Department of Pediatrics, The University of Chicago, Chicago IL, USA.
Med Educ Online. 2012;17. doi: 10.3402/meo.v17i0.14433. Epub 2012 May 18.
While most would agree that utilizing the literature to enhance individual educational practice and/or institutional success is the ideal method for improving medical education, methods to focus attention on the most relevant and valuable information have been heretofore lacking in the pediatric medical education literature.
We performed a review of the medical education literature for the year 2010. Utilizing a similar strategy employed by others in Internal Medicine, we selected 12 high-yield education journals and manually reviewed the table of contents to select titles that would have grassroots applicability for medical educators. A broad search through PubMed was then completed using search terms adopted from prior studies, and titles from this search were similarly selected. The abstracts of selected titles (n=147) were each reviewed by two of the authors, then all authors reached consensus on articles for full review (n=34). The articles were then discussed and scored to achieve consensus for the 11 articles for inclusion in this paper.
Several themes emerged from reviewing these publications. We did not select topics or sections of interest a priori. The themes, grouped into four areas: supervision and leadership, hand-off communication, core competencies: teaching and assessment, and educational potpourri, reflect our community's current concerns, challenges, and engagement in addressing these topics. Each article is summarized below and begins with a brief statement of what the study adds to the practice of pediatric medical education.
This review highlights multiple 'articles of value' for all medical educators. We believe the value of these articles and the information they contain for improving the methods used to educate medical students, residents, and fellows are significant. The organically derived thematic areas of the representative articles offer a view of the landscape of medical education research in pediatrics in 2010. Readers can use these individual articles as both tools to improve their practice, as well as inspiration for future areas of research.
虽然大多数人都认为利用文献来增强个人教育实践和/或机构成功是改善医学教育的理想方法，但迄今为止，在儿科医学教育文献中缺乏关注最相关和最有价值信息的方法。
我们对 2010 年的医学教育文献进行了回顾。我们采用了内科医生使用的类似策略，选择了 12 种高影响力的教育期刊，并手动查看目录，以选择对医学教育者具有基层适用性的标题。然后通过 PubMed 进行了广泛的搜索，使用了来自先前研究的搜索词，并从该搜索中选择了标题。然后由两位作者对选定标题的摘要（n=147）进行了审查，然后所有作者就全文审查的文章达成共识（n=34）。然后对这些文章进行了讨论和评分，以就纳入本文的 11 篇文章达成共识。
从审查这些出版物中出现了几个主题。我们不是预先选择感兴趣的主题或部分。这些主题分为四个领域：监督和领导、交接沟通、核心能力：教学和评估以及教育大杂烩，反映了我们社区当前关注的问题、挑战以及参与解决这些问题的情况。以下是对每篇文章的总结，并在开头简要说明该研究对儿科医学教育实践的贡献。
本次审查突出了多位“有价值的文章”，适用于所有医学教育者。我们相信这些文章及其为改进用于教育医学生、住院医师和研究员的方法提供的信息具有重要意义。代表性文章的有机衍生主题领域提供了 2010 年儿科医学教育研究的概况。读者可以将这些单独的文章用作改善实践的工具，以及未来研究领域的灵感来源。
