Appraising the Quality of Medical Education Research Methods

Cook, David A.; Reed, Darcy A.

doi:10.1097/acm.0000000000000786

Cited by 561 publications

(308 citation statements)

References 56 publications

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“…This may be due to its more objective assessments of design strengths and weaknesses, although it omits items on the comparability of groups and blinding 11 Although there are no defined cut-off values differentiating high-quality from low-quality study methods, one study used a MERSQI score of ≥ 14.0 as an a priori cutoff of high quality. 12 …”

Section: Methodsmentioning

confidence: 99%

Association Between Learning Environment Interventions and Medical Student Well-being

Wasson

Cusmano

Meli

et al. 2016

JAMA

198

209

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Importance-There are concerns about the current quality of undergraduate medical education (UME) and its effect on students' well-being.Objective-This systematic review was designed to identify best practices for UME learning environment interventions that are associated with improved emotional well-being of students.Data Sources-Learning environment interventions were identified by searching the biomedical electronic databases Ovid MEDLINE, EMBASE, the Cochrane Library, and the ERIC database from the database inception dates to October 2016. Studies examined any intervention designed to promote medical students' emotional well-being in the setting of a US academic medical school, with an outcome defined as students' reports of well-being as assessed by surveys, semistructured interviews, or other quantitative methods.Data Extraction and Synthesis-Two investigators independently reviewed abstracts and full-text articles. Data were extracted into tables to summarize results. Study quality was assessed by the Medical Education Research Study Quality Instrument (MERQSI), which has a possible range of 5-18; higher scores indicate higher design and methods quality, and a score of ≥ 14 indicates a high-quality study.Findings-Twenty-eight articles including at least 8224 participants met eligibility criteria. Study designs included single-group cross-sectional or post-test only (n=10), single-group pre-/ post-test (n=2), nonrandomized two-group (n=13), and randomized clinical trial (n=3); 93% were

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Section: Methodsmentioning

confidence: 99%

Association Between Learning Environment Interventions and Medical Student Well-being

Wasson

Cusmano

Meli

et al. 2016

JAMA

198

209

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“…For quantitative studies, we used the Medical Education Research Study Quality Instrument (MERSQI), 10 a validated instrument that assesses the quality of medical education research. This 10-item scale assesses the methodological quality of studies in 6 domains: study design, sampling, type of data, validation of evaluation instrument, data analysis, and outcomes measured.…”

Section: Methodsmentioning

confidence: 99%

The Use of Social Media in Graduate Medical Education: A Systematic Review

et al. 2017

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Purpose Despite the growing presence of social media in graduate medical education (GME), few studies have attempted to characterize their effect on residents and their training. The authors conducted a systematic review of the peer-reviewed literature to understand the effect of social media on resident (1) education, (2) recruitment, and (3) professionalism. Method The authors identified English-language peer-reviewed articles published through November 2015 using Medline, Embase, Cochrane, PubMed, Scopus, and ERIC. They extracted and synthesized data from articles that met inclusion criteria. They assessed study quality for quantitative and qualitative studies through, respectively, the Medical Education Research Study Quality Instrument and the Consolidated Criteria for Reporting Qualitative Studies. Results Twenty-nine studies met inclusion criteria. Thirteen (44.8%) pertained to residency education. Twitter, podcasts, and blogs were frequently used to engage learners and enhance education. YouTube and wikis were more commonly used to teach technical skills and promote self-efficacy. Six studies (20.7%) pertained to the recruitment process; these suggest that GME programs are transitioning information to social media to attract applicants. Ten studies (34.5%) pertained to resident professionalism. Most were exploratory, highlighting patient and resident privacy, particularly with respect to Facebook. Four of these studies surveyed residents about their social network behavior with respect to their patients, while the rest explored how program directors use it to monitor residents’ unprofessional online behavior. Conclusions The effect of social media platforms on residency education, recruitment, and professionalism is mixed and the quality of existing studies is modest at best.

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“…The maximum domain score is 3, and maximum total score is 18, with a potential range of 5-18. The instrument has been found reliable, with strong intraclass correlation coefficients for inter-rater (0.72-0.98) and intrarater (0.78-0.99) agreement; scores were associated with journal impact factor, amount of study funding and journal editorial decisions (Cook & Reed, 2015). The MERSQI has been used to evaluate the methodological quality of healthcare research, particularly in reviews of medical research (DeCoste-Lopez, Madhok, & Harman, 2015;Hsieh et al, 2016).…”

Section: Methodological Quality Appraisalmentioning

confidence: 99%

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

Bogossian

Cant

Ballard

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation‐based education as substitution for clinical placement in prelicensure programmes. Background Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. Methods A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. Results Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi‐experimental and methodological quality was assessed as moderate to high with good to very good inter‐rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr–2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. Conclusions This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. Relevance to clinical practice Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health.

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Appraising the Quality of Medical Education Research Methods

Cited by 561 publications

References 56 publications

Association Between Learning Environment Interventions and Medical Student Well-being

Association Between Learning Environment Interventions and Medical Student Well-being

The Use of Social Media in Graduate Medical Education: A Systematic Review

Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education: A systematic review

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