Hamza Deena M, MacLeod Anna, Sherbino Jonathan, Artino Anthony R, Dzara Kristina, Maggio Lauren A, Parker Robin, Varpio Lara
Office of Postgraduate Medical Education, Department of Medicine, University of Alberta, Canada.
Continuing Professional Development and Medical Education Research, Faculty of Medicine, Dalhousie University, Halifax, Canada.
Perspect Med Educ. 2025 Sep 16;14(1):570-577. doi: 10.5334/pme.1791. eCollection 2025.
BACKGROUND & NEED FOR INNOVATION: Synthesizing academic literature is a foundational skill in health professions education (HPE), enabling evidence-informed decision-making and continuous improvement. However, privileging one review type as the "gold standard" reinforces a narrow hierarchy of evidence, marginalizing alternative worldviews and synthesis approaches.
This innovation aimed to broaden understanding and legitimate use of diverse literature synthesis methods by developing an accessible knowledge mobilization portal to support learners, educators, and scholars across the HPE community.
We developed to showcase eight literature synthesis methods-the Literature Review Series (LRS). The Eco-Normalization Framework guided the design, implementation, and reflexive evaluation of the portal, aligning the innovation with contextual affordances and user needs. A collaborative, values-driven approach supported content co-creation, informed by lived experience, mutual trust, and a shared commitment to inclusivity.
The platform successfully launched and has been sustained through a network of contributors. Informal feedback and web analytics suggest positive engagement, and early adopters report its utility in teaching and research contexts. The innovation's resonance stems not only from its content but from the relationships and shared purpose underlying its development.
Key catalysts included: (1) friendship as an often-overlooked motivator in academic work; (2) trust and relationships that fostered momentum; and (3) a shared vision that anchored the innovation. These relational dimensions were as critical as the technical design in ensuring uptake and sustainability.
综合学术文献是健康职业教育（HPE）中的一项基础技能，有助于做出基于证据的决策并实现持续改进。然而，将一种综述类型视为“黄金标准”强化了狭隘的证据等级制度，将其他世界观和综合方法边缘化。
这项创新旨在通过开发一个易于使用的知识传播门户，以支持HPE社区的学习者、教育工作者和学者，从而拓宽对各种文献综合方法的理解并合理使用这些方法。
我们开发了文献综述系列（LRS）来展示八种文献综合方法。生态归一化框架指导了该门户的设计、实施和反思性评估，使创新与情境条件和用户需求保持一致。一种协作的、价值观驱动的方法支持内容共创，其依据是实际经验、相互信任和对包容性的共同承诺。
该平台已成功推出，并通过一个贡献者网络得以持续运营。非正式反馈和网络分析表明用户参与度很高，早期采用者报告了其在教学和研究背景下的实用性。这项创新的影响力不仅源于其内容，还源于其发展背后的关系和共同目标。
关键推动因素包括：（1）友谊作为学术工作中常被忽视的动力；（2）促进发展势头的信任和关系；（3）作为创新基础的共同愿景。这些关系维度在确保采用率和可持续性方面与技术设计同样重要。
