Review article: Medical education research: an overview of methods

Boet, Sylvain; Sharma, Saroo; Goldman, Joanne; Reeves, Scott

doi:10.1007/s12630-011-9635-y

Cited by 91 publications

(70 citation statements)

References 59 publications

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“…At least one of the selected champions per ward had previously shown some leadership capacities. Although lack of evidence on the time needed to effectively disseminate expertise and knowledge into clinical practice [14,17,18,26,33], we planned a transition phase of five months, as a run-up period to generate gradual changes in the nurse champions' behavior [22,[34][35][36].…”

Section: Methodsmentioning

confidence: 99%

Effect of a Palliative Care Nurse Champion Program on Nursing Care of Dying Patients in the Hospital: A Controlled before and after Study

FE¹,

A²,

CCD³

et al. 2017

J Nurs Health Stud

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Objective: Hospitals increasingly appoint nurse champions to improve quality of care. This study investigated the effect of palliative care nurse champions on nursing end-of-life care. Methods:Imbedded in a controlled before-after study (June 2009-July 2012) on care for the dying patient in the hospital, nurses completed questionnaires on end-of-life care within two weeks after the patient's death. Halfway the study, seven out of 18 participating wards appointed two palliative care nurse champions. Characteristics of end-of-life care were compared for patients who died before and after the introduction of the nurse champion program and with outcomes in 11 control wards. Results:In the intervention wards, data were collected on 81 patients in the pre-intervention period and on 93 patients in the post-intervention period; in control wards these numbers were 114 and 121, respectively (response 54%). After the introduction of the nurse champion program, nurses in the intervention wards more frequently discussed imminent death with patients (35% pre-intervention vs 50% post-intervention, p=0.05), were more frequently aware of psychological symptoms (57% vs 71%, p=0.04), and performed less futile interventions during the final hours (on average 0.8 vs 0.4 out of 4 interventions, p<0.01). These differences were not found in the control wards. No effect was found on nurses' awareness of patients' imminent death. Nurses' median score for quality of dying was lower in the postintervention period (7.5 vs 7.0 on a 0-10 scale; p=0.02). Conclusion:Nurse Champions had a beneficial effect on end-of-life nursing care in hospital. We found increased communication and more awareness of patients' palliative care needs. Increased awareness seems to have made nurses more critical about the quality of dying.

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Section: Methodsmentioning

confidence: 99%

Effect of a Palliative Care Nurse Champion Program on Nursing Care of Dying Patients in the Hospital: A Controlled before and after Study

FE¹,

A²,

CCD³

et al. 2017

J Nurs Health Stud

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show abstract

“…CJEM JCMU 2018;20 (2)checklists described in Table 3. Some of the items that we found were broader in their scope (i.e., more general guidance) around important aspects to consider when writing a qualitative paper.…”

Section: Measures To Optimize Rigour and Trustworthinessmentioning

confidence: 99%

“…Rather than quantifying, predicting, or modeling outcomes, they aim to create a deep understanding of a situation or phenomenon. [1][2][3] These methods have been largely underused in emergency medicine (EM) medical education circles, but they have the opportunity of making a great impact on educational practice. Qualitative studies delve into the richness of complex phenomena, seeking to answer the "whys" and "hows."…”

Section: Introductionmentioning

confidence: 99%

A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

Chan

Ting

Hall

et al. 2017

CJEM

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Objective: Education scholarship can be conducted using a variety of methods, from quantitative experiments to qualitative studies. Qualitative methods are less commonly used in emergency medicine (EM) education research but are wellsuited to explore complex educational problems and generate hypotheses. We aimed to review the literature to provide resources to guide educators who wish to conduct qualitative research in EM education. Methods: We conducted a scoping review to outline: 1) a list of journals that regularly publish qualitative educational papers; 2) an aggregate set of quality markers for qualitative educational research and scholarship; and 3) a list of quality checklists for qualitative educational research and scholarship. Results: We found nine journals that have published more than one qualitative educational research paper in EM. From the literature, we identified 39 quality markers that were grouped into 10 themes: Initial Grounding Work (preparation, background); Goals, Problem Statement, or Question; Methods (general considerations); Sampling Techniques; Data Collection Techniques; Data Interpretation and Theory Generation; Measures to Optimize Rigour and Trustworthiness; Relevance to the Field; Evidence of Reflective Practice; Dissemination and Reporting. Lastly, five quality checklists were found for guiding educators in reporting their qualitative work. Conclusion: Many problems that EM educators face are wellsuited to exploration using qualitative methods. The results of our scoping review provide publication venues, quality indicators, and checklists that may be useful to EM educators embarking on qualitative projects. RÉSUMÉIntroduction: Les travaux de recherche en enseignement peuvent être menés selon différentes méthodes, depuis les études expérimentales quantitatives jusqu'aux études qualitatives. Les méthodes qualitatives sont moins utilisées que les autres dans la recherche en enseignement de la médecine

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“…Faculty would need to be wellversed in giving feedback as formative assessment, which would be virtually continuous in a CBE model. 18,19 There would be a need for faculty development in simulation, which is presumed to play an important role in CBE for deliberate practice, accelerated ''hands-on'' learning, and formative assessment in a patient safe environment. 20 Individualized learning will assuredly mean shorter training times for some, but it could also mean longer training times for others; thus, the economic benefit for governments may be neutral.…”

Section: The Shift Towards Competency-based Educationmentioning

confidence: 99%

“…This modified hierarchy seems to have gained significant traction in medical education; scholars using the hierarchy are offered the advantage of raising the threshold on the type of evidence they accumulate to support their innovations. Boet and Reeves 19 have described modifications and additions to this hierarchical framework to account for subtleties and issues most relevant to medical education. The management and monitoring of innovations in this manner along with the collection of relevant data foster an accountability that ensures a thoughtful and rigorous approach to the implementation and accountability of educational interventions and prepares the way for reporting to stakeholders, e.g., accreditation agencies.…”

Section: An Accountability Framework For Scholarship In Medical Educamentioning

confidence: 99%

Review article: Leading the future: guiding two predominant paradigm shifts in medical education through scholarship

Naik

Wong

Hamstra

2011

Can J Anesth/J Can Anesth

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Review article: Medical education research: an overview of methods

Cited by 91 publications

References 59 publications

Effect of a Palliative Care Nurse Champion Program on Nursing Care of Dying Patients in the Hospital: A Controlled before and after Study

Effect of a Palliative Care Nurse Champion Program on Nursing Care of Dying Patients in the Hospital: A Controlled before and after Study

A writer’s guide to education scholarship: Qualitative education scholarship (part 2)

Review article: Leading the future: guiding two predominant paradigm shifts in medical education through scholarship

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