Charles E. Schmidt College of Medicine, Florida Atlantic University, Boca Raton, Florida.
Obstet Gynecol. 2017 Oct;130(4):686-690. doi: 10.1097/AOG.0000000000002091.
To describe the quality of educational scholarship presented at a large national conference of obstetrics and gynecology educators.
We reviewed Council on Resident Education in Obstetrics and Gynecology-Association of Professors of Gynecology and Obstetrics annual meeting abstracts from 2015 and 2016, published as supplements to Obstetrics & Gynecology. For this uncontrolled observational study, abstracts were reviewed and scored using the Medical Education Research Study Quality Instrument (MERSQI). Comparisons between types of submissions (oral presentations or posters), origin of the report (academic or community), setting (undergraduate, graduate, postgraduate), and focus of the study (tool development or evaluation) were made. Abstracts from award-winning presentations and full manuscripts were compared with the remaining abstracts. One- and two-tailed Student t tests with a two-sample unequal variance (heteroscedastic) test were performed with a significance threshold of P≤.05.
One hundred eighty-six abstracts and articles were available, with 101 posters and 77 oral presentations that could be scored in all six of the MERSQI domains. The average MERSQI score was 9.05 (±1.90) with scores ranging from 5 to 13.5 (median 9). Abstracts from full-text articles scored more than 1 point higher than other abstracts (10.2 compared with 9.0, P<.001, Cohen's d=0.72). Statistically significant smaller magnitude differences were found comparing tool development with evaluation, academic with community studies, and for award with nonaward winners. No differences were found comparing oral and poster presentations.
The quality of educational scholarship presented at a national meeting of obstetrics and gynecology educators falls within the published range for other specialties. The MERSQI scoring system is a useful method for tracking and benchmarking the quality of medical education scholarship in obstetrics and gynecology.
描述在大型妇产科教育者全国会议上呈现的教育学术的质量。
我们回顾了 2015 年和 2016 年在《妇产科》杂志增刊上发表的《住院医师教育理事会-妇产科教授协会年会》摘要，使用医学教育研究学习质量工具（MERSQI）进行审查和评分。在这项非对照观察性研究中，我们对摘要进行了审查和评分。对口头报告或海报的提交类型、报告来源（学术或社区）、背景（本科、研究生、毕业后）和研究重点（工具开发或评估）进行了比较。对获奖演讲和全文的摘要与其余摘要进行了比较。采用双侧 Student t 检验，双样本不等方差（异方差）检验，显著性阈值 P≤.05。
共有 186 份摘要和文章可用，其中 101 份海报和 77 份口头报告可在 MERSQI 的六个领域进行评分。平均 MERSQI 评分为 9.05（±1.90），范围为 5 至 13.5（中位数 9）。全文文章的摘要比其他摘要高出 1 分以上（10.2 比 9.0，P<.001，Cohen's d=0.72）。在工具开发与评估、学术与社区研究以及获奖与非获奖之间，发现具有统计学意义的较小差异。口头和海报演示之间没有差异。
在妇产科教育者的全国会议上呈现的教育学术质量在其他专业的发表范围内。MERSQI 评分系统是跟踪和基准化妇产科医学教育学术质量的有用方法。
