O'Brien Bridget C, May Win, Horsley Tanya
B.C. O'Brien is associate professor, Department of Medicine and Educational Researcher, Center for Faculty Educators, University of California, San Francisco, San Francisco, California. W. May is professor, Department of Medical Education, Keck School of Medicine of the University of Southern California, Los Angeles, California. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada and School of Epidemiology, Public Health and Preventive Medicine, University of Ottawa, Ottawa, Ontario, Canada.
Acad Med. 2016 Nov;91(11 Association of American Medical Colleges Learn Serve Lead: Proceedings of the 55th Annual Research in Medical Education Sessions):S1-S9. doi: 10.1097/ACM.0000000000001378.
This supplement includes the eight research papers accepted by the 2016 Research in Medical Education Program Planning Committee. In this Commentary, the authors use "conversations in medical education" as a guiding metaphor to explore what these papers contribute to the current scholarly discourse in medical education. They organize their discussion around two domains: the topic of study and the methodological approach. The authors map the eight research papers to six "hot topics" in medical education: (1) curriculum reform, (2) duty hours restriction, (3) learner well-being, (4) innovations in teaching and assessment, (5) self-regulated learning, and (6) learning environment, and to three purposes commonly served by medical education research: (1) description, (2) justification, and (3) clarification. They discuss the range of methods employed in the papers. The authors end by encouraging educators to engage in these ongoing scholarly conversations.
本增刊收录了2016年医学教育研究项目规划委员会接受的八篇研究论文。在这篇评论文章中，作者将“医学教育中的对话”作为指导性隐喻，以探讨这些论文对当前医学教育学术讨论的贡献。他们围绕两个领域组织讨论：研究主题和方法论方法。作者将这八篇研究论文对应到医学教育的六个“热门话题”：（1）课程改革，（2）工作时间限制，（3）学习者福祉，（4）教学与评估创新，（5）自我调节学习，以及（6）学习环境，同时对应到医学教育研究通常服务的三个目的：（1）描述，（2）论证，以及（3）阐释。他们讨论了论文中采用的方法范围。作者最后鼓励教育工作者参与这些正在进行的学术对话。
