Medical Education Research in the Context of Translational Science

Santen, Sally A.; Deiorio, Nicole M.; Gruppen, Larry D.

doi:10.1111/acem.12040

Cited by 17 publications

(13 citation statements)

References 48 publications

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“…The majority of these apps were available on Android. The proportion of Apple-only apps in the sample represented their respective share of the cellular market of 28% at the time of data collection [49], albeit not the increased likelihood of iPhone users to download apps [50]. This distribution of apps documented in this study demonstrates increasing efforts from developers to provide apps for both Android and iPhone platforms.…”

Section: Discussionmentioning

confidence: 90%

“…Less than half of the apps that provided information on treatment included information about possible side effects and of treatment options. This deficiency might be explained by the reluctance of developers to include medical information due to paucity of clinical expertise involvement in development of mHealth [50]. However, extant literature documented the importance of such information for women with breast cancer [54], including availability of relatively easy-to-use decision tools [55].…”

Section: Discussionmentioning

confidence: 99%

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Content, Usability, and Utilization of Plain Language in Breast Cancer Mobile Phone Apps: A Systematic Analysis

Ginossar

Shah

West

et al. 2017

JMIR Mhealth Uhealth

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BackgroundBreast cancer is one of the leading contributors to preventable illness and death among women. Although mobile phone apps provide unprecedented opportunity to engage women along the cancer continuum, little is known about the availability, content, and usability of breast cancer mobile phone apps.ObjectiveThis study analyzed the content and adherence to literate design standards of all breast cancer-related apps available on the App Store and Google Play, as well as the relationship between their content, user ratings, and price.MethodsFollowing identification and downloading of all available breast cancer mobile phone apps in October 2015, 101 apps were confirmed as focusing on breast cancer. Based on prior research, we adapted and applied a content analysis scheme that was specific to breast cancer apps, including their main purpose, relevance to the cancer care continuum, and adherence to usability standards outlined by the Institute of Medicine (IOM).ResultsThe most common aim of apps was educational (73/101, 72.3%), followed by behavior change (24/101, 23.9%), fundraising (20/101, 19.8%), and advocacy (14/101, 13.9%). On the cancer continuum, primary prevention (strategies to prevent cancer cells from occurring) was mentioned in almost one-third of the apps (30/101, 29.7%). Less than half of the apps (46/101, 45.5%) presented information about mammography and/or breast clinical exam, and 53 apps (52.5%) discussed breast self-exam (which is no longer recommended). Symptoms of cancer prediagnosis, such as a lump, were discussed in almost half of the apps (48/101, 47.5%) and a similar number of apps included information about genetic risk for breast cancer (47/101, 46.5%). Information about breast cancer diagnosis was included in 42 apps (41.58%) and 43 (42.6%) apps discussed treatment options. Survivorship issues were addressed in 17 (16.8%) apps. Only one (1.0%) app discussed hospice. Adherence to usability recommendations was low. The median composite score was 3 (mean 2.60, SD 1.20) of the six recommended usability items. With eight plain language items, the median of the composite health literacy score was 5 (mean 5.06, SD 2.00). Most apps did not use easy-to-understand words (44/101, 43.6%) and few (24/101, 23.8%) defined key terms.ConclusionsCurrent breast cancer apps provide important information about breast cancer, but the most common topic covered is breast self-examination, a non-evidence-based screening strategy. Apps that focus on evidence-based strategies on the cancer continuum are needed, with a notable pressing need for apps that would address survivorship and end of life. Finally, developers of breast cancer apps should adhere to IOM standards to meet the needs of diverse populations and reduce current disparities.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Content, Usability, and Utilization of Plain Language in Breast Cancer Mobile Phone Apps: A Systematic Analysis

Ginossar

Shah

West

et al. 2017

JMIR Mhealth Uhealth

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“…5 Further, the Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" highlighted the importance of educational research, especially in the area of assessment of competencies. [6][7][8] Direct observation, global assessment, and objective structured clinical examinations (OSCE) are common tools used for resident evaluation. 5,9 While medical educators struggle to determine the utility of individual assessment tools, 7,8,10 van der Vleuten and Schuwirth's 11 work suggests that it is most important to develop a program of assessment with multiple low-stakes assessments.…”

mentioning

confidence: 99%

Programmatic Assessment of Level 1 Milestones in Incoming Interns

Hauff

Hopson

Losman

et al. 2014

Academic Emergency Medicine

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Objectives: With the Accreditation Council for Graduate Medical Education (ACGME) Next Accreditation System, emergency medicine (EM) residency programs will be required to report residents' progress through the EM milestones. The milestones include five progressively advancing skill levels, with Level 1 defining the skill set of a medical school graduate and Level 5, that of an attending physician. The ACGME stresses that multiple forms of assessment should be used to ensure capture of the multifaceted competencies. The objective of this study was to determine the feasibility and results of programmatic assessment of Level 1 milestones using multisource assessments for incoming EM interns in July. Methods:The study population was interns starting in 2012 and 2013. Interns' Level 1 milestone assessment was done with four distinct methods: 1) the postgraduate orientation assessment (POA) by the Graduate Medical Education Office for all incoming interns (this multistation examination covers nine of the EM milestones and includes standardized patient cases, task completion, and computer-based stations); 2) direct observation of patient encounters by core faculty using a milestones-based clinical skills competency checklist; 3) the global monthly assessment at the end of the intern orientation month that was updated to reflect the EM milestones; and 4) faculty assessment during procedural labs. These occurred during the July orientation month that included the POA, clinical shifts, didactic sessions, and procedure labs.Results: In the POA, interns were competent in 48% to 93% of the milestones assessed. Overall, competency was 70% to 80%, with low scores noted in aseptic technique (patient care Milestone 13 [PC13]) and written and verbal hand-off (interpersonal communications skills [ICS]2). In overall communication, 70% of interns demonstrated competency. In excess of 80% demonstrated competency in critical values interpretation (PC3), informed consent (PC9), pain assessment (PC11), and geriatric functional assessment (PC3). On direct observation, almost all Level 1 milestones were achieved (93% to 100%); however, only 78% of interns achieved competency in pharmacotherapy (PC5). On global monthly evaluations, all interns met Level 1 milestones.Conclusions: A multisource assessment of EM milestones is feasible and useful to determine Level 1 milestones achievement for incoming interns. A structured assessment program, used in conjunction with more traditional forms of evaluation such as global monthly evaluations and direct observation, is useful for identifying deficits in new trainees and may be able inform the creation of early intervention programs.ACADEMIC EMERGENCY MEDICINE 2014;21:694-698

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“…One goal of education research is to disseminate educational practices 3. Many articles have been widely disseminated despite not being highly cited.…”

Section: Discussionmentioning

confidence: 99%

“…Second, it provides researchers with information on which topic areas, journals, and research methods tend to be more highly cited. This indicates not only the quality of the research but also the translational impact of the work 3. Third, as funding for medical education research is difficult, by evaluating the funding sources of highly cited articles, this type of examination allows researchers to identify sources of potential funding.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of the Top-cited Articles in Emergency Medicine Education Literature

Munzer¹,

Love²,

Shipman³

et al. 2017

WestJEM

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IntroductionDissemination of educational research is critical to improving medical education, promotion of faculty and ultimately patient care. The objective of this study was to identify the top 25 cited education articles in the emergency medicine (EM) literature and the top 25 cited EM education articles in all journals, as well as report on the characteristics of the articles.MethodsTwo searches were conducted in the Web of Science in June 2016 using a list of education-related search terms. We searched 19 EM journals for education articles as well as all other literature for EM education-related articles. Articles identified were reviewed for citation count, article type, journal, authors, and publication year.ResultsWith regards to EM journals, the greatest number of articles were classified as articles/reviews, followed by research articles on topics such as deliberate practice (cited 266 times) and cognitive errors (cited 201 times). In contrast in the non-EM journals, research articles were predominant. Both searches found several simulation and ultrasound articles to be included. The most common EM journal was Academic Emergency Medicine (n = 18), and Academic Medicine was the most common non-EM journal (n=5). A reasonable number of articles included external funding sources (6 EM articles and 13 non-EM articles.)ConclusionThis study identified the most frequently cited medical education articles in the field of EM education, published in EM journals as well as all other journals indexed in Web of Science. The results identify impactful articles to medical education, providing a resource to educators while identifying trends that may be used to guide EM educational research and publishing efforts.

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Medical Education Research in the Context of Translational Science

Cited by 17 publications

References 48 publications

Content, Usability, and Utilization of Plain Language in Breast Cancer Mobile Phone Apps: A Systematic Analysis

Content, Usability, and Utilization of Plain Language in Breast Cancer Mobile Phone Apps: A Systematic Analysis

Programmatic Assessment of Level 1 Milestones in Incoming Interns

An Analysis of the Top-cited Articles in Emergency Medicine Education Literature

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