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Acad Pediatr. 2017 Nov 5. pii: S1876-2859(17)30561-2. doi: 10.1016/j.acap.2017.10.008. [Epub ahead of print]

From Design to Dissemination: Conducting Quantitative Medical Education Research.

Author information

1
Weill Cornell Medicine, Departments of Pediatrics and Healthcare Policy & Research, 525 E. 68th Street, Rm M610A, New York, NY 10065. Electronic address: err9009@med.cornell.edu.
2
University of Wisconsin School of Medicine and Public Health, Department of Pediatrics,. Electronic address: crpaul@wisc.edu.
3
Stony Brook University School of Medicine, Department of Pediatrics,. Electronic address: Petershack@uthscsa.edu.
4
University of Texas Health Science Center at San Antonio, Department of Pediatrics,. Electronic address: jserwint@jhmi.edu.
5
Johns Hopkins University School of Medicine, Department of Pediatrics,. Electronic address: Janet.Fischel@stonybrookmedicine.edu.
6
Baylor College of Medicine, Department of Pediatrics,. Electronic address: Mary.Rocha@bcm.edu.
7
University of Colorado School of Medicine, Department of Pediatrics,. Electronic address: meghan.treitz@childrenscolorado.org.
8
University of Washington, Seattle Children's Hospital,. Electronic address: heather.mcphillips@seattlechildrens.org.
9
University of Colorado School of Medicine, Department of Pediatrics,. Electronic address: tai.lockspeiser@childrenscolorado.org.
10
Perelman School of Medicine at the University of Pennsylvania, Department of Pediatrics,. Electronic address: pjhpeds@gmail.com.
11
New York University School of Medicine, Department of Pediatrics,. Electronic address: Linda.Tewksbury@nyumc.org.
12
University of Texas Health Science Center at San Antonio, Department of Pediatrics,. Electronic address: LONDONOM@uthscsa.edu.
13
University of California, Davis, Department of Pediatrics and the Center for Healthcare Policy and Research,. Electronic address: djtancredi@ucdavis.edu.
14
University of California, Davis, Department of Pediatrics,. Electronic address: sutli@ucdavis.edu.

Abstract

Rigorous medical education research is critical to effectively develop and evaluate the training we provide our learners. Yet, many clinical medical educators lack the training and skills needed to conduct high quality medical education research. This paper offers guidance on conducting sound quantitative medical education research. Our aim is to equip readers with the key skills and strategies necessary to conduct successful research projects, highlighting new concepts and controversies in the field. We utilize Glassick's criteria for scholarship as a framework to discuss strategies to ensure that the research question of interest is worthy of further study and how to use existing literature and conceptual frameworks to strengthen a research study. Through discussions of the strengths and limitations of commonly used study designs, we expose the reader to particular nuances of these decisions in medical education research and discuss outcomes generally focused upon, as well as strategies for determining the significance of consequent findings. We conclude with information on critiquing research findings and preparing results for dissemination to a broad audience. Practical planning worksheets and comprehensive tables illustrating key concepts are provided in order to guide researchers through each step of the process. Medical education research provides wonderful opportunities to improve how we teach our learners, to satisfy our own intellectual curiosity and ultimately, to enhance the care provided to patients.

KEYWORDS:

medical education; research

PMID:
29117573
DOI:
10.1016/j.acap.2017.10.008
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