Quantitative research methods in medical education

Norman, Geoff; Eva, Kevin W.

doi:10.1002/9781118472361.ch25

Cited by 7 publications

(3 citation statements)

References 81 publications

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“…The study was controlled but not randomized or blinded. A randomized controlled study would have been ideal, but this design is rare in educational studies ( Norman and Eva, 2014 ). In our study, it would have been impossible to blind the groups, as students share teaching materials across groups.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Simulated Consultation Videos in Teaching Patient-Centered General Practice [Version 2]

Jørgensen¹,

Witt²,

Mākelä³

2020

MedEdPublish

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The word "digital natives" and "digital immigrants" have been removed and revised. The reasoning behind introducing simulated consultations clips has been made clearer. The gender demographics has been corrected. The discussion has been revised. The aim of the study has been narrowed. Supplementary Material 2 has been added. The in-text citations, the reference list and contributor paragraph has been revised. The number of references is now identical with the number in version 1. Relevant Doi numbers and Orcids numbers (if exists) have been specified, adjusted and applied. The links have been revised and hyperlinked.

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Section: Discussionmentioning

confidence: 99%

Evaluating Simulated Consultation Videos in Teaching Patient-Centered General Practice [Version 2]

Jørgensen¹,

Witt²,

Mākelä³

2020

MedEdPublish

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“…CIS and critical reviews are less systematic than other review types, privileging careful selection of the most relevant sources over coverage of everything that has been published. 30 Researchers leverage their own expertise to identify and appraise the most relevant sources, and to develop new frameworks or recommendations for research and practice. 26 , 29 This review was informed by our experiences as a multi-disciplinary team of physicians and PhD scientists with expertise engaging in, teaching, and researching advocacy.…”

Section: Methodsmentioning

confidence: 99%

Grappling with key questions about assessment of the Health Advocate role

et al. 2023

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Introduction: Although the CanMEDS framework sets the standard for Canadian training, health advocacy competence does not appear to factor heavily into high stakes assessment decisions. Without forces motivating uptake, there is little movement by educational programs to integrate robust advocacy teaching and assessment practices. However, by adopting CanMEDS, the Canadian medical education community endorses that advocacy is required for competent medical practice. It’s time to back up that endorsement with meaningful action. Our purpose was to aid this work by answering the key questions that continue to challenge training for this intrinsic physician role. Methods: We used a critical review methodology to both examine literature relevant to the complexities impeding robust advocacy assessment, and develop recommendations. Our review moved iteratively through five phases: focusing the question, searching the literature, appraising and selecting sources, and analyzing results. Results: Improving advocacy training relies, in part, on the medical education community developing a shared vision of the Health Advocate (HA) role, designing, implementing, and integrating developmentally appropriate curricula, and considering ethical implications of assessing a role that may be risky to enact. Conclusion: Changes to assessment could be a key driver of curricular change for the HA role, provided implementation timelines and resources are sufficient to make necessary changes meaningful. To truly be meaningful, however, advocacy first needs to be perceived as valuable. Our recommendations are intended as a roadmap for transforming advocacy from a theoretical and aspirational value into one viewed as having both practical relevance and consequential implications.

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“…Students share teaching materials, which would have confounded an individually randomized design. Therefore, randomized studies are seldom used in educational research (Norman & Eva, 2013). The DanSCORE questionnaire is very comprehensive.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Use of online material in teaching general practice

Jørgensen

Witt²,

Mākelä³

et al. 2022

LOM

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In the general practice course at Copenhagen University, students record videos of their consultations in general practice. At university, the videos are discussed with a teacher and peers. Simulated video consultations were produced to support learning. The aim of this study was to evaluate the effect of adding simulated consultation videos to standard teaching. Final semester students (N=587) were assigned by the university to six groups and received more online teaching material one step at a time. A questionnaire and a test video consultation measured the change in students’ ability to identify patient-centered elements in a consultation pre-and post-course. Effect sizes were calculated as the difference between the pre-and post-course measures divided by the mean-variance before the course. The overall teaching effect size (ES) was positive (0,67). A high average ES of 0.94 was found for the communication questions, which included most of the patient-centered elements. Introducing simulated video consultations did not increase awareness of patient-centered elements. However, an increase in clinical skills was demonstrated. Showing simulated video consultations from general practice increase the students awareness of clinical cases in general practice and can be supplement to the clinical teaching.

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Quantitative research methods in medical education

Cited by 7 publications

References 81 publications

Evaluating Simulated Consultation Videos in Teaching Patient-Centered General Practice [Version 2]

Evaluating Simulated Consultation Videos in Teaching Patient-Centered General Practice [Version 2]

Grappling with key questions about assessment of the Health Advocate role

Use of online material in teaching general practice

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