research in medical education. Medical Education. 2008;42(2):128-133.
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