scholarly journals Delineating the field of Medical Education: Bibliometric Research Approach (es)

2021 ◽  
Author(s):  
Lauren A. Maggio ◽  
Anton Ninkov ◽  
Jason R. Frank ◽  
Joseph A. Costello ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Research Approach ◽  
Bibliometric Research

scholarly journals Delineating Medical Education: Bibliometric Research Approach(es)

2021 ◽  
Author(s):  
Lauren A Maggio ◽  
Anton Ninkov ◽  
Jason R Frank ◽  
Joseph A Costello ◽  
Anthony R Artino
Keyword(s):  
Medical Education ◽  
Information Retrieval ◽  
Data Interpretation ◽  
Research Approach ◽  
Education Community ◽  
Starting Point ◽  
Research Designs ◽  
Education Journal ◽  
Bibliometric Studies ◽  
Broad Consensus

Background: The field of medical education remains poorly delineated such that there is no broad consensus of the articles and journals that comprise "the field." This lack of consensus has implications for conducting bibliometric studies and other research designs (e.g., systematic reviews); it also challenges the field to compare citation scores in the field and across others and for an individual to identify themselves as "a medical education researcher." Other fields have utilized bibliometric field delineation, which is the assigning of articles or journals to a certain field in an effort to define that field. Process: In this Research Approach, three bibliometric field delineation approaches -- information retrieval, core journals, and journal co-citation --are introduced. For each approach, the authors describe their attempt to apply it in the medical education context and identify related strengths and weaknesses. Based on co-citation, the authors propose the Medical Education Journal List 24 (MEJ-24), as a starting point for delineating medical education and invite the community to collaborate on improving and potentially expanding this list. Pearls: As a research approach, field delineation is complicated, and there is no clear best way to delineate the field of medical education. However, recent advances in information and computer science provide potentially more fruitful approaches to deal with the complexity of the field. When considering these emerging approaches, researchers should consider collaborating with bibliometricians. Bibliometric approaches rely on available metadata for articles and journals, which necessitates that researchers examine the metadata prior to analysis to understand its strengths and weaknesses, and to assess how this might affect their data interpretation. While using bibliometric approaches for field delineation is valuable, it is important to remember that these techniques are only as good as the research team's interpretation of the data, which suggests that an expanded research approach is needed to better delineate medical education, an approach that includes active discussion within the medical education community.

scholarly journals Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Eric Lenouvel ◽  
Andrea Cantisani ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Implementation Strategies ◽  
Entrustable Professional Activities ◽  
Research Approach ◽  
Clinical Rotations ◽  
Professional Activities ◽  
Scoping Reviews

Abstract Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

scholarly journals Is reflection like soap? a critical narrative umbrella review of approaches to reflection in medical education research

2021 ◽  
Author(s):  
Sven P. C. Schaepkens ◽  
M. Veen ◽  
A. de la Croix
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Research Field ◽  
Medical Education Research ◽  
Research Approach ◽  
Reflective Practices ◽  
Umbrella Review ◽  
Definite Evidence ◽  
Complex Concept

AbstractReflection is a complex concept in medical education research. No consensus exists on what reflection exactly entails; thus far, cross-comparing empirical findings has not resulted in definite evidence on how to foster reflection. The concept is as slippery as soap. This leaves the research field with the question, ‘how can research approach the conceptual indeterminacy of reflection to produce knowledge?’. The authors conducted a critical narrative umbrella review of research on reflection in medical education. Forty-seven review studies on reflection research from 2000 onwards were reviewed. The authors used the foundational literature on reflection from Dewey and Schön as an analytical lens to identify and critically juxtapose common approaches in reflection research that tackle the conceptual complexity. Research on reflection must deal with the paradox that every conceptualization of reflection is either too sharp or too broad because it is entrenched in practice. The key to conceptualizing reflection lies in its use and purpose, which can be provided by in situ research of reflective practices.

scholarly journals Language Interpreting in Undergraduate Medical Education: Developing a Framework for Educational Practice

2021 ◽  
Vol 11 (3) ◽  
pp. 184
Author(s):  
Ann Donohoe ◽  
Wendy Maddison ◽  
Jean Hughes ◽  
Alaa Basha ◽  
Lana Dardari ◽  
...  
Keyword(s):  
Medical Education ◽  
Action Research ◽  
Undergraduate Medical Education ◽  
Language Translation ◽  
Healthcare Delivery ◽  
Educational Practice ◽  
Education Programme ◽  
Research Approach ◽  
Action Research Approach ◽  
Research Cycle

Linguistic differences between patients and clinicians can result in ineffective and inequitable healthcare delivery. Medical students should therefore be facilitated to develop the requisite knowledge and skills to work effectively within language discordant clinical situations. This paper explores language interpreting processes in an undergraduate medical education programme. The study utilizes a constructivist paradigm incorporating an action research approach. Action Research Cycle 1 (ARC1) examines the use of interpreters during clinical examinations while Action Research Cycle 2 (ARC2) focuses on language translation technology. In Action Research Cycle 3 the data that was generated in ARC 1 and ARC 2 is reviewed in association with international literature to develop a framework for practice. This study demonstrates that language interpreting procedures should be based within a collaborative framework with students, interpreters and educators receiving appropriate educational preparation, predicated on a cross cultural approach to care.

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