Examining the readiness of best evidence in medical education guides for integration into educational practice: A&amp;nbsp;meta-synthesis

Maggio, Lauren A.; Thomas, Aliki; Chen, H. Carrie; Ioannidis, John P. A.; Kanter, Steven L.; Norton, Candace; Tannery, Nancy Hrinya; Artino, Anthony R.

doi:10.1007/s40037-018-0450-9

Cited by 15 publications

(13 citation statements)

References 71 publications

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“…The drive for EIHPE has led to the creation of several international initiatives aiming to explore how BEME reviews are used by educators to make evidence-informed teaching and assessment decisions (BEME website; Maggio et al 2018). For example, members of the BEME Collaboration suggest that many commissioned systematic reviews often do not reach educators.…”

Section: Introductionmentioning

confidence: 99%

Use of evidence in health professions education: Attitudes, practices, barriers and supports

et al. 2019

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Introduction: Health professions educators are increasingly called upon to apply an evidence-informed approach to teaching and assessment practices. There is scant empirical research exploring educators' attitudes, practices, and perceived barriers and supports to using research evidence in educational practice. Methods: We conducted a survey of AMEE members to explore three domains related to evidence-informed health professions education: (1) attitudes; (2) practices; and (3) supports and barriers. Analyses involved descriptive statistics to characterize participants' responses per domain. Chi-Square statistics were carried out to examine differences among the demographic variables on a subset of items in each of the three survey sections. Results: Three hundred ninety-six ($10%) participants representing health professions educators (HPEs) and non HPEs (e.g. PhDs) and different roles (e.g. teacher, administrator) completed the survey. Attitudes toward evidence-informed HPE were generally favorable. Several barriers preclude participants from engaging in evidence-informed approaches to health professions education (HPE). Discussion: This study provides preliminary evidence on the attitudes toward and perceived barriers and supports of research use in HPE from different groups of HP educators, clinicians, and administrators. The findings for each of the three domains require additional exploration using qualitative methodologies. Conclusion: Targeted interventions designed to increase the uptake of research in HPE should consider different stakeholder groups' perceptions regarding these approaches, current vs. best practices, and factors that may impede evidenceinformed approaches.

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Section: Introductionmentioning

confidence: 99%

Use of evidence in health professions education: Attitudes, practices, barriers and supports

et al. 2019

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“…We restricted our search to 14 journals that have been previously identified as core medical education journals [ 10 , 17 ]. The journals included in our analysis were: Academic Medicine, Advances in Health Sciences Education, BMC Medical Education, Canadian Medical Education Journal, Clinical Teacher, International Journal of Medical Education, Advances in Medical Education and Practice, Journal of Graduate Medical Education, Medical Education, Medical Education Online, Medical Teacher, Perspectives on Medical Education, Teaching and Learning in Medicine , and The Journal of Continuing Education in the Health Professions .…”

Section: Methodsmentioning

confidence: 99%

“…We restricted our search to 14 journals that have been previously identified as core medical education journals [10,17] Clinical Teacher first appeared in PubMed in 2010, but the journal started publishing articles in 2003. Therefore, for these seven journals we identified citations from these periods by hand searching the journal's website or Web of Science (WoS).…”

Section: Data Collectionmentioning

confidence: 99%

“…We predict this trend will continue, paralleling the growth of funding opportunities (e.g., SDRME's annual funding opportunity), [8] medical education graduate programs, [39] and related supporting initiatives such as BEME and the community's broader desire for synthesized evidence to keep current with research in the field and improve educational practice. 17 Additionally, when compared with other article types, knowledge syntheses are more highly cited, which makes them attractive to both authors and editors. For example, 80% of the top cited articles in Medical Education were review articles [40].…”

Section: Increase In Knowledge Synthesesmentioning

confidence: 99%

“…More recently, members of our author team conducted a meta-synthesis of BEME knowledge syntheses, attempting to identify the degree to which the reviews were ready for translation into practice and to summarize their features [ 17 ]. Although valuable, this meta-synthesis examined a limited sample of knowledge syntheses (BEME reviews only) that underwent several intense review steps prior to publication; as such, the generalizability of this work is limited.…”

Section: Introductionmentioning

confidence: 99%

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Knowledge syntheses in medical education: A bibliometric analysis

Maggio¹,

Costello²,

Norton³

et al. 2020

Perspect Med Educ

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Purpose This bibliometric analysis maps the landscape of knowledge syntheses in medical education. It provides scholars with a roadmap for understanding where the field has been and where it might go in the future, thereby informing research and educational practice. In particular, this analysis details the venues in which knowledge syntheses are published, the types of syntheses conducted, citation rates they produce, and altmetric attention they garner. Method In 2020, the authors conducted a bibliometric analysis of knowledge syntheses published in 14 core medical education journals from 1999 to 2019. To characterize the studies, metadata were extracted from PubMed, Web of Science, Altmetrics Explorer, and Unpaywall. Results The authors analyzed 963 knowledge syntheses representing 3.1% of the total articles published (n = 30,597). On average, 45.9 knowledge syntheses were published annually (SD = 35.85, median = 33), and there was an overall 2620% increase in the number of knowledge syntheses published from 1999 to 2019. The journals each published, on average, a total of 68.8 knowledge syntheses (SD = 67.2, median = 41) with Medical Education publishing the most (n = 189; 19%). Twenty-one types of knowledge synthesis were identified, the most prevalent being systematic reviews (n = 341; 35.4%) and scoping reviews (n = 88; 9.1%). Knowledge syntheses were cited an average of 53.80 times (SD = 107.12, median = 19) and received a mean Altmetric Attention Score of 14.12 (SD = 37.59, median = 6). Conclusions There has been considerable growth in knowledge syntheses in medical education over the past 20 years, contributing to medical education’s evidence base. Beyond this increase in volume, researchers have introduced methodological diversity in these publications, and the community has taken to social media to share knowledge syntheses. Implications for the field, including the impact of synthesis types and their relationship to knowledge translation, are discussed.

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Health behaviour theories: a conceptual lens to explore behaviour change

Cilliers¹,

St‐Onge²,

Vleuten³

2022

Researching Medical Education

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Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis

Cited by 15 publications

References 71 publications

Use of evidence in health professions education: Attitudes, practices, barriers and supports

Use of evidence in health professions education: Attitudes, practices, barriers and supports

Knowledge syntheses in medical education: A bibliometric analysis

Health behaviour theories: a conceptual lens to explore behaviour change

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Examining the readiness of best evidence in medical education guides for integration into educational practice: A&nbsp;meta-synthesis

Cited by 15 publications

References 71 publications

Use of evidence in health professions education: Attitudes, practices, barriers and supports

Use of evidence in health professions education: Attitudes, practices, barriers and supports

Knowledge syntheses in medical education: A&nbsp;bibliometric analysis

Health behaviour theories: a conceptual lens to explore behaviour change

Contact Info

Product

Resources

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Examining the readiness of best evidence in medical education guides for integration into educational practice: A meta-synthesis

Knowledge syntheses in medical education: A bibliometric analysis