Nicole M Dubosh1, Jaime Jordan2, Lalena M Yarris3, Edward Ullman1, Joshua Kornegay3, Daniel Runde4, Amy Miller Juve3, Jonathan Fisher5. 1. Beth Israel Deaconess Medical Center and Harvard Medical School Boston MA. 2. University of California Los Angeles School of Medicine Torrance CA. 3. Oregon Health & Science University Portland OR. 4. University of Iowa Iowa City IA. 5. University of Arizona College of Medicine Phoenix Maricopa Medical Center Phoenix AZ.
Abstract
OBJECTIVES: The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies. METHODS: A search of the English language literature in 2016 querying MEDLINE, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described. RESULTS: Seventy-five manuscripts met inclusion criteria and were scored. Eleven quantitative and one qualitative papers were the highest scoring and are summarized in this article. CONCLUSION: This annual critical appraisal series highlights the best EM education research articles published in 2016.
OBJECTIVES: The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies. METHODS: A search of the English language literature in 2016 querying MEDLINE, Scopus, Education Resources Information Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described. RESULTS: Seventy-five manuscripts met inclusion criteria and were scored. Eleven quantitative and one qualitative papers were the highest scoring and are summarized in this article. CONCLUSION: This annual critical appraisal series highlights the best EM education research articles published in 2016.
Authors: Philip Shayne; Wendy C Coates; Susan E Farrell; Gloria J Kuhn; Michelle Lin; Lauren A Maggio; Jonathan Fisher Journal: Acad Emerg Med Date: 2011-10 Impact factor: 3.451
Authors: Gloria J Kuhn; Philip Shayne; Wendy C Coates; Jonathan Fisher; Michelle Lin; Lauren A Maggio; Susan E Farrell Journal: Acad Emerg Med Date: 2010-10 Impact factor: 3.451
Authors: Susan E Farrell; Wendy C Coates; Gloria J Khun; Jonathan Fisher; Philip Shayne; Michelle Lin Journal: Acad Emerg Med Date: 2009-12 Impact factor: 3.451
Authors: Darcy A Reed; David A Cook; Thomas J Beckman; Rachel B Levine; David E Kern; Scott M Wright Journal: JAMA Date: 2007-09-05 Impact factor: 56.272
Authors: Jaime Jordan; Laura R Hopson; Caroline Molins; Suzanne K Bentley; Nicole M Deiorio; Sally A Santen; Lalena M Yarris; Wendy C Coates; Michael A Gisondi Journal: AEM Educ Train Date: 2021-08-01