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Citation
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Sullivan GM, Simpson D, Cook DA, DeIorio NM, Andolsek K, Opas L, Philibert I, Yarris LM. J. Grad. Med. Educ. 2014; 6(3): 424-429. |
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Abstract
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BACKGROUND: Despite an explosion of medical education research and publications, it is not known how medical educator consumers decide what to read or apply in their practice.
OBJECTIVE: To determine how consumers of medical education research define quality and value.
METHODS: Journal of Graduate Medical Education editors performed a literature search to identify articles on medical education research quality published between 2000 and 2013, surveyed medical educators for their criteria for judging quality, and led a consensus-building workshop at a 2013 Association of American Medical Colleges meeting to further explore how users defined quality in education research. The workshop used standard consensus-building techniques to reach concept saturation. Attendees then voted for the 3 concepts they valued most in medical education research.
RESULTS: The 110 survey responses generated a list of 37 overlapping features in 10 categories considered important aspects of quality. The literature search yielded 27 articles, including quality indexes, systematic and narrative reviews, and commentaries. Thirty-two participants, 12 facilitators, and 1 expert observer attended the workshop. Participants endorsed the following features of education research as being most valuable: (1) provocative, novel, or challenged established thinking; (2) adhered to sound research principles; (3) relevant to practice, role, or needs; (4) feasible, practical application in real-world settings; and (5) connection to a conceptual framework.
CONCLUSIONS: Medical educators placed high value on rigorous methods and conceptual frameworks, consistent with published quality indexes. They also valued innovative or provocative work, feasibility, and applicability to their setting. End-user opinions of quality may illuminate how educators translate knowledge into practice.
Language: en |