A RIME perspective on the quality and relevance of current and future medical education research

Academic Medicine

Volumn 79, Issue 10, 2004, Pages 931-938

  Shea, Judy A ^a   Arnold, Louise ^b   Mann, Karen V ^c  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b UNIVERSITY OF MISSOURI KANSAS CITY SCHOOL OF MEDICINE   (United States)

^c DALHOUSIE UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION PROGRAM; EMPIRICAL RESEARCH; HEALTH CARE POLICY; MEDICAL EDUCATION; MEDICAL LITERATURE; MEDICAL RESEARCH; MEDICAL SCHOOL; MEDICAL STUDENT; OUTCOMES RESEARCH; PRIORITY JOURNAL; PUBLICATION; QUALITY CONTROL; REVIEW; SOCIOLOGY;

EID: 4644247006     PISSN: 10402446     EISSN: None     Source Type: Journal    
DOI: 10.1097/00001888-200410000-00006     Document Type: Review

References (65)

1. Rogers DA, Regehr O, Yeh KA, Howdieshell TR. Computer-assisted learning versus a lecture and feedback seminar for teaching a basic surgical technical skill. Am J Surg. 1998;175:508-10.
2. Rogers DA, Regehr O, Howdieshell TR, Yeh KA, Palm E. Impact of external feedback on computer-assisted learning for surgical technical skill training. Am J Surg. 2000;179:341-3.
3. Rogers DA, Regehr O, MacDonald J. A role for error training in surgical technical skill instruction and evaluation. Am J Surg. 2002;183:242-5.
4. Bellini LM, Baime M, Shea JA. Variation in mood and empathy during internship. JAMA. 2002;287:3143-6.
5. Veloski JJ, Callahan CA, Xu O, Hojat M, Nash DB. Prediction of students' performances on licensing examinations using age, race, sex, undergraduate GPAs, and MCAT scores. Acad Med. 2000;75(10 suppl):S28-S30.
6. Gonnella JS, Erdmann JB, Hojat M. An empirical study of the predictive validity of number grades in medical school using 3 decades of longitudinal data: implications for a grading system. Med Educ. 2004;38:425-34.
7. Ripkey DR, Swanson DB, Case SM. School-to-school differences in step 1 performance as a function of curriculum type and use of step 1 in promotion/graduation requirements. Acad Med. 1998;73(10 suppl):S16-S18.
8. Case SM, Hatala R, Blake J, Golden GS. Does sex make a difference? Sometimes it does and sometimes it doesn't. Acad Med. 1999;74(10 suppl):S37-S40.
9. Sawhill AJ. Dillon GF. Ripkey DR. Hawkins RE. Swanson DB. The impact of postgraduate training and timing on USMLE Step 3 performance. Acad Med. 2003;78(10 suppl):S10-S12.
10. Herbers JE Jr., Wessel L, El-Bayoumi J, Hassan SN, St Onge JE. Pelvic examination training for interns: a randomized controlled trial. Acad Med. 2003;78:1164-9.
11. Prados Castillejo JA; COMCORD Research Group. Moral RR, Rodriguez Salvador JJ, de Torres LP, Effectiveness of a clinical interviewing training program for family practice residents: a randomized controlled trial. Fam Med. 2003;35:489-95.
12. Morrison EH, Rucker L, Boker JR, et al. A pilot randomized, controlled trial of a longitudinal residents-as-teachers curriculum. Acad Med. 2003;78:722-9.
13. Kogan JR, Reynolds EE, Shea JA. Effectiveness of report cards based on chart audits of residents' adherence to practice guidelines on practice performance: a randomized controlled trial. Teach Learn Med. 2003;15:25-30.
14. Mann KV, Putnam RW, Lindsay EA, Davis DA. Increasing physician involvement in cholesterol-lowering practices. J Contin Educ Health Prof. 1996;16:225-40.
15. Lindlof TR. Qualitative Communication Research Methods. Thousand Oaks, CA: Sage Publications, 1995.
16. Ramani S, Orlander JD, Strunin L, Barber TW. Whither bedside teaching? A focus-group study of clinical teachers. Acad Med. 2003;78:384-90.
17. Bearman M. Is virtual the same as real? Medical students' experiences of a virtual patient. Acad Med. 2003;78:538-45.
18. Ginsburg SR, Regehr G, Lingard L. To be and not to be: the paradox of the emerging professional stance. Med Educ. 2003;37:350-7.
19. Lingard L, Garwood K, Szauter K, Stern DT. The rhetoric of rationalization: how students grapple with professional dilemmas. Acad Med. 2001;76(10 suppl):S45-S47.
20. Ginsburg S, Regehr G, Lingard L. The disavowed curriculum. J Gen Intern Med. 2003;18:1015-22.
21. Paukert JL. When residents talk and teachers listen: a communication analysis. Acad Med. 2000;75(10 suppl):S65-S67.
22. Wilkinson TJ, Harris P. The transition out of medical school-a qualitative study of the descriptions of borderline trainee interns. Med Educ. 2002;36:466-71.
23. Creswell JW. Research Design. Qualitative, Quantitative and Mixed Methods Approaches. 2nd ed. Thousand Oaks CA: Sage Publications, 2003.
24. Arnold L, Kritt B, Shue CK, Ginsburg S, Stern DT. Towards assessing professional behaviors of medical students through peer observations. Abstract presented at the Research in Medical Education Conference, Association of American Medical Colleges, Washington, DC, November, 2003.
25. Dogra N, Karnik N. First-year medical students' attitudes toward diversity and its teaching: an investigation in one US medical school. Acad Med. 2003;78:1191-200.
26. Norcini JJ Jr. Standards and reliability in evaluation: when rules of thumb don't apply. Acad Med. 1999;74:1088-90.
27. Newble DI, Swanson DB. Psychometric characteristics of the objective structured clinical examination. Med Educ. 1988;22:325-34.
28. Noel GL, Herbers JE Jr, Caplow MP, Cooper GS, Pangaro LN, Harvey J. How well do internal medicine faculty evaluate the skills of residents? Ann Intern Med. 1992;117:757-65.
29. Ferrell BG. Clinical performance assessment using standardized patients: a primer. Fam Med. 1995;27:14-9.
30. Vu NV, Barrows HS, Marcy ML, et al. Six years of comprehensive, clinical, performance-based assessment using standardized patients at the Southern Illinois University School of Medicine. Acad Med. 1992;67:42-50.
31. Schuwirth LW. van der Vleuten CP. The use of clinical simulations in assessment. Med Educ. 2003;37(1 suppl):65-71.
32. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13:41-54.
33. Elstein AS, Shulman LS, Sprafka SA. Medical problem-solving: an analysis of clinical reasoning. Cambridge, MA: Harvard University Press, 1978.
34. Ginsburg S, Regehr G, Hatala R, et al. Context, conflict, and resolution: a new conceptual framework for evaluating professionalism. Acad Med. 2000;75(10 suppl):S6-S11.
35. Lipner RS, Blank LL, Leas BF, Fortna GS. The value of patient and peer ratings in recertification. Acad Med. 2002;77(10 suppl):S64-S66.
36. Frye AW, Das Carlo M, Litwins SD, Karnath B, Stroup-Benham C, Lieberman SA. Effect of curriculum reform on students' preparedness for clinical clerkships: a comparison of three curricular approaches in one school. Acad Med. 2002;77(10 suppl):S54-S57.
37. Macmillan MK, Fletcher EA, DeChamplain AF, Klass DJ. Assessing post-encounter note documentation by examinees in a field test of a nationally administered standardized patient test. Acad Med. 2000;75(10 suppl):S112-S114.
38. Morrison EH, Boker JR, Hollingshead J, Prislin MD, Hitchcock MA, Litzelman DK. Reliability and validity of an objective structured teaching examination for generalist resident teachers. Acad Med. 2002;77(10 suppl):S29-S32.
39. LeBlanc VR, Brooks LR, Norman GR. Believing is seeing: the influence of a diagnostic hypothesis on the interpretation of clinical features. Acad Med. 2002;77(10 suppl):S67-S69.
40. Hanson M, Tiberius R, Hodges B, et al. Implications of suicide contagion for the selection of adolescent standardized patients. Acad Med. 2002;77(10 suppl):S100-S102.
41. Novielli KD, Hojat M, Nasca TJ, Erdmann JB, Veloski JJ. Correlates of physicians' endorsement of the legalization of physician-assisted suicide. Acad Med. 2000;75(10 suppl):S53-S55.
42. Dolmans DHJM, Wolfhagen IHAP, van der Vleuten CPM. Motivational and cognitive processes influencing tutorial groups. Acad Med. 1998;73(10 suppl):S22-S24.
43. Shea JA, Bridge PD, Gould BE, Harris IB. UME-21 Local evaluation initiatives: contributions and challenges. Fam Med. 2004;36:S133-S137.
44. Carline JD. Funding medical education research: opportunities and issues. Acad Med. 2004;79:918-24.
45. Lingard L, Reznick R, DeVito D, Espin S. Forming professional identities on the health care team; discursive constructions of the 'other' in the operating room. Med Educ. 2002;36:728-34.
46. Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69:861-71.
47. Prystowsky JB, Bordage G. An outcomes research perspective on medical education: the predominance of trainee assessment and satisfaction. Med Educ. 2001;35:331-6.
48. Mazmanian PE, Davis DA. Continuing medical education and the physician as a learner. JAMA. 2002;288:1057-60.
49. Tu K, Davis D. Can we alter physician behavior by educational methods? Lessons learned from studies of the management and follow-up of hypertension. J Contin Educ Health Prof. 2002;22:11-22.
50. Kottke TE, Brekke ML, Solberg LI, Hughes JR. A randomized trial to increase smoking intervention by physicians. Doctors Helping Smokers, Round I. JAMA. 1989;261:2101-6.
51. Clark NM, Gong M, Schork MA, et al. Impact of education for physicians on patient outcomes. Pediatrics. 1998;101:831-6.
52. Browner WS, Baron RB, Solkowitz S, Adler LJ, Gullion DS. Physician management of hypercholesterolemia. a randomized trial of continuing medical education. West J Med. 1994;161:572-8.
53. Maiman LA, Becker MH, Liptak GS, Nazarian LF, Rounds KA. Improving pediatricians' compliance-enhancing practices. A randomized trial. Am J Dis Child. 1988;142:773-9.
54. Roter DL, Hall JA, Kern DE, Barker LR, Cole KA, Roca RP. Improving physicians' interviewing skills and reducing patients' emotional distress. a randomized clinical trial. Arch Intern Med. 1995;155:1877-84.
55. Grober ED, Hamstra SJ, Wanzel KR, et al. Educational impact of bench model fidelity on the acquisition of technical skill: the use of clinically relevant outcome measures. Abstract presented at the Research in Medical Education Conference, Association of American Medical Colleges Annual Meeting, Washington, DC, November 2003.
56. Levy AR Tamblyn RM, Fitchett D, Abrahamowicz M. The effect of physicians' training on prescribing beta-blockers for secondary prevention of myocardial infarction in the elderly. Ann Epidemiol. 2002;12:86-9.
57. Gould B, Grey M, Huntington C, et al. Improving patient care outcomes by teaching quality improvement to medical students in community-based practices. Acad Med. 2002;77:1011-8.
58. Xu G, Hojat M, Veloski JJ, Gonnella JS. The changing health care system: A research agenda for medical education. Eval Health Prof. 1999;22:152-68.
59. Veloski J, Barzansky B, Nash DB, Bastacky S, Stevens DP. Medical student education in managed care settings. JAMA. 1996;276:667-71.
60. Nash DB, Veloski JJ. Emerging opportunities for educational partnerships between managed care organizations and academic health centers. West J Med. 1998;168:319-27.
61. ACGME Outcome Project. Enhancing Residency Education through Outcomes Assessment; General Competencies. Version 1.2 〈http:// www.acgme.org/ outcome/comp/compFull.asp〉. Accessed 22 March 2004. Accreditation Council for Graduate Medical Education, Chicago, IL, 1999.
62. Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.
63. Wenger E. Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press 1998.
64. Wolf FM, Shea JA, Albanese MA. Toward setting a research agenda for systematic reviews of evidence of the effects of medical education. Teach Learn Med. 2001;13:54-60.
65. Kenny NP, Mann KV, MacLeod H. Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 2003;78:1203-10.