Geographical distribution of publications in the field of medical education

Tutarel, Oktay

doi:10.1186/1472-6920-2-3

Cited by 63 publications

(58 citation statements)

References 21 publications

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“…The limited number of reported research projects in medical education from sub-Saharan African countries has been documented before. [15][16][17] This review confirms the previous observation and confirms the discrepancy in literature relating to research on WBA among interns.…”

Section: Discussionsupporting

confidence: 79%

Comparing international and South African work-based assessment of medical interns’ practice

Naidoo

Wyk

Adhikari

2018

AJHPE

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Background. Resource constraints and a high disease burden impact on the work-based assessment (WBA) of medical interns in South Africa (SA). Objectives. To review the use of workplace-based assessment frameworks in intern practice in SA and to compare these with international practices. Methods. A systematic review using a thematic analysis was performed to analyse 97 articles selected from an initial scoping of 360 sources of evidence on WBA in internship between 2000 and 2017. This process informed a synthesis of descriptive and analytic themes related to competency-based assessment practices relevant to internship in SA.Results. There was an overall dearth of studies on assessment of medical interns in lower-middle-income countries (LMICs). The context in which the assessment of interns in SA occurs has many challenges related to resources, workload and supervision. SA intern assessment is largely focused on core clinical competency, and this occurs without using competency-based frameworks. This focus was reflected in the finding that most studies in SA have dealt with the assessment of core procedural skills related to acute clinical care, while the assessment of non-clinical competencies and non-procedural skills was poorly addressed. Self-assessment by interns was the predominant strategy used in the SA context. The review revealed limitations in the use of multiple assessment strategies and direct observation in the local context, in contrast to practices in most high-income countries. Conclusions. A shift in focus to assess both procedural and non-procedural skills within a competency-based framework is advocated for SA internship, together with the use of multiple assessment tools and strategies that rely on direct observation of performance. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. Afr J Health Professions Educ

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Section: Discussionsupporting

confidence: 79%

Comparing international and South African work-based assessment of medical interns’ practice

Naidoo

Wyk

Adhikari

2018

AJHPE

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“…Tutarel (2002) showed that the Netherlands appears among the five most productive countries when it comes to publications in two leading medical education journals between 1995 and 2000. Recently, a survey of the 2006 volumes of 9 medical education journals was conducted, which counted the number of articles with a first author from these same five countries.…”

Section: Research and Development Of Dutch Medical Educationmentioning

confidence: 99%

Medical education in the Netherlands

Cate

2007

Medical Teacher

137

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This paper aims to draw a picture of current medical education in The Netherlands. Based on strong historical roots in the seventeenth century, Dutch medical education has adapted to changing circumstances through the ages. Nowadays, medical education in The Netherlands may be called "modern", according to international standards and schools such as the one in Maastricht serve as examples, nationally and internationally. After considerable redesign of undergraduate education in the 1980s and 1990s, the first decade of the new century shows a revolutionary development of postgraduate medical education, with the introduction of nationwide competency-based training, and mandatory in-training assessments and portfolios for residents. The high level of activity in medical education development is reflected in high research productivity, measured as Dutch articles in international journals. Despite these strengths, several critical issues around medical education are in debate, ranging from entrance selection, small group tutoring, the two-cycle bachelor-master model and the relevance of basic sciences to the planning of enrolment numbers and working hours for residents. Medical education in The Netherlands is a dynamic field.

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“…Because the affiliation field in MEDLINE was also searchable, a lot of bibliometric researches took advantage of this new function to analyze the national output in biomedicine. [7][8][9][10][11] In our current study, we went a step further to extract a specific specialty of a nation from the affiliation field. Such an approach was feasible only when the data existed and the designation of institutions did not vary too much.…”

Section: Discussionmentioning

confidence: 99%

The impact of impact factor on small specialties: A case study of family medicine in Taiwan

Lin

Chen

2006

Scientometrics

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The Science Citation Index (SCI) with its coverage of journals has been forming a criterion for the performance assessment of researchers worldwide. If the journals of a specialty were underproportionally indexed, its development in research could be distorted in the long term. A MEDLINE-based bibliometric analysis of research output by family medicine departments in Taiwan from 1990 to 2003 might help to provide some evidence of the influence of SCI on the developing disciplines.

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Geographical distribution of publications in the field of medical education

Cited by 63 publications

References 21 publications

Comparing international and South African work-based assessment of medical interns’ practice

Comparing international and South African work-based assessment of medical interns’ practice

Medical education in the Netherlands

The impact of impact factor on small specialties: A case study of family medicine in Taiwan

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