Eaton John E, Reed Darcy A, Aboff Brian M, Call Stephanie A, Chelminski Paul R, Thanarajasingam Uma, Post Jason A, Thomas Kris G, Dupras Denise M, Beckman Thomas J, West Colin P, Wittich Christopher M, Halvorsen Andrew J, McDonald Furman S
J Grad Med Educ. 2013 Jun;5(2):203-10. doi: 10.4300/JGME-D-12-00238.1.
Evidence-based practice in education requires high-quality evidence, and many in the medical education community have called for an improvement in the methodological quality of education research.
Our aim was to use a valid measure of medical education research quality to highlight the methodological quality of research publications and provide an overview of the recent internal medicine (IM) residency literature.
We searched MEDLINE and PreMEDLINE to identify English-language articles published in the United States and Canada between January 1, 2010, and December 31, 2011, focusing on IM residency education. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI), which has demonstrated reliability and validity. Qualitative articles were excluded. Articles were ranked by quality score, and the top 25% were examined for common themes, and 2 articles within each theme were selected for in-depth presentation.
The search identified 731 abstracts of which 223 articles met our inclusion criteria. The mean (±SD) MERSQI score of the 223 studies included in the review was 11.07 (±2.48). Quality scores were highest for data analysis (2.70) and lowest for study design (1.41) and validity (1.29). The themes identified included resident well-being, duty hours and resident workload, career decisions and gender, simulation medicine, and patient-centered outcomes.
Our review provides an overview of the IM medical education literature for 2010-2011, highlighting 5 themes of interest to the medical education community. Study design and validity are 2 areas where improvements in methodological quality are needed, and authors should consider these when designing research protocols.
教育领域的循证实践需要高质量的证据，医学教育界的许多人呼吁提高教育研究的方法学质量。
我们的目的是使用一种有效的医学教育研究质量衡量方法，以突出研究出版物的方法学质量，并概述近期内科住院医师培训文献。
我们检索了MEDLINE和PreMEDLINE，以识别2010年1月1日至2011年12月31日期间在美国和加拿大发表的英文文章，重点是内科住院医师培训教育。使用已证明具有可靠性和有效性的医学教育研究质量工具（MERSQI）评估研究质量。排除定性文章。文章按质量得分排序，对排名前25%的文章检查其共同主题，并从每个主题中选择2篇文章进行深入介绍。
检索到731篇摘要，其中223篇文章符合我们的纳入标准。纳入综述的223项研究的平均（±标准差）MERSQI得分为11.07（±2.48）。数据分析的质量得分最高（2.70），研究设计（1.41）和效度（1.29）的得分最低。确定的主题包括住院医师的幸福感、工作时间和住院医师工作量、职业决策和性别、模拟医学以及以患者为中心的结局。
我们的综述概述了2010 - 2011年内科医学教育文献，突出了医学教育界感兴趣的5个主题。研究设计和效度是方法学质量需要改进的两个领域，作者在设计研究方案时应予以考虑。
