scholarly journals Knowledge syntheses in medical education: Examining author gender, geographic location, and institutional affiliation

2021 ◽  
Author(s):  
Lauren A. Maggio ◽  
Anton Ninkov ◽  
Joseph A. Costello ◽  
Erik W. Driessen ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Geographic Location ◽  
The United States ◽  
Evidence Base ◽  
Knowledge Synthesis ◽  
Middle Income ◽  
University Of Toronto ◽  
Middle Income Countries ◽  
The United Kingdom ◽  
The University

ABSTRACTPurposeAuthors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. Therefore, to better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution.MethodIn 2020, the authors conducted a case study of authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals using a publicly accessible dataset.ResultsThe authors of the present study identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD=2.51, Median=4, Range=1-22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M=1.80 in 1999; M=5.34 in 2019). Knowledge syntheses were authored by slightly more females (n=2047; 50.5%) than males (n=2005; 49.5%) across all author positions (Pearson X2=22.02, p<.001). Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries (LMIC). Authors from the United States (n=366; 38%), Canada (n=233; 24%), and the United Kingdom (n=180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from the University of Toronto (n=55, 6%) and the Mayo Clinic (n=31, 3%). Across all authorship positions, the large majority of knowledge syntheses (n=753; 78%) included authors at top 200 ranked institutions.ConclusionsKnowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of knowledge syntheses in medical education.

scholarly journals Knowledge syntheses in medical education: Meta-research examining author gender, geographic location, and institutional affiliation

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258925
Author(s):  
Lauren A. Maggio ◽  
Anton Ninkov ◽  
Joseph A. Costello ◽  
Erik W. Driessen ◽  
Anthony R. Artino
Keyword(s):  
Medical Education ◽  
Geographic Location ◽  
The United States ◽  
Evidence Base ◽  
Knowledge Synthesis ◽  
Middle Income ◽  
University Of Toronto ◽  
Middle Income Countries ◽  
Gender Parity ◽  
The United Kingdom

Introduction Authors of knowledge syntheses make many subjective decisions during their review process. Those decisions, which are guided in part by author characteristics, can impact the conduct and conclusions of knowledge syntheses, which assimilate much of the evidence base in medical education. To better understand the evidence base, this study describes the characteristics of knowledge synthesis authors, focusing on gender, geography, and institution. Methods In 2020, the authors conducted meta-research to examine authors of 963 knowledge syntheses published between 1999 and 2019 in 14 core medical education journals. Results The authors identified 4,110 manuscript authors across all authorship positions. On average there were 4.3 authors per knowledge synthesis (SD = 2.51, Median = 4, Range = 1–22); 79 knowledge syntheses (8%) were single-author publications. Over time, the average number of authors per synthesis increased (M = 1.80 in 1999; M = 5.34 in 2019). Knowledge syntheses were authored by slightly more females (n = 2047; 50.5%) than males (n = 2005; 49.5%) across all author positions. Authors listed affiliations in 58 countries, and 58 knowledge syntheses (6%) included authors from low- or middle-income countries. Authors from the United States (n = 366; 38%), Canada (n = 233; 24%), and the United Kingdom (n = 180; 19%) published the most knowledge syntheses. Authors listed affiliation at 617 unique institutions, and first authors represented 362 unique institutions with greatest representation from University of Toronto (n = 55, 6%). Across all authorship positions, the large majority of knowledge syntheses (n = 753; 78%) included authors from institutions ranked in the top 200 globally. Conclusion Knowledge synthesis author teams have grown over the past 20 years, and while there is near gender parity across all author positions, authorship has been dominated by North American researchers located at highly ranked institutions. This suggests a potential overrepresentation of certain authors with particular characteristics, which may impact the conduct and conclusions of medical education knowledge syntheses.

NetLab

2012 ◽  
pp. 42-63 ◽  
Author(s):  
Dimitrina Dimitrova ◽  
Barry Wellman
Keyword(s):  
United States ◽  
Social Networks ◽  
Social Media ◽  
New Media ◽  
Communication Networks ◽  
The United States ◽  
University Of Toronto ◽  
The United Kingdom ◽  
Job Searches ◽  
The University

This chapter discusses NetLab -- an interdisciplinary scholarly network studying the intersection of social networks, communication networks, and computer networks. Although centered at the University of Toronto, NetLab members come from across Canada and the United States as well as from Chile, Hungary, Israel, Japan, Norway, Portugal, and the United Kingdom. NetLab has developed since 2000 from an informal network of collaborators into a far-flung virtual laboratory. Its research focuses on the interplay between social and technological links, including the understanding of social capital in job searches and business settings, new media and community, Internet and personal relations, social media, households, networked organizations, and knowledge transfer in research networks.

Workers, Unions, and Development in Africa

1973 ◽  
Vol 11 (3) ◽  
pp. 455-458
Author(s):  
Richard Sandbrook
Keyword(s):  
International Development ◽  
Political Development ◽  
The United States ◽  
International Studies ◽  
University Of Toronto ◽  
Class A ◽  
The United Kingdom ◽  
National Office ◽  
Union Leaders ◽  
The University

The International Studies Programme of the University of Toronto sponsored a conference on this topic from 6 to 8 April 1973, with participants not only from Canada, but also from Tanzania, Kenya, Nigeria, South Africa, the Netherlands, the United Kingdom, and the United States. The main aim was to assess the extent to which both radical and liberal writers are correct in ascribing to the working class a fairly passive rôle in Africa's economic and political development. In selecting the 13 papers for presentation, an attempt was made to provide a balanced coverage of Africa south of the Sahara, although Nigeria justifiably received the greatest attention. The discussions were particularly rewarding because of the presence of seven scholars and trade union leaders from West and East Africa, as well as a number of Canadian union officials who had served as advisers in Africa. The attendance of such an array of expertise was only possible because of the generosity of the University of Toronto, the Canada Council, the Canadian International Development Agency, and the Canadian National Office of the United Steelworkers of America.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

scholarly journals Substance Use Disorder: A Model for Integration in Undergraduate Medical Education

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Haritha Pavuluri ◽  
Nicolas Poupore ◽  
William Michael Schmidt ◽  
Samantha Gabrielle Boniface ◽  
Meenu Jindal ◽  
...  
Keyword(s):  
Medical Education ◽  
Substance Use ◽  
South Carolina ◽  
Substance Use Disorder ◽  
The United States ◽  
University Of South Carolina ◽  
Community Recovery ◽  
School Of Medicine ◽  
Treatment Gaps ◽  
The University

Substance Use Disorder (SUD) is a debilitating chronic illness with significant morbidity and mortality across the United States. The AAMC and LCME have supported the efforts for more effective medical education of SUD to address the existing stigma, knowledge, and treatment gaps. The Coronavirus 2019 (COVID-19) pandemic and associated social, economic, and behavioral impacts have added to this urgency. The University of South Carolina School of Medicine Greenville (USCSOMG), in collaboration with community organizations, has successfully implemented an integrated SUD education curriculum for medical students. Students learn about SUD in basic sciences, receive case-based education during clinical exercises, and are provided the opportunity to become a recovery coach and participate in the patient and family recovery meetings through this curriculum during preclinical years. During the clinical years, SUD education is enhanced with exposure to Medication for Addition Treatment (MAT). Students also partake in the care coordination of patients with SUD between the hospital and community recovery organizations. All students receive MAT waiver training in their final year and are prepared to prescribe treatment for SUD upon graduation. The experiences in this integrated curriculum integration can perhaps assist other organizations to implement similar components and empower the next generation of physicians to be competent and effective in treating patients with SUD.

scholarly journals The burgeoning role of global health diplomacy to alleviate suffering of cancer patients in low- and middle-income countries

2020 ◽  
Vol 12 (3) ◽  
pp. 231-233
Author(s):  
Melissa Adomako ◽  
Alaei Kamiar ◽  
Abdulla Alshaikh ◽  
Lyndsay S Baines ◽  
Desiree Benson ◽  
...  
Keyword(s):  
Global Health ◽  
Evidence Base ◽  
International Affairs ◽  
Global Health Diplomacy ◽  
Middle Income ◽  
Middle Income Countries ◽  
Health Diplomacy ◽  
Health Practitioners ◽  
And Control ◽  
Low And Middle Income

Abstract The science of global health diplomacy (GHD) consists of cross-disciplinary, multistakeholder credentials comprised of national security, public health, international affairs, management, law, economics and trade policy. GHD is well placed to bring about better and improved multilateral stakeholder leverage and outcomes in the prevention and control of cancer. It is important to create an evidence base that provides clear and specific guidance for health practitioners in low- and middle-income countries (LMICs) through involvement of all stakeholders. GHD can assist LMICs to negotiate across multilateral stakeholders to integrate prevention, treatment and palliative care of cancer into their commercial and trade policies.

scholarly journals The academic productivity and impact of the University of Toronto Neurosurgery Program as assessed by manuscripts published and their number of citations

2015 ◽  
Vol 123 (3) ◽  
pp. 561-570 ◽  
Author(s):  
Christopher S. Lozano ◽  
Joseph Tam ◽  
Abhaya V. Kulkarni ◽  
Andres M. Lozano
Keyword(s):  
The United States ◽  
Published Data ◽  
Full Time ◽  
Gini Coefficients ◽  
Academic Activity ◽  
University Of Toronto ◽  
Number Of Publications ◽  
The University ◽  
Number Of Citations ◽  
The Impact

OBJECT Recent works have assessed academic output across neurosurgical programs using various analyses of accumulated citations as a proxy for academic activity and productivity. These assessments have emphasized North American neurosurgical training centers and have largely excluded centers outside the United States. Because of the long tradition and level of academic activity in neurosurgery at the University of Toronto, the authors sought to compare that program's publication and citation metrics with those of established programs in the US as documented in the literature. So as to not rely on historical achievements that may be of less relevance, they focused on recent works, that is, those published in the most recent complete 5-year period. METHODS The authors sought to make their data comparable to existing published data from other programs. To this end, they compiled a list of published papers by neurosurgical faculty at the University of Toronto for the period from 2009 through 2013 using the Scopus database. Individual author names were disambiguated; the total numbers of papers and citations were compiled on a yearly basis. They computed a number of indices, including the ih(5)-index (i.e., the number of citations the papers received over a 5-year period), the summed h-index of the current faculty over time, and a number of secondary measures, including the ig(5), ie(5), and i10(5)-indices. They also determined the impact of individual authors in driving the results using Gini coefficients. To address the issue of author ambiguity, which can be problematic in multicenter bibliometric analyses, they have provided a source dataset used to determine the ih(5) index for the Toronto program. RESULTS The University of Toronto Neurosurgery Program had approximately 29 full-time surgically active faculty per year (not including nonneurosurgical faculty) in the 5-year period from 2009 to 2013. These faculty published a total of 1217 papers in these 5 years. The total number of citations from these papers was 13,434. The ih(5)-index at the University of Toronto was 50. CONCLUSIONS On the basis of comparison with published bibliometric data of US programs, the University of Toronto ranks first in terms of number of publications, number of citations, and ih(5)-index among neurosurgical programs in North America and most likely in the world.

scholarly journals Acculturation Challenges Faced by Malaysian Muslim Students Studying Abroad

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Siti Nor Aisyah Akhwan ◽  
Dharatun Nissa Puad Mohd Kari ◽  
Salleh Amat ◽  
Mohd Izwan Mahmud ◽  
Abu Yazid Abu Bakar ◽  
...  
Keyword(s):  
The United States ◽  
Future Research ◽  
Ministry Of Education ◽  
Muslim Students ◽  
Studying Abroad ◽  
The United Kingdom ◽  
Multicultural Counselling ◽  
America South ◽  
The University ◽  
Malaysian Students

Every year, thousands of Malaysian students are sent to study abroad by the Ministry of Education Malaysia (MOE) which causes several underestimated stress, especially those faced by the Muslims. This qualitative study aimed to explore the challenges of acculturation among Malaysian Muslim students studying abroad. The researchers adopted a phenomenological design approach to develop in-depth understanding of the topic. The six respondents in the study were former Malaysian students studying in Australia, the United States of America, South Korea, India, Jordan, and the United Kingdom. The respondents were interviewed, and the interview protocol guided the interview until the data reached saturation. The data obtained were analyzed in stages, starting with descriptive coding, topic coding, analytical coding, and themes identification. This process was done using Atlas. ti 8 software. The main findings highlight two research themes: the challenges to expose Islamic identity and practicing the Islamic lifestyle. Findings also suggest that Malaysian Muslim students should consider improving Islamic knowledge as it reflects the impressions of other religions on Muslims as a whole. This study’s findings are important for the student sponsorship and student welfare section of the university in providing an appropriate counselling program for international students dealing with acculturation issues. We also suggest that future research explore acculturation challenges to identify the holistic need of the multicultural counselling service.

scholarly journals Global neurosurgery: a scoping review detailing the current state of international neurosurgical outreach

2020 ◽  
pp. 1-9
Author(s):  
Anthony T. Fuller ◽  
Ariana Barkley ◽  
Robin Du ◽  
Cyrus Elahi ◽  
Ali R. Tafreshi ◽  
...  
Keyword(s):  
Scoping Review ◽  
Data Extraction ◽  
Medical Personnel ◽  
The United States ◽  
Middle Income ◽  
Middle Income Countries ◽  
Gray Literature ◽  
Current State ◽  
Study Selection ◽  
Research And Education

OBJECTIVEGlobal neurosurgery is a rapidly emerging field that aims to address the worldwide shortages in neurosurgical care. Many published outreach efforts and initiatives exist to address the global disparity in neurosurgical care; however, there is no centralized report detailing these efforts. This scoping review aims to characterize the field of global neurosurgery by identifying partnerships between high-income countries (HICs) and low- and/or middle-income countries (LMICs) that seek to increase neurosurgical capacity.METHODSA scoping review was conducted using the Arksey and O’Malley framework. A search was conducted in five electronic databases and the gray literature, defined as literature not published through traditional commercial or academic means, to identify studies describing global neurosurgery partnerships. Study selection and data extraction were performed by four independent reviewers, and any disagreements were settled by the team and ultimately the team lead.RESULTSThe original database search produced 2221 articles, which was reduced to 183 final articles after applying inclusion and exclusion criteria. These final articles, along with 9 additional gray literature references, captured 169 unique global neurosurgery collaborations between HICs and LMICs. Of this total, 103 (61%) collaborations involved surgical intervention, while local training of medical personnel, research, and education were done in 48%, 38%, and 30% of efforts, respectively. Many of the collaborations (100 [59%]) are ongoing, and 93 (55%) of them resulted in an increase in capacity within the LMIC involved. The largest proportion of efforts began between 2005–2009 (28%) and 2010–2014 (17%). The most frequently involved HICs were the United States, Canada, and France, whereas the most frequently involved LMICs were Uganda, Tanzania, and Kenya.CONCLUSIONSThis review provides a detailed overview of current global neurosurgery efforts, elucidates gaps in the existing literature, and identifies the LMICs that may benefit from further efforts to improve accessibility to essential neurosurgical care worldwide.

Could massive open online courses improve health and medical education?

2018 ◽  
Vol 26 (1) ◽  
pp. 61-63 ◽  
Author(s):  
Stefanie Schütte ◽  
Sophie-Hélène Goulet-Ebongue ◽  
Khamsa Habouchi
Keyword(s):  
Medical Education ◽  
Health Care Professionals ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Special Focus ◽  
Massive Open Online ◽  
Middle Income ◽  
The Public ◽  
Middle Income Countries ◽  
Technological Advances

Abstract Technological advances during the last decade have provided novel opportunities for development of health and medical education. Education of health care professionals by massive open online courses (MOOCs) has been suggested in order to improve care and treatment of patients and the health literacy of the public. This article discusses the strengths, weaknesses, opportunities and threats of MOOCs in health and medical education by taking a special focus on low and middle-income countries.

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