Zisblatt Lara, Moquin Rachel, Ayres Fred Glenn-Roger, Dillman Dawn, DiLorenzo Amy N, Grantham Ashley E, MacEachern Mark P, Peoples Emily E, Chen Fei
The following authors are at the University of Michigan, Ann Arbor, MI: is an Education Specialist in the Department of Anesthesiology; is a medical student; is an Assistant Professor and Residency Program Director in the Department of Anesthesiology; is an Informationist in the Taubman Health Sciences Library. is an Assistant Professor and Director of Learning and Development in the Department of Anesthesiology at Washington University School of Medicine in St. Louis, St. Louis, MO; is a Clinical Professor in the Department of Anesthesia at the University of Iowa Hospitals and Clinics, Iowa City, IA; is Assistant Dean of Graduate Medical Education and an Assistant Professor in the Department of Anesthesiology at the University of Kentucky Chandler Medical Center, Lexington, KY; is a Medical Education Specialist in the Department of Anesthesiology at Duke University School of Medicine, Durham, NC; is an Assistant Professor in the Department of Anesthesiology at the University of North Carolina at Chapel Hill, Chapel Hill, NC.
J Educ Perioper Med. 2023 Jul 1;25(3):E708. doi: 10.46374/volxxv_issue3_Chen. eCollection 2023 Jul-Sep.
This study reviews and appraises the articles published about anesthesiology education in 2020. The objective is to highlight high-quality evidence while showcasing articles with innovative ideas and high relevance to the practices of the anesthesiology education community.
Three Ovid MEDLINE databases, Embase.com, ERIC, PsycINFO, and PubMed were searched, followed by a manual review of articles published in the highest impact factor journals in both the fields of anesthesiology and medical education. Abstracts were double screened, and quantitative articles were subsequently scored by 3 randomly assigned raters. Qualitative studies were scored by 2 raters. Two different rubrics were used for scoring quantitative and qualitative studies. In addition, reviewers rated each article on its overall quality to create an additional list of top articles based solely on the opinion of the reviewers.
A total of 2,491 citations were identified through the search criteria and the manual review. Of those, 61 articles met the inclusion criteria (57 quantitative and 4 qualitative). The top 12 quantitative papers and the top qualitative papers with the highest scores are reported and summarized.
We found that teaching clinical procedures continues to be a topic of interest, with more studies of improved rigor identified. New trends in wellness studies and increasing attention to distance learning and technology-assisted instructional methods were additional topics covered over the year.
本研究回顾并评估了2020年发表的有关麻醉学教育的文章。目的是突出高质量证据，同时展示具有创新思想且与麻醉学教育界实践高度相关的文章。
检索了三个Ovid MEDLINE数据库、Embase.com、教育资源信息中心（ERIC）、心理学文摘数据库（PsycINFO）和医学期刊数据库（PubMed），随后人工查阅了麻醉学和医学教育领域影响因子最高的期刊上发表的文章。摘要进行了双盲筛选，定量研究文章随后由3名随机分配的评分者评分。定性研究由2名评分者评分。定量和定性研究使用了两种不同的评分标准。此外，评审人员根据每篇文章的整体质量进行评分，以仅基于评审人员的意见创建一份顶级文章的补充清单。
通过检索标准和人工查阅共识别出2491条引文。其中，61篇文章符合纳入标准（57篇定量研究和4篇定性研究）。报告并总结了得分最高的前12篇定量论文和顶级定性论文。
我们发现临床操作教学仍然是一个受关注的主题，且有更多严谨性有所提高的研究。健康研究的新趋势以及对远程学习和技术辅助教学方法的日益关注是这一年涉及的其他主题。
