50 years of publication in the field of medical education

Lee, Kyungjoon; Whelan, Julia; Tannery, Nancy Hrinya; Kanter, Steven L.; Peters, Antoinette S.

doi:10.3109/0142159x.2013.786168

Cited by 50 publications

(72 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our research used metadata on articles published in the scientific literature to investigate – either deductively or inductively – the evolution of language in IPE research. The methodology used in this paper has enabled the investigation of a wide range of topics, from medical education to obesity and to interprofessionalism more broadly . Figure provides an overview of the different steps we took, which included the generation of a dataset, automated deductive and inductive coding, manual coding, tabulation and content analysis.…”

Section: Methodsmentioning

confidence: 99%

Louder than words: power and conflict in interprofessional education articles, 1954–2013

2015

View full text Add to dashboard Cite

ContextInterprofessional education (IPE) aspires to enable collaborative practice. Current IPE offerings, although rapidly proliferating, lack evidence of efficacy and theoretical grounding.ObjectivesOur research aimed to explore the historical emergence of the field of IPE and to analyse the positioning of this academic field of inquiry. In particular, we sought to investigate the extent to which power and conflict – elements central to interprofessional care – figure in the IPE literature.MethodsWe used a combination of deductive and inductive automated coding and manual coding to explore the contents of 2191 articles in the IPE literature published between 1954 and 2013. Inductive coding focused on the presence and use of the sociological (rather than statistical) version of power, which refers to hierarchies and asymmetries among the professions. Articles found to be centrally about power were then analysed using content analysis.ResultsPublications on IPE have grown exponentially in the past decade. Deductive coding of identified articles showed an emphasis on students, learning, programmes and practice. Automated inductive coding of titles and abstracts identified 129 articles potentially about power, but manual coding found that only six articles put power and conflict at the centre. Content analysis of these six articles revealed that two provided tentative explorations of power dynamics, one skirted around this issue, and three explicitly theorised and integrated power and conflict.ConclusionsThe lack of attention to power and conflict in the IPE literature suggests that many educators do not foreground these issues. Education programmes are expected to transform individuals into effective collaborators, without heed to structural, organisational and institutional factors. In so doing, current constructions of IPE veil the problems that IPE attempts to solve.

show abstract

Section: Methodsmentioning

confidence: 99%

Louder than words: power and conflict in interprofessional education articles, 1954–2013

2015

View full text Add to dashboard Cite

show abstract

“…As participation in health professions education scholarship (HPES) grows, individual institutions often support local engagement in this scholarship by developing health professions education scholarship units (HPESUs) . An HPESU is an organisational structure within which a group of people is substantively engaged in HPES (Fig.…”

Section: Introductionmentioning

confidence: 99%

Exploring the institutional logics of health professions education scholarship units

Varpio

O’Brien

et al. 2017

Med Educ

View full text Add to dashboard Cite

show abstract

“…It has become a billion dollar industry accounting for about US$100 billion per year worldwide1 and increasing awareness of linking education to patient outcomes has brought focus on evidence-based medical education 2. The growing interest is reflected in the rise in the number of publications within this area over the past several decades 3. However, this is not unproblematic, as several scholars have warned that medical education research lacks methodological rigour 3.…”

Section: Introductionmentioning

confidence: 99%

“…The growing interest is reflected in the rise in the number of publications within this area over the past several decades 3. However, this is not unproblematic, as several scholars have warned that medical education research lacks methodological rigour 3. In a study of randomised controlled trials (RCTs) published between 2000 and 2003, a large proportion fell short of the criteria developed by the International Committee of Medical Journal Editors for reporting RCTs 4.…”

Section: Introductionmentioning

confidence: 99%

Quality of randomised controlled trials in medical education reported between 2012 and 2013: a systematic review protocol

Tolsgaard

Woods

et al. 2014

BMJ Open

View full text Add to dashboard Cite

IntroductionResearch in medical education has increased in volume over the past decades but concerns have been raised regarding the quality of trials conducted within this field. Randomised controlled trials (RCTs) involving educational interventions that are reported in biomedical journals have been criticised for their insufficient conceptual, theoretical framework. RCTs published in journals dedicated to medical education, on the other hand, have been questioned regarding their methodological rigour. The aim of this study is therefore to assess the quality of RCTs of educational interventions reported in 2012 and 2013 in journals dedicated to medical education compared to biomedical journals with respect to objective quality criteria.Methods and analysisRCTs published between 1 January 2012 and 31 December 2013 in English are included. The search strategy is developed with the help of experienced librarians to search online databases for key terms. All of the identified RCTs are screened based on their titles and abstracts individually by the authors and then compared in pairs to assess agreement. Data are extracted from the included RCTs by independently scoring each RCT using a data collection form. The data collection form consists of four steps. Step 1 includes confirmation of RCT eligibility; step 2 consists of the CONSORT checklist; step 3 consists of the Medical Education Research Study Quality Instrument framework; step 4 consists of a Medical Education Extension (MEdEx) to the CONSORT checklist. The MEdEx includes the following elements: Description of scientific background, explanation of rationale, quality of research questions and hypotheses, clarity in the description of the use of the intervention and control as well as interpretation of results.Ethics and disseminationThis review is the first to systematically examine the quality of RCTs conducted in medical education. We plan to disseminate the results through publications and presentation at relevant conferences. Ethical approval is not sought for this review.

show abstract

50 years of publication in the field of medical education

Abstract: The increase in the number of ME publications and in the number of journals publishing ME articles suggests a supportive environment for a growing field; but variation in journals' foci has implications for readers, editors and authors.

Cited by 50 publications

References 7 publications

Louder than words: power and conflict in interprofessional education articles, 1954–2013

Louder than words: power and conflict in interprofessional education articles, 1954–2013

Exploring the institutional logics of health professions education scholarship units

Quality of randomised controlled trials in medical education reported between 2012 and 2013: a systematic review protocol

Contact Info

Product

Resources

About