Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Department of Medical Library and Information Sciences, School of Management and Medical Informatics, Tabriz University of Medical Sciences, Tabriz, Iran, Tabriz Health Services Management Research Center, Tabriz University of Medical Sciences, Tabriz, Iran.
BMC Med Educ. 2021 Jun 16;21(1):349. doi: 10.1186/s12909-021-02643-6.
BACKGROUND: Analyzing the previous research literature in the field of clinical teaching has potential to show the trend and future direction of this field. This study aimed to visualize the co-authorship networks and scientific map of research outputs of clinical teaching and medical education by Social Network Analysis (SNA). METHODS: We Identified 1229 publications on clinical teaching through a systematic search strategy in the Scopus (Elsevier), Web of Science (Clarivate Analytics) and Medline (NCBI/NLM) through PubMed from the year 1980 to 2018.The Ravar PreMap, Netdraw, UCINet and VOSviewer software were used for data visualization and analysis. RESULTS: Based on the findings of study the network of clinical teaching was weak in term of cohesion and the density in the co-authorship networks of authors (clustering coefficient (CC): 0.749, density: 0.0238) and collaboration of countries (CC: 0.655, density: 0.176). In regard to centrality measures; the most influential authors in the co-authorship network was Rosenbaum ME, from the USA (0.048). More, the USA, the UK, Canada, Australia and the Netherlands have central role in collaboration countries network and has the vertex co-authorship with other that participated in publishing articles in clinical teaching. Analysis of background and affiliation of authors showed that co-authorship between clinical researchers in medicine filed is weak. Nineteen subject clusters were identified in the clinical teaching research network, seven of which were related to the expected competencies of clinical teaching and three related to clinical teaching skills. CONCLUSIONS: In order to improve the cohesion of the authorship network of clinical teaching, it is essential to improve research collaboration and co-authorship between new researchers and those who have better closeness or geodisk path with others, especially those with the clinical background. To reach to a dense and powerful topology in the knowledge network of this field encouraging policies to be made for international and national collaboration between clinicians and clinical teaching specialists. In addition, humanitarian and clinical reasoning need to be considered in clinical teaching as of new direction in the field from thematic aspects.
背景：分析临床教学领域的既往研究文献，有可能揭示该领域的趋势和未来方向。本研究旨在通过社会网络分析（SNA）可视化临床教学和医学教育研究成果的合著网络和科学图谱。
方法：我们通过系统的检索策略，在 1980 年至 2018 年期间，从 Scopus（爱思唯尔）、Web of Science（科睿唯安）和 Medline（NCBI/NLM）中的 PubMed 中确定了 1229 篇关于临床教学的出版物。使用 Ravar PreMap、Netdraw、UCINet 和 VOSviewer 软件进行数据可视化和分析。
结果：根据研究结果，临床教学的网络在作者合著网络的凝聚力和密度（凝聚系数（CC）：0.749，密度：0.0238）以及国家合作方面较弱（CC：0.655，密度：0.176）。在中心度测量方面；合著网络中最具影响力的作者是来自美国的 Rosenbaum ME（0.048）。此外，美国、英国、加拿大、澳大利亚和荷兰在合作国家网络中发挥核心作用，与参与发表临床教学文章的其他国家具有顶点合著关系。对作者背景和隶属关系的分析表明，医学领域的临床研究人员之间的合著关系较弱。在临床教学研究网络中确定了 19 个主题聚类，其中 7 个与临床教学的预期能力相关，3 个与临床教学技能相关。
结论：为了提高临床教学作者网络的凝聚力，必须加强新研究人员与其他具有更好的接近度或地理距离的人员之间的研究合作和合著关系，特别是那些具有临床背景的人员。为了在该领域的知识网络中达到密集和强大的拓扑结构，需要制定鼓励临床医生和临床教学专家之间国际和国家合作的政策。此外，从主题方面来看，临床教学中需要考虑人道主义和临床推理，这是该领域的新方向。
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