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BMC Med Educ. 2015 Apr 18;15:79. doi: 10.1186/s12909-015-0350-1.

A scoping review of medical education research in family medicine.

Author information

1
Department of Family and Community Medicine, University of Toronto, 500 University Avenue, 5th Floor, M5G 1V7, Toronto, ON, Canada. fiona.webster@utoronto.ca.
2
Department of Family and Community Medicine, University of Toronto, 500 University Avenue, 5th Floor, M5G 1V7, Toronto, ON, Canada. paul.krueger@utoronto.ca.
3
Health and BioSciences, Reference Services, Carlton University, 1125 Colonel By Drive, K1S 5B6, Ottawa, ON, Canada. heather.macdonald@carleton.ca.
4
Department of Family Medicine, University of Ottawa, 43 Bruyere Street, Floor 3JB, K1N 5C8, Ottawa, ON, Canada. DArchibald@bruyere.org.
5
Department of Family and Community Medicine, University of Toronto, 500 University Avenue, 5th Floor, M5G 1V7, Toronto, ON, Canada. deanna.telner@utoronto.ca.
6
Institute of Health Policy, Management and Evaluation, University of Toronto, 155 College Street, 4th Floor, M5T 3M6, Toronto, ON, Canada. jessica.bytautas@mail.utoronto.ca.
7
Department of Family and Community Medicine, University of Toronto, 500 University Avenue, 5th Floor, M5G 1V7, Toronto, ON, Canada. cynthia.whitehead@utoronto.ca.

Abstract

BACKGROUND:

Little is known about the state of education research within family medicine. As family medicine education models develop, it is important to develop an understanding of the current state of this research and develop ways to advance the field.

METHODS:

We conducted a scoping review of family medicine education research to describe 1) research topic areas and 2) the methodologies and methods used to study these topics. MEDLINE, Social Sciences Abstracts and ERIC electronic databases were searched. 817 full text articles from 2002 to 2012 were screened; 624 articles were included in the review.

RESULTS:

The following research topic areas were identified: continuing education, curriculum development, undergraduate education, teaching methods, assessment techniques, selection of entrants, non-clinical skills, professional and faculty development, clinical decision-making and resident well-being. Quantitative studies comprised the large majority of research approaches; overall minimal methodological details were provided.

CONCLUSIONS:

Our review highlights an overall need for increased sophisticated in methodological approaches to education research in family medicine, a problem that could be ameliorated by multiple strategies including better engagement of methodologists throughout the research process. The results provide guidance for future family medicine education research programs.

PMID:
25903055
PMCID:
PMC4407512
DOI:
10.1186/s12909-015-0350-1
[Indexed for MEDLINE]
Free PMC Article

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