An Annotated Bibliography of Key Studies in Medical Education in 2019: Applying the Current Literature to Educational Practice and Scholarship

Abstract Background A rapidly evolving body of literature in medical education can impact the practice of clinical educators in graduate medical education. Objective To aggregate studies published in the medical education literature in 2011 to provide teachers in general internal medicine with an overview of the current, relevant medical education literature. Review We systematically searched major medical education journals and the general clinical literature for medical education studies with sound design and relevance to the educational practice of graduate medical education teachers. We chose 12 studies, grouped into themes, using a consensus method, and critiqued these studies. Results Four themes emerged. They encompass (1) learner assessment, (2) duty hour limits and teaching in the inpatient setting, (3) innovations in teaching, and (4) learner distress. With each article we also present recommendations for how readers may use them as resources to update their clinical teaching. While we sought to identify the studies with the highest quality and greatest relevance to educators, limitation of the studies selected include their single-site and small sample nature, and the frequent lack of objective measures of outcomes. These limitations are shared with the larger body of medical education literature. Conclusions The themes and the recommendations for how to incorporate this information into clinical teaching have the potential to inform the educational practice of general internist educators as well as that of teachers in other specialties.

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The impact of cme an annotated bibliography assessing the effect of continuing medical education strategies on the program perception, competence and performance of physicians and on patient outcomes.

Möbius A Journal for Continuing Education Professionals in Health Sciences ◽

10.1002/chp.4760060212 ◽

1986 ◽

Vol 6 (2) ◽

pp. 59-62

Author(s):

Larry Chambers ◽

Dave Davis ◽

Caroline Dok ◽

Eva Feidman ◽

Beth Mangenelli ◽

...

Keyword(s):

Medical Education ◽

Patient Outcomes ◽

Continuing Medical Education ◽

Annotated Bibliography ◽

And Performance ◽

The Impact

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Transfusion medicine in medical education: an analysis of curricular grids in Brazil and a review of the current literature

Revista Brasileira de Hematologia e Hemoterapia ◽

10.1016/j.bjhh.2016.05.013 ◽

2016 ◽

Vol 38 (3) ◽

pp. 252-256 ◽

Cited By ~ 6

Author(s):

Marcella Martins de Vasconcelos Vaena ◽

Vinicius Cotta-de-Almeida ◽

Luiz Anastacio Alves

Keyword(s):

Medical Education ◽

Current Literature ◽

Transfusion Medicine

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Exploring the Role of Pharmacists in Medical Student Training for the Prescribing Safety Assessment

10.20944/preprints201806.0147.v1 ◽

2018 ◽

Author(s):

Fay Al-Kudhairi ◽

Reem Kayyali ◽

Vilius Savickas ◽

Neel Sharma

Keyword(s):

Medical Education ◽

Medical Student ◽

Safety Assessment ◽

Medical Training ◽

Educational Practice ◽

Added Value ◽

Prescribing Practice ◽

Student Training ◽

The Uk ◽

Study Participants

Five years after the introduction of the Prescribing Safety Assessment (PSA) in the UK, the role pharmacists play to help prepare medical students for this challenge is uncertain. Our study explored pharmacists’ perceptions about their role in undergraduate medical training for the Prescribing Safety Assessment (PSA). Study participants were emailed a qualitative questionnaire aimed at ascertaining their current involvement in undergraduate medical education, particularly the preparation for PSA. Responses received were thematically-analysed. A total of 27 UK hospital pharmacists and 3 pharmacists from local education and training boards completed the questionnaire. Pharmacists were positive about their involvement in medical student training, recognising the added value they could provide in prescribing practice. However, respondents expressed concerns in relation to resource availability and the need for formal educational practice mentoring. This research highlights the potential value of pharmacists’ input into medical education and the need for a discussion on strategies to expand this role to maximise the benefit from pharmacist skill mix in teaching safe prescribing.

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An Examination of Resident Perspectives on Survey Participation and Methodology: Implications for Educational Practice and Research

Journal of Graduate Medical Education ◽

10.4300/jgme-d-20-01431.1 ◽

2021 ◽

Vol 13 (3) ◽

pp. 390-403

Author(s):

Colleen Y. Colbert ◽

Andrei Brateanu ◽

Amy S. Nowacki ◽

Allison Prelosky-Leeson ◽

Judith C. French

Keyword(s):

Medical Education ◽

Content Analysis ◽

Survey Methodology ◽

Survey Design ◽

Medical Center ◽

Academic Medical Center ◽

Educational Practice ◽

Program Evaluations ◽

Academic Medical ◽

Survey Participation

ABSTRACT Background In medical education, self-administered questionnaires are used to gather information for needs assessments, innovation projects, program evaluations, and research studies. Despite the importance of survey methodology, response rates have declined for years, especially for physicians. Objective This study explored residents' experiences with survey participation and perceptions of survey design and implementation. Methods In 2019, residents at a large Midwestern academic medical center were recruited via email to participate in mixed specialty focus groups (FGs). Narrative comments were recorded, transcribed, and then analyzed via conventional content analysis, utilizing cognitive sociology as a conceptual framework. Themes and subthemes were generated iteratively. Results Postgraduate year 1–4 residents (n = 33) from internal medicine, surgery, and neurology participated in 7 FGs (3–7 participants/group) from April–May 2019. Eight themes were generated during content analysis: Negative emotions, professionalism, accuracy, impact, survey design/implementation, biases, survey fatigue, and anonymity. Residents questioned the accuracy of survey data, given the tendency for self-selection to drive survey participation. Residents wanted survey participation to be meaningful and reported non-participation for a variety of reasons, including doubts over impact. Satisficing and breakoffs were commonly reported. Conclusions Though residency program cultures differ across institutions, the findings from this study, including potential barriers to survey participation, should be relevant to anyone in graduate medical education using survey methodology for programmatic data collection, accreditation, and research purposes.

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