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Best-evidence medical education
Published in Jane Doe, Teaching Made Easy, 2017
Finding information about research in medical education can be difficult. Educational research uses methods from the social sciences, including education, anthropology and social science. Educational research also uses many, varied statistical methods,21 many of which are unfamiliar to healthcare professionals, who are more used to comparative statistics between two groups. Educational research uses methods that are rooted both in positivist (hypothesis testing) and in interpretivist (hypothesis generating) paradigms.
Introduction
Published in Felicity Goodyear-Smith, Bob Mash, Michael Kidd, International Perspectives on Primary Care Research, 2017
One of the hallmarks of primary care research is diversity with respect to type and methodology. Typical focus areas for primary care research include the following (also reflected in the typology discussed in ‘The nature of primary care research’ in Chapter 2): Clinical research on the presentation, assessment of undifferentiated problems, diagnosis and management of diseases across the burden of disease. Themes within such clinical research include whole-person medicine, patient-centredness, dealing with multi-morbidity, mental health problems and chronic conditions.Health services research addresses issues of access, continuity, coordination of care and comprehensiveness (health promotion, disease prevention, palliative care).Health systems research particularly focuses on identifying and responding to the social determinants of ill health as well as issues of gatekeeping, distributive justice and ethical / evidence-based use of resources.Educational research focuses on creating a primary care workforce that is fit for purpose.
Curriculum
Published in Kieran Walsh, Medical Education: A Dictionary of Quotations, 2012
Rigorously designed research into the effectiveness of education is needed to attract research funding, to provide generalisable results, and to elevate the profile of educational research within the medical profession.
Competency domains of educators in medical, nursing, and health sciences education: An integrative review
Published in Medical Teacher, 2023
Navdeep S. Sidhu, Kara J. Allen, Nina Civil, Charlotte S. H. Johnstone, Maggie Wong, Jennifer A. Taylor, Katherine Gough, Maurice Hennessy
The initial coding of educator competency domains within these documents identified 12 broad categories. A review of the relationships between these initial categories, looking for coherent patterns and convergence, resulted in consolidation into an inclusive structure for domains of educator competence, comprising six themes. ‘Teaching and facilitating learning’ describes the promotion of learning using appropriate methods and resources, including assessment for learning. ‘Designing and planning learning’ is the pathway of creating a structure to teaching, from basic lesson plans to entire programme curricula, from needs assessment to delivery, assessment, and evaluation. ‘Assessment of learning’ is the knowledge and practice of conferring judgement on competence using appropriate tools and resources, and delivering feedback based on that judgement. ‘Educational research and scholarship’ is the systematic inquiry into educational theory and learning, to advance the science and practice of clinical education. ‘Educational leadership and management’ describes the governance of and support for individuals and teams of educators, including collaboration, professionalism, recruitment, role-modelling, coaching, and mentoring. ‘Educational environment, quality, and safety’ describes the provision of effective and safe learning environments, incorporating learner-centred approaches and patient safety, to achieve cultural change in education and improved clinical outcomes. The consolidated items were retained as specific sub-themes, as illustrated in Figure 2.
Twelve tips for fostering the next generation of medical teachers
Published in Medical Teacher, 2022
Charlotte R. den Bakker, Renée A. Hendriks, Mirjam Houtlosser, Friedo W. Dekker, Adriaan F. Norbart
For medical education practice, teachers that understand and perform educational research are key (Dolmans and Van der Vleuten 2010). In addition to being the foundation of evidence-based educational designs, research offers the tools to innovate and evaluate medical education practice. Most medical schools offer courses on (bio)medical research, but, as educational research lies in the social sciences domain, the toolkit of educational research questions, paradigms, and methodologies needs expansion to fit in and do justice to medical educational contexts (Blanchard et al. 2014). To gain insight into the complexity and value of educational research, let students create and present an authentic research product, e.g. a written research proposal, or a literature review. To support students in this project offer them journal clubs, workshops about paradigms, quantitative and qualitative methods, and literature search strategies. To guide students during their first steps in the world of medical education research, link them to a supervisor with medical education research experience (Blanchard et al. 2015). Pay special attention to creating a relevant research question that students are interested in, and fitting an appropriate methodology, as students often struggle with this.
Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63
Published in Medical Teacher, 2020
Morris Gordon, Madalena Patricio, Laura Horne, Alexandra Muston, Sebastian R. Alston, Mohan Pammi, Satid Thammasitboon, Sophie Park, Teresa Pawlikowska, Eliot L. Rees, Andrea Jane Doyle, Michelle Daniel
The majority of papers, however, focussed on sharing experiences, rather than robust evaluation or research enquiry. As with all educational research, it is hard to decide whether this reflects primary educational and research weaknesses or reporting issues. Such research weaknesses could be understandable given the rapid developments when it comes to outcome evaluation but are harder to justify when considering the reporting of developments. Any high-quality development should clearly define the underpinning theoretical frameworks, articulate the resources needed for the development, define the setting, describe the educational methods, and the content of the development to promote replicability across different contexts. It is therefore disappointing and highlights a clear gap in the evidence base, that many did not present this.