Knowledge Translation for Education Journals in the Digital Age

Simpson, Deborah; Sullivan, Gail M.

doi:10.4300/jgme-d-15-00229.1

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…With estimates that 1 out of 3 patients receive care that does not comply with current scientific evidence, 1 the provision of evidence-based care is a key challenge. [2][3][4] Medical educators are also grappling with this gap, [4][5][6][7] and calls for reforms of medical education are at least a century old. 7 For instance, following decades-long efforts to teach patient safety and quality improvements and identification of best practices, 8 dissemination of such programs is lacking.…”

Section: Introductionmentioning

confidence: 99%

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Ginossar

Heckman

Cragun

et al. 2018

Journal of Medical Education and Curricular Development

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Background:Physicians are charged with implementing evidence-based medicine, yet few are trained in the science of Dissemination and Implementation (D&I). In view of the potential of evidence-based training in D&I to help close the gap between research and practice, the goal of this review is to examine the importance of D&I training in medical education, describe challenges to implementing such training, and provide strategies and resources for building D&I capacity.Methods:We conducted (1) a systematic review to identify US-based D&I training efforts and (2) a critical review of additional literature to inform our evaluation of the challenges and opportunities of integrating D&I training in medical education.Results:Out of 269 unique articles reviewed, 11 described US-based D&I training. Although vibrant and diverse training opportunities exist, their capacity is limited, and they are not designed to meet physicians’ needs. Synthesis of relevant literature using a critical review approach identified challenges inherent to changing medical education, as well as challenges related to D&I science. Finally, selected strategies and resources are available for facilitating incorporation of D&I training into medical education and overcoming existing challenges.Conclusions:Integrating D&I training in the medical education curriculum, and particularly in residency and fellowship training, holds promise for bridging the chasm between scientific discoveries and improved patient care and outcomes. However, unique challenges should be addressed, including the need for greater evidence.

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Section: Introductionmentioning

confidence: 99%

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Ginossar

Heckman

Cragun

et al. 2018

Journal of Medical Education and Curricular Development

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“… Measurement of teaching impact should account for geography and the extent of dissemination. In the era of FOAM, use of social media analytics and altmetrics can be used to measure the exposure of learners to educational material Educators may find it helpful to follow the portfolio format often used by CEs.…”

Section: Domain I: Teachingmentioning

confidence: 99%

Scholarship by the Clinician‐Educator in Emergency Medicine

Franzen

Cooney

Chan

et al. 2018

AEM Education and Training

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Emergency medicine (EM) continues to grow as an academic specialty. Like most specialties, a large number of academic emergency physicians are focused on education of our graduate student learners. For promotion, clinician-educators (CEs) are required to produce scholarly work and disseminate knowledge. Although promotion requirements may vary by institution, scholarly work is a consistent requirement. Due to the clinical constraints of working in the emergency department, the unique interactions emergency physicians have with their learners, and early adoption of alternative teaching methods, EM CEs' scholarly work may not be adequately described in a traditional curriculum vitae. Using a rubric of established domains around the academic work of CEs, this article describes some of the ways EM educators address these domains. The aim of the article is to provide a guide for academic department leadership, CEs, and promotion committees about the unique ways EM has addressed the work of the CE.

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“…The focus group question guide (Supplemental Material, Supplemental Table 1) was developed on the basis of a literature review (4,5,9,10,18,20,(24)(25)(26) and team discussion. Before the focus groups, participants received a link to selected CJASN articles, podcasts, and visual abstracts, and they were also asked to reflect on consuming information published in other biomedical journals.…”

Section: Data Collectionmentioning

confidence: 99%

“…Many biomedical journals have broadened their dissemination strategies to include email alerts, online e-prints, visual abstracts, mobile applications, podcasts, and YouTube as well as the use of social media platforms, such as Twitter and Facebook, to amplify communication of scientific work (4,5,(9)(10)(11)(12)(13). Recent studies indicate that articles on Twitter are three times more likely to be downloaded compared with those that were not featured, although these articles were selected for dissemination and may be biased to the interest of the readership (14).…”

Section: Introductionmentioning

confidence: 99%

Young Kidney Professionals’ Perspectives and Attitudes about Consuming Scientific Information

Tong

Crews

Schell

et al. 2018

CJASN

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The digital era has seen rapid changes in how information is consumed. Traditional dissemination of scholarly work through biomedical journals may not be optimally tailored to the preferences of younger clinicians and researchers. We aimed to describe the perspectives of young clinicians and researchers in kidney disease on consuming scientific information. Three focus groups were conducted during the 2017 American Society of Nephrology Kidney Week with a total of 29 nephrologists and researchers (ages 40 years old and younger) purposively sampled through our networks and the American Society of Nephrology registration database. Data were analyzed thematically. Of the 72 participants invited, 29 participated from 28 centers across 13 countries. Five themes were identified: capturing and retaining attention (with subthemes of triggering interest, optimizing readability, and navigation to sustain motivation); having discernible relevance (resonating with clinical and research interests, supporting professional development, action-oriented and readily applicable, able to disseminate, contextualizing the study, and filtering out informational noise); immediacy and efficiency in processing information (requiring instantaneous and easy access, enabling rapid understanding, and facilitating comprehension of complex concepts); trusting legitimate and credible sources (authoritative indicator of importance and quality, reputable experts broadening perspective, certainty and confidence with collegial input, accurate framing and translation of the message, ascertaining methodologic detail and nuances, and integrating the patient perspective); and social dialoguing and debate. Immediate and digitally optimized access motivated young kidney professionals to consume scientific information. Mechanisms that enable them to distil relevant and new evidence, appraise and apply information to clinical practice and research, disseminate studies to colleagues, and engage in discussion and debate may enhance their comprehension, confidence, interpretation, and use of scientific literature.

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Knowledge Translation for Education Journals in the Digital Age

Cited by 4 publications

References 9 publications

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Bridging the Chasm: Challenges, Opportunities, and Resources for Integrating a Dissemination and Implementation Science Curriculum into Medical Education

Scholarship by the Clinician‐Educator in Emergency Medicine

Young Kidney Professionals’ Perspectives and Attitudes about Consuming Scientific Information

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