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Medical Education Research (medical + education_research)
Selected AbstractsHighlights in Emergency Medicine Medical Education Research: 2008ACADEMIC EMERGENCY MEDICINE, Issue 12 2009Susan E. Farrell MD Abstract Objectives:, The purpose of this article is to highlight medical education research studies published in 2008 that were methodologically superior and whose outcomes were pertinent to teaching and education in emergency medicine. Methods:, Through a PubMed search of the English language literature in 2008, 30 medical education research studies were independently identified as hypothesis-testing investigations and measurements of educational interventions. Six reviewers independently rated and scored all articles based on eight anchors, four of which related to methodologic criteria. Articles were ranked according to their total rating score. A ranking agreement among the reviewers of 83% was established a priori as a minimum for highlighting articles in this review. Results:, Five medical education research studies met the a priori criteria for inclusion and are reviewed and summarized here. Four of these employed experimental or quasi-experimental methodology. Although technology was not a component of the structured literature search employed to identify the candidate articles for this review, 14 of the articles identified, including four of the five highlighted articles, employed or studied technology as a focus of the educational research. Overall, 36% of the reviewed studies were supported by funding; three of the highlighted articles were funded studies. Conclusions:, This review highlights quality medical education research studies published in 2008, with outcomes of relevance to teaching and education in emergency medicine. It focuses on research methodology, notes current trends in the use of technology for learning in emergency medicine, and suggests future avenues for continued rigorous study in education. [source] The MERC at CORD Scholars Program in Medical Education Research: A Novel Faculty Development Opportunity for Emergency PhysiciansACADEMIC EMERGENCY MEDICINE, Issue 2009Jeffrey N. Love MD Abstract Medical educators are increasingly charged with the development of outcomes-based "best practices" in medical student and resident education and patient care. To fulfill this mission, a cadre of well-trained, experienced medical education researchers is required. The experienced medical educator is in a prime position to fill this need but often lacks the training needed to successfully contribute to such a goal. Towards this end, the Association of American Medical Colleges (AAMC) Group on Educational Affairs developed a series of content-based workshops that have resulted in Medical Education Research Certification (MERC), promoting skills development and a better understanding of research by educators. Subsequently, the Council of Emergency Medicine Residency Directors (CORD) partnered with the AAMC to take MERC a step further, in the MERC at CORD Scholars Program (MCSP). This venture integrates a novel, mentored, specialty-specific research project with the traditional MERC workshops. Collaborative groups, based on a common area of interest, each develop a multi-institutional project by exploring and applying the concepts learned through the MERC workshops. Participants in the inaugural MCSP have completed three MERC workshops and initiated a project. Upon program completion, each will have completed MERC certification (six workshops) and gained experience as a contributing author on a mentored education research project. Not only does this program serve as a multi-dimensional faculty development opportunity, it is also intended to act as a catalyst in developing a network of education scholars and infrastructure for educational research within the specialty of emergency medicine. [source] An outcomes research perspective on medical education: the predominance of trainee assessment and satisfactionMEDICAL EDUCATION, Issue 4 2001Jay B Prystowsky Context A fundamental premise of medical education is that faculty should educate trainees, that is, students and residents, to provide high quality patient care. Yet, there is little research on the effect of medical education on patient outcomes. Objective A content analysis of leading medical education journals was performed to determine the primary foci of medical education research, using a three- dimensional outcomes research framework based on the paradigm of health services outcomes research. Data sources All articles in three medical education journals (Academic Medicine, Medical Education, and Teaching and Learning in Medicine) from 1996 to 1998 were reviewed. Papers presented at the Research in Medical Education conference at the Association of American Medical Colleges annual meeting during the same period, and published as Academic Medicine supplements, were also analysed. Study selection Only data-driven articles were selected for analysis; thus editorials and abstracts were excluded. Data extraction Each article was categorized according to primary participant (i.e. trainee, faculty, provider and patient), outcome (performance, satisfaction, professionalism and cost), and level of analysis (geographic, system, institution and individual(s)). Data synthesis A total of 599 articles were analysed. Trainees were the most frequent participants studied (68·9%), followed by faculty (19·4%), providers (8·1%) and patients (3·5%). Performance was the most common outcome measured (49·4%), followed by satisfaction (34·1%). Cost was the focus of only 2·3% of articles and patient outcomes accounted for only 0·7% of articles. Conclusions Medical education research is dominated by assessment of trainee performance followed by trainee satisfaction. Leading journals in medical education contain little information concerning the cost and products of medical education, that is, provider performance and patient outcomes. The study of these medical education outcomes represents an important challenge to medical education researchers. [source] Setting some new standards in medical education researchMEDICAL EDUCATION, Issue 7 2010Mathieu Albert No abstract is available for this article. [source] Research paradigms in medical education researchMEDICAL EDUCATION, Issue 4 2010Suzanne Bunniss Medical Education 2010: 44: 358,366 Context, The growing popularity of less familiar methodologies in medical education research, and the use of related data collection methods, has made it timely to revisit some basic assumptions regarding knowledge and evidence. Methods, This paper outlines four major research paradigms and examines the methodological questions that underpin the development of knowledge through medical education research. Discussion, This paper explores the rationale behind different research designs, and shows how the underlying research philosophy of a study can directly influence what is captured and reported. It also explores the interpretivist perspective in some depth to show how less familiar paradigm perspectives can provide useful insights to the complex questions generated by modern healthcare practice. Conclusions, This paper concludes that the quality of research is defined by the integrity and transparency of the research philosophy and methods, rather than the superiority of any one paradigm. By demonstrating that different methodological approaches deliberately include and exclude different types of data, this paper highlights how competing knowledge philosophies have practical implications for the findings of a study. [source] Using mixed methods research in medical education: basic guidelines for researchersMEDICAL EDUCATION, Issue 7 2009Karen E Schifferdecker Context, Mixed methods research involves the collection, analysis and integration of both qualitative and quantitative data in a single study. The benefits of a mixed methods approach are particularly evident when studying new questions or complex initiatives and interactions, which is often the case in medical education research. Basic guidelines for when to use mixed methods research and how to design a mixed methods study in medical education research are not readily available. Methods, The purpose of this paper is to remedy that situation by providing an overview of mixed methods research, research design models relevant for medical education research, examples of each research design model in medical education research, and basic guidelines for medical education researchers interested in mixed methods research. Conclusions, Mixed methods may prove superior in increasing the integrity and applicability of findings when studying new or complex initiatives and interactions in medical education research. They deserve an increased presence and recognition in medical education research. [source] Challenging the boundaries of medical education researchMEDICAL EDUCATION, Issue 11 2008Carsten Hering Nielsen No abstract is available for this article. [source] An outcomes research perspective on medical education: the predominance of trainee assessment and satisfactionMEDICAL EDUCATION, Issue 4 2001Jay B Prystowsky Context A fundamental premise of medical education is that faculty should educate trainees, that is, students and residents, to provide high quality patient care. Yet, there is little research on the effect of medical education on patient outcomes. Objective A content analysis of leading medical education journals was performed to determine the primary foci of medical education research, using a three- dimensional outcomes research framework based on the paradigm of health services outcomes research. Data sources All articles in three medical education journals (Academic Medicine, Medical Education, and Teaching and Learning in Medicine) from 1996 to 1998 were reviewed. Papers presented at the Research in Medical Education conference at the Association of American Medical Colleges annual meeting during the same period, and published as Academic Medicine supplements, were also analysed. Study selection Only data-driven articles were selected for analysis; thus editorials and abstracts were excluded. Data extraction Each article was categorized according to primary participant (i.e. trainee, faculty, provider and patient), outcome (performance, satisfaction, professionalism and cost), and level of analysis (geographic, system, institution and individual(s)). Data synthesis A total of 599 articles were analysed. Trainees were the most frequent participants studied (68·9%), followed by faculty (19·4%), providers (8·1%) and patients (3·5%). Performance was the most common outcome measured (49·4%), followed by satisfaction (34·1%). Cost was the focus of only 2·3% of articles and patient outcomes accounted for only 0·7% of articles. Conclusions Medical education research is dominated by assessment of trainee performance followed by trainee satisfaction. Leading journals in medical education contain little information concerning the cost and products of medical education, that is, provider performance and patient outcomes. The study of these medical education outcomes represents an important challenge to medical education researchers. [source] | ||||||||||