Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Lin, Michelle; Fisher, Jonathan; Coates, Wendy C.; Farrell, Susan E.; Shayne, Philip; Maggio, Lauren A.; Kuhn, Gloria J.

doi:10.1111/acem.12336

Cited by 9 publications

(10 citation statements)

References 59 publications

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“…This situation may result from the fact that medical education departments in Turkey are relatively new. It is widely known that the number of studies focusing on medical education around the world has been increasing in recent years [24]. Medical Education Departments play an important role in the accreditation of medical education, and in recent years, postgraduate education has started to take place in these department.…”

Section: Discussionmentioning

confidence: 99%

Tendencies of medical education researches in Turkey: Content analysis of 2000-2014 period

Özcan

Göksu

Küçük

et al. 2015

MMJ

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Objectives: The aim of this study is to reveal the tendencies of the researches on the medical education in Turkey in terms of the instruction levels that the researches took place, methodological dimensions and instructional activities conducted in the researches. Materials and Methods:The sample of the study was composed of researches published in medical journals indexed in ULAKBIM National Database and in PubMed Database between 2000 and 2014. Within this context, the total number of papers was 214. These papers were examined through Medical Education Publication Classification Form (MEPCF) conducting content analysis. results:As for the results, the participants of most of the studies were the students who were about to graduate. It was observed in the researches that quantitative research method was used most; questionnaires were the most used data collection tool; and instructional activities related to curriculum development and evaluation were used frequently. conclusion:The results are considered to help the researchers see the trends and tendencies in medical education and assess the field of medical education from different perspectives.

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Section: Discussionmentioning

confidence: 99%

Tendencies of medical education researches in Turkey: Content analysis of 2000-2014 period

Özcan

Göksu

Küçük

et al. 2015

MMJ

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“…56 The articles that were published in 2013 followed similar patterns, with technology and simulation remaining as a predominant theme, and there was a slight increase in the presence of qualitative research. A summary of the trends of articles published in 2013 is provided in Table 3.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 91%

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Farrell

Kuhn

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight methodologically superior medical education research articles published in 2013 whose outcomes are pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English-language literature in 2013 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 251 EM-related studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. Six reviewers then independently scored the remaining 43 publications using either a qualitative a or quantitative scoring system, based on the research methodology of each article. Each scoring system consisted of nine criteria. Selected criteria were based on accepted educational review literature and chosen a priori. Both scoring systems used parallel scoring metrics and have been used previously within this annual review.Results: Forty-three medical education research papers (37 quantitative and six qualitative studies) met the a priori criteria for inclusion and were reviewed. Six quantitative and one qualitative study were scored and ranked most highly by the reviewers as exemplary and are summarized in this article.Conclusions: This annual critical appraisal article aims to promote superior research in EM-related education, by reviewing and highlighting seven of 43 major education research studies, meeting a priori criteria, and published in 2013. Common methodologic pitfalls in the 2013 papers are noted, and current trends in medical education research in EM are discussed.ACADEMIC EMERGENCY MEDICINE 2014;21:1274-1283 by the Society for Academic Emergency Medicine Q uality, hypothesis-driven education research is necessary to promote evidence-based decisions about effective ways to teach the physicians of tomorrow. Education research has gained increasing support and prominence in emergency medicine (EM) academia, with available grant opportunities from the Society of Academic Emergency Medicine and the Council of Emergency Medicine Residency Directors. Furthermore, the 2012 Academic Emergency Medicine consensus conference focused on the theme "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" to promote a national initiative to advance the field of education research. 1 In this sixth installment of the annual critical appraisal series, the same six reviewers used previously published criteria 2 to critically analyze and rank the EM education research from 2013. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 6 years, as they can be inferred from this review, are summarized. It is METHODS Article IdentificationThe previously described methodology to search for relevant publications was used. 2 Publications...

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“…The qualitative scoring instrument was developed based on accepted recommendations for qualitative methodology and includes nine parallel domains to those applied to the quantitative studies for a maximum total score of 25 points . These also include the domains of measurement, data collection, and data analysis criteria, as defined specifically for high‐quality qualitative research.…”

Section: Methodsmentioning

confidence: 99%

Feedback in Medical Education: A Critical Appraisal

Kornegay

Kraut

Manthey

et al. 2017

AEM Education and Training

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Objective: The objective was to review and critically appraise the medical education literature pertaining to feedback and highlight influential papers that inform our current understanding of the role of feedback in medical education.Methods: A search of the English language literature in querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 327 feedback-related papers using either quantitative (hypothesis-testing or observational investigations of educational interventions), qualitative methods (exploring important phenomena in emergency medicine [EM] education), or review methods.Two reviewers independently screened each category of publications using previously established exclusion criteria. Six reviewers then independently scored the remaining 54 publications using a qualitative, quantitative, or review paper scoring system. Each scoring system consisted of nine criteria and used parallel scoring metrics that have been previously used in critical appraisals of education research.Results: Fifty-four feedback papers (25 quantitative studies, 24 qualitative studies, five review papers) met the a priori criteria for inclusion and were reviewed. Eight quantitative studies, nine qualitative studies, and three review papers were ranked highly by the reviewers and are summarized in this article. To promote a scholarly approach to education and provide ongoing professional development for EM educators, the CORD Academy proposed a critical appraisal series to explore important, timely, relevant education topics. This inaugural installment of the CORD Academy critical appraisal series addresses the topic of feedback in medical education. Despite widespread acknowledgement of the importance of feedback in improving learner performance, both learners and educators express dissatisfaction with the quality and quantity of feedback received in the ED, and recent literature suggests that even if feedback is delivered, factors related to learner confidence, emotion, learner-educator relationship, and culture may impact the likelihood that the feedback is received, incorporated, and translated into performance improvement. [8][9][10][11][12][13] This critical appraisal applies a previously published method to search, critically appraise, and summarize the top quantitative and qualitative papers on feedback in medical education. Conclusions14 Established scoring instruments for quantitative and qualitative papers were piloted and revised as necessary for implementation in this context, and an instrument for scoring review papers was adapted from the qualitative instrument, piloted, and revised as well. The aim of this critical appraisal is to provide a summary of the top scoring feedback in medical education papers, highlight practical implications for EM educators, and suggest important next steps for future research. METHODS Article IdentificationA research librarian performed the literature search, querying Education Resources Information Center (ERIC), PsychINFO, PubMed, ...

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Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2012

Cited by 9 publications

References 59 publications

Tendencies of medical education researches in Turkey: Content analysis of 2000-2014 period

Tendencies of medical education researches in Turkey: Content analysis of 2000-2014 period

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Feedback in Medical Education: A Critical Appraisal

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