Graduate Medical Education Research in the 21st Century and &lt;EMPH TYPE="ITAL"&gt;JAMA&lt;/EMPH&gt; On Call

Lim, Joseph K.; Golub, Robert M.

doi:10.1001/jama.292.23.2913

Cited by 22 publications

(14 citation statements)

References 25 publications

(18 reference statements)

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“…[1][2][3][13][14][15][16] However, the barrier that we found most novel and intriguing was the complex theme of reward.…”

Section: Discussionmentioning

confidence: 90%

“…The search yielded 17 articles, and after careful review, 7 articles were included that described barriers to medical education research. [1][2][3][11][12][13][14] The group iteratively reviewed and revised the list of barriers and strategies to overcome them for completeness. This presession content list was used to sensitize the focus group facilitators to possible responses so that they would be prepared to lead a discussion that was representative of participant opinions without exclusively focusing on issues already well recognized.…”

Section: Literature Searchmentioning

confidence: 99%

See 1 more Smart Citation

Expertise, Time, Money, Mentoring, and Reward: Systemic Barriers That Limit Education Researcher Productivity—Proceedings From the AAMC GEA Workshop

Yarris¹,

Juvé²,

Artino³

et al. 2014

Journal of Graduate Medical Education

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Background To further evolve in an evidence-based fashion, medical education needs to develop and evaluate new practices for teaching, learning, and assessment. However, educators face barriers in designing, conducting, and publishing education research. Objective To explore the barriers medical educators face in formulating, conducting, and publishing high-quality medical education research, and to identify strategies for overcoming them. Methods A consensus workshop was held November 5, 2013, at the Association of American Medical Colleges annual meeting. A working group of education research experts and educators completed a preconference literature review focusing on barriers to education research. During the workshop, consensus-based and small group techniques were used to refine the broad themes into content categories. Attendees then ranked the most important barriers and strategies for overcoming them with the highest potential impact. Results Barriers participants faced in conducting quality education research included lack of (1) expertise, (2) time, (3) funding, (4) mentorship, and (5) reward. The strategy considered most effective in overcoming these barriers involved building communities of education researchers for collaboration and networking, and advocating for education researchers' interests. Other suggestions included trying to secure increased funding opportunities, developing mentoring programs, and encouraging mechanisms to ensure protected time. Conclusions Barriers to education research productivity clearly exist. Many appear to result from feelings of isolation that may be overcome with systemic efforts to develop and enable communities of practice across institutions. Finally, the theme of “reward” is novel and complex and may have implications for education research productivity.

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“…[1][2][3][13][14][15][16] However, the barrier that we found most novel and intriguing was the complex theme of reward.…”

Section: Discussionmentioning

confidence: 90%

Section: Literature Searchmentioning

confidence: 99%

Expertise, Time, Money, Mentoring, and Reward: Systemic Barriers That Limit Education Researcher Productivity—Proceedings From the AAMC GEA Workshop

Yarris¹,

Juvé²,

Artino³

et al. 2014

Journal of Graduate Medical Education

View full text Add to dashboard Cite

show abstract

“…Ideally, follow-up and reappraisal of the effects of any intervention are necessary to confirm the intended outcome. Rigorous and generalizable outcomes research in medical education is challenging, 25,26 and further studies focusing on training outcome measurement and attained domain competency assessment are needed in dermatology.…”

Section: Commentmentioning

confidence: 99%

National Appraisal of Dermatology Residency Training

Freiman¹,

Barzilai²,

Barankin³

et al. 2005

Arch Dermatol

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“…Hypothesis-driven, prospective multicenter studies with wellconstructed clinical knowledge and skill assessment throughout the continuum of undergraduate to graduate education are likely needed to provide valid, generalizable information on these research questions. A major barrier to organizing such research is limited institutional support and funding, 48 and this problem must be remedied. Investigators received salary support from institutional sources, but these sources were not involved in the design of the study; in the collection, analysis, or interpretation of data; or in the decision to submit the manuscript for publication.…”

Section: Discussionmentioning

confidence: 99%

Prolonged Delays for Research Training in Medical School are Associated with Poorer Subsequent Clinical Knowledge

et al. 2007

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BACKGROUND:Complementary degree programs and research training are important alternative tracks in medical school that typically interrupt the traditional MD curriculum. OBJECTIVE:Examine effects of such a break on clinical knowledge after reentry into the MD curriculum. DESIGN:Retrospective cohort study. PARTICIPANTS:Three hundred and two graduates of Mayo Medical School. MAIN MEASUREMENTS:Compared years of delay between the second and third years of medical school with third year clerkship grades, National Board of Medical Examiner's (NBME) Subject Examinations, and United States Medical License Exam (USMLE)Step 2.MAIN RESULTS: 258, 13, and 31 students spent 0, 1, or ≥3 years pursing research between the second and third year. Baseline measures of knowledge before matriculation and before the third year were similar between groups. Whereas a 1-year delay had no significant effect, a ≥3-year delay was associated with fewer clerkship honors and lower NBME Medicine, Pediatrics, and Psychiatry percentiles compared to no delay (all p<.05). Students with a ≥3-year delay had a 77% reduction in the odds of honors in Medicine. For each year of delay beyond 3, students' third-year NBME Medicine, Neurology, Obstetrics and Gynecology, and Psychiatry scores decreased as did USMLE Step 2 scores (r=−.38 to −.50, p<.05).CONCLUSIONS: Delays of ≥3 years between the second and third years of medical school are associated with lower grades and scores on clinical knowledge tests. Further research is needed to determine the optimal timing of research training and develop effective interventions to facilitate reentry into the medical school curriculum.

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Graduate Medical Education Research in the 21st Century and <EMPH TYPE="ITAL">JAMA</EMPH> On Call

Cited by 22 publications

References 25 publications

Expertise, Time, Money, Mentoring, and Reward: Systemic Barriers That Limit Education Researcher Productivity—Proceedings From the AAMC GEA Workshop

Expertise, Time, Money, Mentoring, and Reward: Systemic Barriers That Limit Education Researcher Productivity—Proceedings From the AAMC GEA Workshop

National Appraisal of Dermatology Residency Training

Prolonged Delays for Research Training in Medical School are Associated with Poorer Subsequent Clinical Knowledge

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