@article{ref1,
title="Redefining quality in medical education research: a consumer's view",
journal="Journal of graduate medical education",
year="2014",
author="Sullivan, Gail M. and Simpson, Deborah and Cook, David A. and DeIorio, Nicole M. and Andolsek, Kathryn and Opas, Lawrence and Philibert, Ingrid and Yarris, Lalena M.",
volume="6",
number="3",
pages="424-429",
abstract="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. <br><br>OBJECTIVE: To determine how consumers of medical education research define quality and value. <br><br>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. <br><br>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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="1949-8349",
doi="10.4300/JGME-D-14-00339.1",
url="http://dx.doi.org/10.4300/JGME-D-14-00339.1"
}