In search of educational efficiency: 30 years of<i>Medical Education</i>'s top-cited articles

Rangel, J. Cristian; Cartmill, Carrie; Martimianakis, Maria Athina; Kuper, Ayelet; Whitehead, Cynthia

doi:10.1111/medu.13349

Cited by 11 publications

(9 citation statements)

References 65 publications

(136 reference statements)

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“…For example, although accreditation processes set standards for educational programmes, how those programmes implement and operationalise those standards is enacted differently according to context. Pedagogical approaches such as team‐based learning ‘morph’ as they meet the local context of resources and policies and affordances during implementation . Even an online teaching module will be used very differently according to the social and cultural context in which it is implemented .…”

Section: Discussionmentioning

confidence: 99%

“…These diverging perspectives can result in a palpable yet underexplored tension between standardisation and contextual variability that plays out in many domains of medical education . We illustrate this tension by examining two areas of medical education: medical school admissions and competency‐based medical education.…”

Section: Contextualisation and Standardisationmentioning

confidence: 97%

“…28,29 These diverging perspectives can result in a palpable yet underexplored tension between standardisation and contextual variability that plays out in many domains of medical education. 30,31 We illustrate this tension by examining two areas of medical education: medical school admissions and competency-based medical education. We selected these two areas as they reflect the authors' practical experiences with managing the interplay between processes of standardisation and diversity of contextualisation.…”

Section: Contextualisation and Standardisationmentioning

confidence: 99%

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Embracing standardisation and contextualisation in medical education

et al. 2018

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Context The tensions that emerge between the universal and the local in a global world require continuous negotiation. However, in medical education, standardization and contextual diversity tend to operate as separate philosophies, with little attention to the interplay between them. Methods The authors synthesise the literature related to the intersections and resulting tensions between standardization and contextual diversity in medical education. In doing so, the authors analyze the interplay between these competing concepts in two domains of medical education (admissions and competency‐based medical education), and provide concrete examples drawn from the literature. Results Standardization offers many rewards: its common articulations and assumptions promote patient safety, foster continuous quality improvement, and enable the spread of best practices. Standardization may also contribute to greater fairness, equity, reliability and validity in high stakes processes, and can provide stakeholders, including the public, with tangible reassurance and a sense of the stable and timeless. At the same time, contextual variation in medical education can afford myriad learning opportunities, and it can improve alignment between training and local workforce needs. The inevitable diversity of contexts for learning and practice renders any absolute standardization of programs, experiences, or outcomes an impossibility. Conclusions The authors propose a number of ways to examine the interplay of contextual diversity and standardization and suggest three ways to move beyond an either/or stance. In reconciling the laudable goals of standardization and the realities of the innumerable contexts in which we train and deliver care, we are better positioned to design and deliver a medical education system that is globally responsible and locally engaged.

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Section: Discussionmentioning

confidence: 99%

Section: Contextualisation and Standardisationmentioning

confidence: 97%

Section: Contextualisation and Standardisationmentioning

confidence: 99%

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Embracing standardisation and contextualisation in medical education

et al. 2018

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“…In this issue of Medical Education, Rangel and colleagues provide an insightful review of scholarship within our discipline by examining a number of highly cited articles using critical discourse analysis . The highly cited articles were found to focus on three content areas: the use of problem‐based learning (PBL) and simulation as innovative pedagogies, and the assessment of knowledge, skills and attitudes.…”

mentioning

confidence: 99%

“…Whether this is the case partly depends on one's definition of efficiency: as Rangel et al . note, the definition being applied in the studies examined is rarely discussed. Aiming solely for technical efficiency (the production of the maximum possible output from the minimum quantity of inputs) is unlikely to be a sufficient defence within medical education.…”

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confidence: 99%