University and college professors want students to tackle existing controversies in the medical field (for instance, regarding the problem of abortion) by analyzing the published evidence and then drawing conclusions based on the investigated evidence. The reported research observes the behaviour of restaurant customers, and example paragraphs are combined with instructions for logical argumentation. This study does little to advance the science of learning among anesthesiology residents. An example of quantitative research is the survey conducted to understand the amount of time a doctor takes to tend to a patient when the patient walks into the hospital. We have found that applying the MERSQI to manuscripts, articles, and protocols has intrinsic educational value, because this practice of application familiarizes MERSQI users with fundamental principles of medical education research. Issues related to measurement and the trustworthiness of data are described in detail in the following section on measurement and the related issues of validity and reliability. A patient satisfaction survey template can be administered to ask questions like how much time did a doctor takes to see a patient, how often does a patient walks into a hospital, and other such questions. What is the research topic and why is it important? Examples of interval variables include test scores and salary. According to the authors, the HARP is designed to be used “…as part of a multiscenario, simulation-based assessment” of resident performance.7, To demonstrate content validity, instrument developers should describe the construct being measured and how the instrument was developed, and justify their approach.25 The HARP is intended to measure resident performance in the critical domains required to provide safe anesthetic care. New York, McGraw-Hill Education, 2015. It is important to remember that not all quantitative research involves experimental studies—important results can also be drawn from quantitative observational studies. The establishment of experiment research designs, where interventions (i.e. An example might be dedicated, pager-free handoff times where distractions are minimized. For example, patients with asthma may value easy-to-use inhalers more highly than a new class of drug. Journal of graduate medical education. Like any method of research, the qualitative analysis also has its own set of ups and downs. ), Mayo Clinic College of Medicine and Science, Department of Medicine, Mayo Clinic, Rochester, Minnesota. Chapter 52 Theoretical perspectives in medical education research, Chapter 53 Quantitative research methods in medical education, Chapter 54 Qualitative research in medical education, Chapter 55 Publishing in medical education, Chapter 56 Scholarship in medical education. Please subscribe or login to access full text content. We highlighted the importance of framing a study with respect to purpose, conceptual framework, and statement of study intent. Single-group pre–post study designs open themselves to a myriad of threats to internal validity.20 In our hypothetical example, the improvement in residents’ intubation skills may have been due to other educational experience(s) (i.e., implementation threat) and/or improvement in manual dexterity that occurred naturally with time (i.e., maturation threat), rather than the airway curriculum. Appraising the quality of medical education research methods: The Medical Education Research Study Quality Instrument and the Newcastle-Ottawa Scale-Education. Quantitative data uses numbers to determine the what, who, when, and where of health-related events (Wang, 2013). Convenience sampling is common in medical education research, but, as outlined in the example at the beginning of this section, it can lead to sampling bias.24 When evaluating an article that uses nonprobability-based sampling, it is important to look for participation/response rate. As it applies to educational experience, it is noteworthy that even though education can be quantified in years, the spacing between years (i.e., educational “growth”) remains unequal. While medical education shares many characteristics with other biomedical fields, substantial particularities exist. Qualitative research question examples In June 1913 the Medical Research Committee held its first meeting. The American journal of medicine. 4th edition. The reported research observes the behaviour of restaurant customers, and example paragraphs are combined with instructions for logical argumentation. Why is further research necessary? Table 210,11 identifies two different conceptual frameworks researchers might use to approach the task. The statement of study intent will sometimes manifest as a research objective, rather than hypothesis or question. For further information effect size and CI, we direct readers the work of Sullivan and Feinn37 and Hulley et al.31. Submitted for publication January 8, 2018. Cognitive load theory: Implications for medical education: AMEE Guide No. When evaluating a medical education research article, it is important to identify the sampling technique the researchers employed, how it might have influenced the results, and whether the results apply to the target population.24, Sampling techniques generally fall into two categories: probability- or nonprobability-based. Most commonly, this is done through random sampling, which should lead to a sample of research subjects that is similar to the target population. Clinical Cytogenetics and Molecular Genetics, Anesthesiology: A Problem-Based Learning Approach, The European Society of Cardiology Textbooks, International Perspectives in Philosophy and Psychiatry, Oxford Specialty Training: Basic Sciences, Oxford Specialty Training: Revision Texts, Oxford Specialty Training: Revision Notes, Sign up to an individual subscription to the, Chapter 4 Interprofessional education: learning together in health and social care, Chapter 5 Student choice in the undergraduate curriculum: student-selected components, Chapter 7 Instructional design for medical education, Chapter 8 Using concept maps in medical education, Chapter 9 Creating the learning environment, Chapter 10 Identities, self and medical education, Chapter 11 Personality and medical education, Chapter 12 Medical education and its context in society, Chapter 16 Simulation-based medical education, Chapter 17 Simulated patients in medical education, Chapter 20 The humanities in medical education, Chapter 27 Patient involvement in medical education, Chapter 28 Undergraduate medical education, Chapter 29 Postgraduate medical education, Chapter 30 Continuing professional development, Chapter 32 Transitions in medical education, Chapter 33 Selection into medical education, training and practice, Chapter 34 Study dropout in medical education, Chapter 37 Choosing instruments for assessment, Chapter 40 Self-regulated learning in medical education, Chapter 42 Technology enhanced assessment in medical education, Chapter 44 Assessment in the context of relicensure, Chapter 45 Objective structured clinical examinations, Chapter 48 Successful feedback: embedded in the culture, Chapter 50 Continuous quality improvement, Chapter 51 Cost and value in medical education, Chapter 52 Theoretical perspectives in medical education research, Chapter 53 Quantitative research methods in medical education, Chapter 54 Qualitative research in medical education, Chapter 55 Publishing in medical education, Chapter 56 Scholarship in medical education, Chapter 57 Medical education in developing countries, Chapter 58 Medical education in the emerging market economies, Chapter 59 The future of health professional education, Chapter 60 Faculty development for teaching improvement: from individual to organizational change. Image: J. P. Rathmell and Terri Navarette. 150 Qualitative and Quantitative Nursing Research Topics for Students While accomplishing a degree in healthcare and medicine, young people may face a need to compose research projects. Measurement refers to “the assigning of numbers to individuals in a systematic way as a means of representing properties of the individuals.”23 Research data can only be trusted insofar as we trust the measurement used to obtain the data. This review can be used both as a tool when appraising medical education research articles and as a primer for clinicians interested in pursuing scholarship in medical education. This gap description includes an explicit problem statement that summarizes the important issues and provides a reason for the study.2,4 The following is one example of a problem statement: “Identifying gaps in the competency of anesthesia residents in time for intervention is critical to patient safety and an effective learning system… [However], few available instruments relate to complex behavioral performance or provide descriptors…that could inform subsequent feedback, individualized teaching, remediation, and curriculum revision.”7, This problem statement articulates the research topic (identifying resident performance gaps), why it is important (to intervene for the sake of learning and patient safety), and current gaps in the literature (few tools are available to assess resident performance). Examples include sex (male or female) and professional degree (M.D., D.O., M.B.B.S., etc.) We reviewed the most common research methodologies, along with threats to the validity of a study and its measurement instruments. By continuing to use our website, you are agreeing to, A Report by the American Society of Anesthesiologists Task Force on Moderate Procedural Sedation and Analgesia, the American Association of Oral and Maxillofacial Surgeons, American College of Radiology, American Dental Association, American Society of Dentist Anesthesiologists, and Society of Interventional Radiology, Tools for Evaluating the Quality of Medical Education Research, https://doi.org/10.1097/ALN.0000000000002727, http://www.ohri.ca/programs/clinical_epidemiology/oxford.asp, Intubation and Ventilation amid the COVID-19 Outbreak, Calculating Ideal Body Weight: Keep It Simple, Practice Guidelines for Moderate Procedural Sedation and Analgesia 2018, Scholarly Productivity and National Institutes of Health Funding of Foundation for Anesthesia Education and Research Grant Recipients: Insights from a Bibliometric Analysis, Factors Affecting Admission to Anesthesiology Residency in the United States: Choosing the Future of Our Specialty, Fibrin Network Changes in Neonates after Cardiopulmonary Bypass, Facilitation of Resident Scholarly Activity: Strategy and Outcome Analyses Using Historical Resident Cohorts and a Rank-to-Match Population, Craniocervical Motion during Direct Laryngoscopy and Orotracheal Intubation with the Macintosh and Miller Blades: An In VivoCinefluoroscopic Study, © Copyright 2021 American Society of Anesthesiologists. A statement like “Intervention x was associated with a significant improvement in learners’ intubation skill compared to education intervention y (P < 0.05)” tells us that there was a less than 5% chance that the difference in improvement between interventions x and y was due to chance. What is the validity and reliability of the measurements? All Rights Reserved. These steps can also be used by clinician educators who are new to the field of education research and who wish to conduct scholarship in medical education. For questions on access or troubleshooting, please check our FAQs, and if you can't find the answer there, please contact us. The statement of study intent is arguably the most important element of framing the study because it makes the research purpose explicit.2 Consider the following example: This study aimed to test the hypothesis that the introduction of the BASIC Examination was associated with an accelerated knowledge acquisition during residency training, as measured by increments in annual ITE scores.15, This statement of study intent succinctly identifies several key study elements including the population (anesthesiology residents), the intervention/independent variable (introduction of the BASIC Examination), the outcome/dependent variable (knowledge acquisition, as measure by in In-training Examination [ITE] scores), and the hypothesized relationship between the independent and dependent variable (the authors hypothesize a positive correlation between the BASIC examination and the speed of knowledge acquisition).6,14. This article provides an overview of quantitative research in medical education, underscores the main components of education research, and provides a general framework for evaluating research quality. Quantitative and qualitative methods in medical education research: AMEE Guide No 90: Part I. ).40 Validity evidence for the scores of the MERSQI include its operational definitions to improve response process, excellent reliability, and internal consistency, as well as high correlation with other measures of study quality, likelihood of publication, citation rate, and an association between MERSQI score and the likelihood of study funding.21,41 Additionally, consequence validity for the MERSQI scores has been demonstrated by its utility for identifying and disseminating high-quality research in medical education.42, Kirkpatrick’s hierarchy of outcomes as applied to education research. Note that validity evidence for the scores of a measurement instrument is separate from the internal validity of a research study. This “chicken or egg” conundrum reinforces the importance of the conceptual framework which, if present, should serve as an explanation or rationale for the predicted relationship between study variables. Controversial Medical Topics for Research Paper. In other words, no researcher will need to make the concerted decisio… Readers must therefore always check the product information and clinical procedures with the most up to date published product information and data sheets provided by the manufacturers and the most recent codes of conduct and safety regulations. For instance, researchers wanting to test the effect of a new curriculum among medical students may not be able to randomize learners due to competing curricular obligations and schedules. The statement of study intent is the logical culmination of the literature review, problem statement, and conceptual framework, and is a transition point between the Introduction and Methods sections of a medical education research report. 86. The main strength of quantitative methods is in their usefulness in producing factual and reliable outcome data. Intrinsic load: Inherent complexity or difficulty of the information the resident is trying to learn (e.g., complex patients). Below is the result of the poll that was taken for a sample size of 50 people from different areas and age groups: Since there is a different count of respondents for each of the ratings, hence we need to calculate the result by us… Can the results be trusted? Table 1 2–5 outlines these steps, which will be described in detail in the following sections. Effect of the BASIC examination on knowledge acquisition during anesthesiology residency. If you have purchased a print title that contains an access token, please see the token for information about how to register your code. The Newcastle-Ottawa Scale (NOS) for assessing the quality of nonrandomised studies in meta-analyses. Consider the following hypothetical example: A research article reports the effects of a year-long intubation curriculum for first-year anesthesiology residents. Yet many clinical medical educators lack the training and skills needed to conduct high-quality medical education research. e116. To this point, we have focused on framing the study and research methodologies and identifying potential pitfalls to consider when appraising a specific article. The investigators conducted a generalizability study of HARP scores to estimate the variance in assessment scores that was due to the resident, the rater, and the scenario. EXAMPLE: Medical Records. Race, Gender, and Smoking are categorical variables. Specifically, our primary aim is to assess the frequency and type of improvements that were completed and any factors that influence completion.”16. Data collection techniques used in all of the qualitative methods are presented and defined … Where to Find More Information on This Topic. Qualitative data is a broad category of data that can include almost any non-numerical data. There is no perfect methodology because each has its own potential caveats, flaws and/or sources of bias. The book presents statistical material from a variety of medical fields. An advantage of using this method is that it gives researchers detailed knowledge of the attitudes, behaviors, and interactions. Sullivan GM, Feinn R: Using effect size—or why the P value is not enough. The selection of a research design for any study should fit within the parameters of the stated research question or hypothesis. We use the signaling questions outlined in table 4 to make a validity and reliability argument for the Harvard Assessment of Anesthesia Resident Performance (HARP) instrument.7 The HARP was developed by Blum et al. For instance, the difference in performance between second- and third-year medical students is dramatically different than third- and fourth-year medical students. As such, investigators note that the HARP items were created through a two-step process. While this hypothetical report demonstrates an improvement in residents’ intubation success before versus after the intervention, it does not tell why the workshop worked, how it compares to other educational interventions, or how it fits in to the broader picture of anesthesia training. It concludes with a section on the role of meta-analyses of quantitative research in medical education. The literature review should also identify key gaps in the literature so the reader can understand the need for further research. 150 Qualitative and Quantitative Nursing Research Topics for Students While accomplishing a degree in healthcare and medicine, young people may face a need to compose research projects. Current concepts in validity and reliability for psychometric instruments: Theory and application. That is, using the HARP to measure the performance of CA-3 anesthesia residents had the unintended consequence of identifying the need for improvement in resident training. Examples of uses of mixed methods that would be applicable to medical education research include: collecting qualitative and quantitative data for more complete program evaluation, collecting qualitative data to inform the research design or instrument development of a quantitative study, or collecting qualitative data to explain the meaning behind the results of a quantitative study. Update in internal medicine residency education: A review of the literature in 2010 and 2011. Measurement variables in quantitative research generally fall into three categories: nominal, ordinal, or interval.24 Nominal variables (sometimes called categorical variables) involve data that can be placed into discrete categories without a specific order or structure. Research plan is the conceptual framework, and example paragraphs are combined with for... Learning in the study across seven different simulation scenarios methodology is made by balancing the approach best... Reviewed the most common research methodologies in the health professions: a primer for medical education tends to be quantitative research in medical field examples! Target population research design for any study should fit within the parameters of the basic examination knowledge... 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