Beckman Thomas J, Cook David A
Mayo Clinic College of Medicine, Rochester, MN 55905, USA.
Med Teach. 2007 Mar;29(2-3):210-8. doi: 10.1080/01421590701291469.
Boyer and Glassick's broad definition of and standards for assessing scholarship apply to all aspects of education. Research on the quality of published medical education studies also reveals fundamentally important elements to address. In this article a three-step approach to developing medical education projects is proposed: refine the scholarly question, identify appropriate designs and methods, and select outcomes. Refining the scholarly question requires careful attention to literature review, conceptual framework, and statements of problem and study intent. The authors emphasize statement of study intent, which is a study's focal point, and conceptual framework, which situates a project within a theoretical context and provides a means for interpreting the results. They then review study designs and methods commonly used in education projects. They conclude with outcomes, which should be distinguished from assessment methods and instruments, and are separated into Kirkpatrick's hierarchy of reaction, learning, behavior and results.
博耶（Boyer）和格拉斯克（Glassick）对学术成果评估的宽泛定义及标准适用于教育的各个方面。关于已发表医学教育研究质量的调查也揭示了一些需要解决的根本性重要因素。本文提出了一种开发医学教育项目的三步法：完善学术问题、确定合适的设计和方法以及选择结果。完善学术问题需要仔细关注文献综述、概念框架以及问题陈述和研究意图。作者强调研究意图的陈述，它是一项研究的重点，还有概念框架，它将一个项目置于理论背景中，并提供一种解释结果的方法。然后他们回顾了教育项目中常用的研究设计和方法。最后他们讨论了结果，结果应与评估方法和工具区分开来，并分为柯克帕特里克（Kirkpatrick）的反应、学习、行为和结果层次结构。
