Schwartz Alan, Young Robin, Hicks Patricia J
a University of Illinois at Chicago , USA .
c Association of Pediatric Program Directors , USA.
Med Teach. 2016;38(1):64-74. doi: 10.3109/0142159X.2014.970991. Epub 2014 Oct 16.
Research networks formalize and institutionalize multi-site collaborations by establishing an infrastructure that enables network members to participate in research, propose new studies, and exploit study data to move the field forward. Although practice-based clinical research networks are now widespread, medical education research networks are rapidly emerging.
In this article, we offer a definition of the medical education practice-based research network, a brief description of networks in existence in July 2014 and their features, and a more detailed case study of the emergence and early growth of one such network, the Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network (APPD LEARN).
We searched for extant networks through peer-reviewed literature and the world-wide web.
We identified 15 research networks in medical education founded since 2002 with membership ranging from 8 to 120 programs. Most focus on graduate medical education in primary care or emergency medicine specialties.
We offer four recommendations for the further development and spread of medical education research networks: increasing faculty development, obtaining central resources, studying networks themselves, and developing networks of networks.
研究网络通过建立一种基础设施，使网络成员能够参与研究、提出新的研究项目并利用研究数据推动该领域发展，从而将多地点合作形式化并制度化。尽管基于实践的临床研究网络如今已广泛存在，但医学教育研究网络正在迅速兴起。
在本文中，我们给出了基于医学教育实践的研究网络的定义，简要描述了2014年7月时已存在的网络及其特点，并更详细地介绍了其中一个网络——儿科项目主任纵向教育评估研究网络（APPD LEARN）的出现及早期发展情况。
我们通过同行评审文献和互联网搜索现存网络。
我们确定了自2002年以来成立的15个医学教育研究网络，其成员数量从8个项目到120个项目不等。大多数网络专注于初级保健或急诊医学专业的研究生医学教育。
我们为医学教育研究网络的进一步发展和推广提出了四条建议：加强教师队伍建设、获取中央资源、研究网络自身以及发展网络联盟。
