Redefining Quality in Medical Education Research: A Consumer's View

Sullivan, Gail M.; Simpson, Deborah; Cook, David A.; Deiorio, Nicole M.; Andolsek, Kathryn M.; Opas, Lawrence; Philibert, Ingrid; Yarris, Lalena M.

doi:10.4300/jgme-d-14-00339.1

Cited by 22 publications

(20 citation statements)

References 20 publications

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“…1,8,9 Research has shown that consumers of medical education literature find the greatest value in novel, provocative research findings and methodologically sound research; other important features include relevance, feasibility, and connection to a conceptual framework. 21 Use of the MERSQI may enhance methodological quality in evaluating curricula and performing medical education research. 22 There are several limitations to our study.…”

Section: Discussionmentioning

confidence: 99%

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

et al. 2015

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BACKGROUND: Studies reveal that 44.5 % of abstracts presented at national meetings are subsequently published in indexed journals, with lower rates for abstracts of medical education scholarship. OBJECTIVE: We sought to determine whether the quality of medical education abstracts is associated with subsequent publication in indexed journals, and to compare the quality of medical education abstracts presented as scientific abstracts versus innovations in medical education (IME). DESIGN: Retrospective cohort study. PARTICIPANTS: Medical education abstracts presented at the Society of General Internal Medicine (SGIM) 2009 annual meeting. MAIN MEASURES: Publication rates were measured using database searches for full-text publications through December 2013. Quality was assessed using the validated Medical Education Research Study Quality Instrument (MERSQI). KEY RESULTS: Overall, 64 (44 %) medical education abstracts presented at the 2009 SGIM annual meeting were subsequently published in indexed medical journals. The MERSQI demonstrated good inter-rater reliability (intraclass correlation range, 0.77-1.00) for grading the quality of medical education abstracts. MERSQI scores were higher for published versus unpublished abstracts (9.59 vs. 8.81, p=0.03). Abstracts with a MERSQI score of 10 or greater were more likely to be published (OR 3.18, 95 % CI 1.47-6.89, p=0.003). ). MERSQI scores were higher for scientific versus IME abstracts (9.88 vs. 8.31, p<0.001). Publication rates were higher for scientific abstracts (42 [66 %] vs. 37 [46 %], p=0.02) and oral presentations (15 [23 %] vs. 6 [8 %], p=0.01). CONCLUSIONS: The publication rate of medical education abstracts presented at the 2009 SGIM annual meeting was similar to reported publication rates for biomedical research abstracts, but higher than publication rates reported for medical education abstracts. MERSQI scores were associated with higher abstract publication rates, suggesting that attention to measures of quality-such as sampling, instrument validity, and data analysis-may improve the likelihood that medical education abstracts will be published.

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Section: Discussionmentioning

confidence: 99%

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

et al. 2015

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“…Education research is an important component of the advancement of any medical discipline, and recent publications have outlined a need for initiatives to improve the quality of education studies and support educators who wish to approach educational challenges, questions, and theory in a scholarly manner 1–9. Medical educators have reported being limited by the following: 1) time to develop and maintain research skills and engage in all phases of the research process; 2) funding to support time and provide research resources; 3) access to expertise for study design and statistical analyses; 4) access to mentors, both within and outside of emergency medicine (EM); and 5) a sense that education research does not result in extrinsic or intrinsic reward in our current educator paradigm 10–12.…”

Section: Introductionmentioning

confidence: 99%

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study

Jordan

Coates

Clarke

et al. 2017

WestJEM

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IntroductionRecent literature calls for initiatives to improve the quality of education studies and support faculty in approaching educational problems in a scholarly manner. Understanding the emergency medicine (EM) educator workforce is a crucial precursor to developing policies to support educators and promote education scholarship in EM. This study aims to illuminate the current workforce model for the academic EM educator.MethodsProgram leadership at EM training programs completed an online survey consisting of multiple choice, completion, and free-response type items. We calculated and reported descriptive statistics.Results112 programs participated. Mean number of core faculty/program: 16.02 ± 7.83 [14.53–17.5]. Mean number of faculty full-time equivalents (FTEs)/program dedicated to education is 6.92 ± 4.92 [5.87–7.98], including (mean FTE): Vice chair for education (0.25); director of medical education (0.13); education fellowship director (0.2); residency program director (0.83); associate residency director (0.94); assistant residency director (1.1); medical student clerkship director (0.8); assistant/associate clerkship director (0.28); simulation fellowship director (0.11); simulation director (0.42); director of faculty development (0.13). Mean number of FTEs/program for education administrative support is 2.34 ± 1.1 [2.13–2.61]. Determination of clinical hours varied; 38.75% of programs had personnel with education research expertise.ConclusionEducation faculty represent about 43% of the core faculty workforce. Many programs do not have the full spectrum of education leadership roles and educational faculty divide their time among multiple important academic roles. Clinical requirements vary. Many departments lack personnel with expertise in education research. This information may inform interventions to promote education scholarship.

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“…Education scholarship has seen steady growth throughout academic medicine over the past decade, and the field of emergency medicine (EM) is no exception . The 2012 Academic Emergency Medicine consensus conference “Education Research In Emergency Medicine: Opportunities, Challenges, and Strategies for Success” provided an essential roadmap for this movement, including recommendations for developing postgraduate training for aspiring EM education researchers, establishing a framework for education research networks to foster collaboration among institutions, and advocating for the creation and expansion of mechanisms for grant funded education .…”

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confidence: 99%

The View From the Top: Academic Emergency Department Chairs’ Perspectives on Education Scholarship

Clarke

Jordan

Yarris

et al. 2017

AEM Education and Training

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Education scholarship continues to grow within emergency medicine (EM) and in academic medicine in general. Despite a growing interest, would-be education scholars often struggle to find adequate mentorship, research training, funding, and protected time to produce rigorous scholarship. The ways in which individual academic EM departments can support this mission remains an area in need of description.Objectives: We sought to describe academic EM department chairs' perceptions of education scholarship and facilitators and barriers to producing high-quality education scholarship. Methods:We conducted a qualitative study using a grounded theory-derived approach. Participants were solicited directly, and semistructured interviews were conducted via telephone. Interviews were transcribed verbatim and were analyzed by three study investigators using a coding matrix. Discrepancies in coding were resolved via in depth discussion.

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Redefining Quality in Medical Education Research: A Consumer's View

Abstract: Background Despite an explosion of medical education research and publications, it is not known how medical educator consumers decide what to read or apply in their practice.

Cited by 22 publications

References 20 publications

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

Association Between Study Quality and Publication Rates of Medical Education Abstracts Presented at the Society of General Internal Medicine Annual Meeting

Exploring Scholarship and the Emergency Medicine Educator: A Workforce Study

The View From the Top: Academic Emergency Department Chairs’ Perspectives on Education Scholarship

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