Roy Brita, Willett Lisa L, Bates Carol, Duffy Briar, Dunn Kathel, Karani Reena, Chheda Shobhina G
Robert Wood Johnson Foundation Clinical Scholars Program, Yale University School of Medicine, New Haven, CT, USA,
J Gen Intern Med. 2015 Apr;30(4):496-502. doi: 10.1007/s11606-015-3197-6. Epub 2015 Feb 4.
We conducted a review of articles published in 2013 to identify high-quality research in medical education that was relevant to general medicine education practice. Our review team consisted of six general internists with expertise in medical education of varying ranks, as well as a professional medical librarian. We manually searched 15 journals in pairs, and performed an online search using the PubMed search engine for all original research articles in medical education published in 2013. From the total 4,181 citations identified, we selected 65 articles considered most relevant to general medicine educational practice. Each team member then independently reviewed and rated the quality of each selected article using the modified Medical Education Research Study Quality Instrument. We then reviewed the quality and relevance of each selected study and grouped them into categories of propensity for inclusion. Nineteen studies were felt to be of adequate quality and were of moderate to high propensity for inclusion. Team members then independently voted for studies they felt to be of the highest relevance and quality within the 19 selected studies. The ten articles with the greatest number of votes were included in the review. We categorized the studies into five general themes: Improving Clinical Skills in UME, Inpatient Clinical Teaching Methods, Advancements in Continuity Clinic, Handoffs/Transitions in Care, and Trainee Assessment. Most studies in our review of the 2013 literature in general medical education were limited to single institutions and non-randomized study designs; we identified significant limitations of each study. Selected articles may inform future research and practice of medical educators.
我们对2013年发表的文章进行了综述，以确定与普通医学教育实践相关的医学教育高质量研究。我们的综述团队由六位不同职级的、在医学教育方面具有专业知识的普通内科医生以及一名专业医学图书馆员组成。我们两人一组手动检索了15种期刊，并使用PubMed搜索引擎对2013年发表的所有医学教育原创研究文章进行了在线检索。从总共识别出的4181条引用中，我们挑选了65篇被认为与普通医学教育实践最相关的文章。然后，每位团队成员使用改良后的医学教育研究质量工具，独立审查并评估每篇所选文章的质量。接着，我们审查了每项所选研究的质量和相关性，并将它们归类为纳入倾向类别。有19项研究被认为质量足够，纳入倾向为中等至高。团队成员随后在这19项所选研究中，独立投票选出他们认为相关性和质量最高的研究。获得票数最多的十篇文章被纳入综述。我们将这些研究分为五个一般主题：本科医学教育中临床技能的提升、住院患者临床教学方法、连续性诊所的进展、医疗交接/过渡以及学员评估。我们对2013年普通医学教育文献的综述中的大多数研究仅限于单一机构和非随机研究设计；我们识别出了每项研究的显著局限性。所选文章可能会为医学教育工作者未来的研究和实践提供参考。
