STORIES statement: Publication standards for healthcare education evidence synthesis

BMC Medicine

Volumn 12, Issue 1, 2014, Pages

  Gordon, Morris ^a,b   Gibbs, Trevor ^c,d  

^a UNIVERSITY OF CENTRAL LANCASHIRE   (United Kingdom)

^b BLACKPOOL VICTORIA HOSPITAL   (United Kingdom)

^c SHUPYK NATIONAL MEDICAL ACADEMY OF POSTGRADUATE EDUCATION   (Ukraine)

^d Association for Medical Education in Europe   (United Kingdom)

Author keywords

Evidence based education; Evidence based medicine; Evidence synthesis; Secondary research; Systematic review

Indexed keywords

ARTICLE; CONCEPTUAL FRAMEWORK; DELPHI STUDY; EVIDENCE SYNTHESIS; HEALTH CARE; HEALTH EDUCATION; HUMAN; MEDICAL EDUCATION; META ANALYSIS; PROFESSIONALISM; PUBLICATION; STANDARD; SYSTEMATIC REVIEW; TEACHING; PUBLISHING; STANDARDS;

EDUCATION, MEDICAL; HEALTH EDUCATION; HUMANS; PUBLICATIONS; PUBLISHING;

EID: 84907052195     PISSN: None     EISSN: 17417015     Source Type: Journal    
DOI: 10.1186/s12916-014-0143-0     Document Type: Article

References (44)

1. Moher D, Cook DJ, Jadad AR, Tugwell P, Moher M, Jones A, Pham B, Klassen TP. Assessing the quality of reports of randomised trials: implications for the conduct of meta-analyses. Health Technol Assess 1999, 3:12.
2. Burgers JS, Grol R, Klazinga NS, Makela M, Zaat J. Towards evidence-based clinical practice: an international survey of 18 clinical guideline programs. Int J Qual Health Care 2003, 15:31-45. 10.1093/intqhc/15.1.31, 12630799.
3. Hall JC, Platell C. Half life of truth in surgical literature. Lancet 1997, 350:1752. 10.1016/S0140-6736(05)63577-5, 9413475.
4. Poynard T, Munteanu M, Ratziu V, Benhamou Y, Di Martino V, Taieb J, Opolon P. Truth survival in clinical research: an evidence-based requiem?. Ann Intern Med 2002, 136:888-895. 10.7326/0003-4819-136-12-200206180-00010, 12069563.
5. Bligh J, Anderson MB. Medical teachers and evidence. Med Educ 2000, 24:162-163.
6. Carline JD. Funding medical education research: opportunities and issues. Acad Med 2004, 79:918-924. 10.1097/00001888-200410000-00004, 15383346.
7. Chen FM, Burstin H, Huntington J. The importance of clinical outcomes in medical education research. Med Educ 2005, 39:350-351. 10.1111/j.1365-2929.2005.02117.x, 15813754.
8. Todres M, Stephenson A, Jones R. Medical education research remains the poor relation. BMJ 2007, 335:333-335. 10.1136/bmj.39253.544688.94, 17703043.
9. Dornan T, Peile JS, Spencer J. On 'evidence'. Med Educ 2008, 42:232-233. 10.1111/j.1365-2923.2007.02997.x, 18275409.
10. Gordon M, Darbyshire D, Baker P. Separating the wheat from the chaff: the role of systematic review in medical education. Med Educ 2013, 47:632. 10.1111/medu.12133, 23662881.
11. Harden RM, Grant J, Buckley G, Hart IR. BEME Guide No 1: Best Evidence Medical Education. Med Teach 1999, 21:3-15.
12. Prideaux D, Bligh J. Research in medical education: asking the right questions. Med Educ 2002, 36:1114-1115. 10.1046/j.1365-2923.2002.01411.x, 12472735.
13. Prystowsky JB, Bordage G. An outcomes research perspective on medical education: the predominance of trainee assessment and satisfaction. Med Educ 2001, 35:331-336. 10.1046/j.1365-2923.2001.00910.x, 11318995.
14. Pope C, Mays N, Popay J. Synthesising Qualitative and Quantitative Health Evidence 2007, Open University Press, Maidenhead.
15. Cook DA, Bordage G, Schmidt H. Description, justification, and clarification: a framework for classifying the purposes of research in medical education. Med Educ 2008, 42:128-133. 10.1111/j.1365-2923.2007.02974.x, 18194162.
16. Bordage G. Conceptual frameworks to illuminate and magnify. Med Educ 2009, 43:312-319. 10.1111/j.1365-2923.2009.03295.x, 19335572.
17. Best Evidence Medical Education Collaboration. []., http://www.bemecollaboration.org/
18. Bearman M, Dawson P. Qualitative synthesis and systematic review in health professions education. Med Educ 2013, 47:252-260. 10.1111/medu.12092, 23398011.
19. Gordon M, Carneiro AV, Patricio M, Gibbs T. Missed opportunities in health care evidence synthesis. Med Educ 2014, 48:644-645. 10.1111/medu.12478, 24807440.
20. Cook DA, Levinson A, Garside S, Dupras D, Erwin P, Montori V. Internet-based learning in the health professions: a meta-analysis. JAMA 2008, 300:1181-1196. 10.1001/jama.300.10.1181, 18780847.
21. Dexter H, Dornan T. Technology-enhanced learning: appraising the evidence. Med Educ 2010, 44:746-748. 10.1111/j.1365-2923.2010.03758.x, 20633214.
22. Gordon M, Chandratilake M, Baker P. Low fidelity, but high quality: a model for e-learning. Clin Teach 2013, 10:258-263. 10.1111/tct.12008, 23834573.
23. Cook DA, Garside S, Levinson AJ, Dupras DM, Montori VM. What do we mean by web-based learning? A systematic review of the variability of interventions. Med Educ 2010, 44:765-774. 10.1111/j.1365-2923.2010.03723.x, 20633216.
24. Moher D, Hopewell S, Schulz K, Montori V, Gotzsche P, Devereaux P, Elbourne D, Egger M, Altman DG. CONSORT 2010 explanation and elaboration: updated guidelines for reporting parallel group randomised trial. BMJ 2010, 340:c869. 10.1136/bmj.c869, 20332511.
25. Liberati A, Altman DG, Tetzlaff J, Mulrow C, Gøtzsche PC, Ioannidis JP, Clarke M, Devereaux PJ, Kleijnen J, Moher D. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ 2009, 339:b2700. 10.1136/bmj.b2700, 19622552.
26. Davidoff F, Batalden P, Stevens D, Ogrinc G, Mooney S. SQUIRE Development Group. Publication guidelines for improvement studies in health care: evolution of the SQUIRE project. Ann Intern Med 2008, 149:670-676. 10.7326/0003-4819-149-9-200811040-00009, 18981488.
27. Wong G, Greenhalgh T, Westhorp G, Buckingham J, Pawson R. RAMESES publication standards: realist syntheses. BMC Med 2013, 11:21. 10.1186/1741-7015-11-21, 23360677.
28. Riley RD, Lambert PC, Abo-Zaid G. Meta-analysis of individual participant data: rationale, conduct, and reporting. BMJ 2010, 340:c221. 10.1136/bmj.c221, 20139215.
29. Stroup DF, Berlin JA, Morton SC, Olkin I, Williamson GD, Rennie D, Moher D, Becker BJ, Sipe TA, Thacker SB. Meta-analysis of observational studies in epidemiology: a proposal for reporting. Meta-analysis Of Observational Studies in Epidemiology (MOOSE) group. JAMA 2000, 283:2008-2012. 10.1001/jama.283.15.2008, 10789670.
30. Moher D, Cook DJ, Jadad AR, Tugwell P, Moher M, Jones A. Assessing the quality of reports of randomised trials: implications for the conduct of meta-analyses. Health Technol Assess 1999, 3:i-iv. 1-98, 10374081.
31. Gordon M, Gibbs T: STORIES statement. Available at: .., http://clok.uclan.ac.uk/9973/
32. Wong G, Greenhalgh T, Pawson R. Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ 2010, 10:12. 10.1186/1472-6920-10-12, 20122253.
33. Birden H, Glass N, Wilson I, Harrison M, Usherwood T, Nass D. Teaching professionalism in medical education: A Best Evidence in Medical Education (BEME) systematic review. BEME Guide No.25. Med Teach 2013, 35:e1252-e1266. 10.3109/0142159X.2013.789132, 23829342.
34. Gordon M, Darbyshire D, Saifuddin A, Vimalesvaran K. Limitations of poster presentations reporting educational innovations at a major international medical education conference. Med Educ Online 2013, 18:1-4.
35. Ellaway R, Strasser R, Graves L, Marsh D, Cervin C, Fink P: Community Engaged Medical Education: Systematic Thematic Reviews (CEMESTR) (Systematic review protocol). 2013, .., http://www.bemecollaboration.org/Reviews+In+Progress/CEMESTR/
36. Gordon M, Darbyshire D, Baker P. Educational interventions to improve patient safety: a systematic review. Med Educ 2012, 46:1042-1054. 10.1111/j.1365-2923.2012.04343.x, 23078681.
37. Gordon M, Findley R. Educational interventions to improve handover in health care: a systematic review. Med Educ 2011, 45:1081-1089. 10.1111/j.1365-2923.2011.04049.x, 21933243.
38. Hoffmann TC, Erueti C, Glasziou PP. Poor description of non-pharmacological interventions: analysis of consecutive sample of randomised trials. BMJ 2013, 347:f3755. 10.1136/bmj.f3755, 24021722.
39. Huwiler-Muntener K, Juni P, Junker C, Egger M. Quality of reporting randomised trials as a measure of methodologic quality. JAMA 2002, 287:2801-2804. 10.1001/jama.287.21.2801, 12038917.
40. Tochel C, Haig A, Hesketh A, Cadzow A, Beggs K, Colthart I, Peacock H. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12. Med Teach 2009, 31:299-318. 10.1080/01421590902883056, 19404890.
41. Wolf FM. Lessons to be learned from evidence-based medicine: practice and promise of evidence-based education. Med Teach 2000, 22:251-259. 10.1080/01421590050006214.
42. Ilgen JS, Sherbino J, Cook DA. Technology-enhanced simulation in emergency medicine: a systematic review and meta-analysis. Acad Emerg Med 2013, 20:117-127. 10.1111/acem.12076, 23406070.
43. Cherry GM, Fletcher I, O'Sullivan H, Shaw N. What impact do structured educational sessions to increase emotional intelligence have on medical students? BEME Guide 17. Med Teach 2012, 34:11-19. 10.3109/0142159X.2011.614293, 22250672.
44. Harris J, Kearley K, Heneghan C, Meats E, Kearley-Shiers K, Roberts N. Are journal clubs effective in supporting evidence-based decision making? BEME Guide 16. Med Teach 2011, 33:9-23. 10.3109/0142159X.2011.530321, 21182379.