Literature reviews in the health professions: It's all about the theory

Wong, Geoff

doi:10.1111/medu.12964

Cited by 4 publications

(2 citation statements)

References 4 publications

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“…Conceptual frameworks are also essential in interpreting the results. Their interdependent relationship is underscored by the fact that results are interpreted in light of the existing theories and conversely, existing boundaries of the theoretical framework may limit interpretation of the findings (Wong, 2016). For instance, in the field of observationbased assessments, there is a gradual theoretical shift from a more psychometric (based on large numbers of random elements) to a more expert judgement (based on fewer observation of well-informed opinions) framework (Hodges, 2013) A.…”

Section: Introductionmentioning

confidence: 99%

Determinants of clarification research purpose in medical education research: A systematic review

Lim¹,

Tham²,

Adzahar³

et al. 2017

TAPS

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Background: Medical education research should aspire to illuminate the field beyond description ("What was done?") and justification ("Did it work?") research purposes to clarification studies that address "Why or how did it work?" questions. We aim to determine the frequency of research purpose in both experimental and non-experimental studies, and ascertain the predictors of clarification purpose among medical education studies presented at the 2012 Asia Pacific Medical Education Conference (APMEC). Methods: We conducted a systematic review of all eligible original research abstracts from APMEC 2012. Abstracts were classified as descriptive, justification or clarification using the framework of Cook 2008. We collected data on research approach (Ringsted et al., 2011), Kirkpatrick's learner outcomes, statement of study aims, presentation category, study topic, professional group, and number of institutions involved. Significant variables from bivariate analysis were included in logistic regression analyses to ascertain the determinants of clarification studies. Results: Our final sample comprised 186 abstracts. Description purpose was the most common (65.6%), followed by justification (21.5%) and clarification (12.9%). Clarification studies were more common in non-experimental than experimental studies (18.3% vs 7.5%). In multivariate analyses, the presence of a clear study aim (OR: 5.33, 95% CI 1.17-24.38) and nondescriptive research approach (OR: 4.70, 95% CI 1.50-14.71) but not higher Kirkpatrick's outcome levels predicted clarification studies. Conclusion: Only one-eighth of studies have a clarification research purpose. A clear study aim and non-descriptive research approach each confers a five-fold greater likelihood of a clarification purpose, and are potentially remediable areas to advance medical education research in the Asia-Pacific.

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Section: Introductionmentioning

confidence: 99%

Determinants of clarification research purpose in medical education research: A systematic review

Lim¹,

Tham²,

Adzahar³

et al. 2017

TAPS

View full text Add to dashboard Cite

show abstract

“…In addition to commentaries on the individual articles, we have also invited three well‐known ‘art critics’ (i.e. individuals who have built their academic reputations in part upon their critical analyses of review methodologies) to facilitate our tour by offering overarching thoughts on the purposes of and strategies for reviewing literature in effective, meaningful and insightful ways . We hope you enjoy your visit to the gallery and, if you do, please tell a friend and purchase a souvenir in the gift shop as you exit.…”

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confidence: 99%

The editorial term of Professor Henry Walton (Volumes 10-31)

Eva¹

2016

Med Educ

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Survey-based experiential learning as a new approach to strengthening non-technical skills in LMIC health care settings

et al. 2021

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Background This study outlines key aspects of professional development among health professionals in low- and middle-income countries (LMIC). LMICs need support in developing their continuing medical education, and non-technical skills (NTS) that have been neglected in this respect. Given the nature of NTS, educational methods should be used experientially. This study aims to explore an interactive educational approach to increase NTS among health care professionals in an LMIC setting. Methods A design-based research approach was applied to develop an educational method. Key NTS concepts were identified, which directed the selection of research-based surveys. A series of workshops was designed in which a survey-based experiential approach was developed. The educational process followed a pattern of individual reflection, small group discussion and relating the concepts to the local practice in a wider group. Results An approach to increase NTS in LMIC settings emerged in iterative development through conducting workshops with health care teams in the Balkans. The topics could be grouped into individual, team, and organisational dimensions. The approach can be described as survey-based experiential learning involving steps in recurring interaction with participants. The steps include identifying concepts in individual, team and organization dimensions and contextualising them using experiential learning on the individual and group levels. Conclusion An overarching approach has been developed that addresses NTS in an LMIC setting. The survey-based experiential learning approach can be beneficial for raising professional awareness and the development of sustainable healthcare settings in LMICs.

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Literature reviews in the health professions: It's all about the theory

Cited by 4 publications

References 4 publications

Determinants of clarification research purpose in medical education research: A systematic review

Determinants of clarification research purpose in medical education research: A systematic review

The editorial term of Professor Henry Walton (Volumes 10-31)

Survey-based experiential learning as a new approach to strengthening non-technical skills in LMIC health care settings

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