Supervising Editor: Nicole DeIorio, MD.
Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2009
Version of Record online: 12 OCT 2010
© 2010 by the Society for Academic Emergency Medicine
Academic Emergency Medicine
Special Issue: CORD/CDEM Educational Advances Supplement
Volume 17, Issue Supplement s2, pages S16–S25, October 2010
How to Cite
Kuhn, G. J., Shayne, P., Coates, W. C., Fisher, J., Lin, M., Maggio, L. A. and Farrell, S. E. (2010), Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2009. Academic Emergency Medicine, 17: S16–S25. doi: 10.1111/j.1553-2712.2010.00899.x
- Issue online: 12 OCT 2010
- Version of Record online: 12 OCT 2010
- Received May 15, 2010; revision received July 9, 2010; accepted July 11, 2010.
- undergraduate medical education;
- graduate medical education;
- continuing medical education;
- education research;
- emergency medicine
Objectives: The objective was to critically appraise and highlight methodologically superior medical education research specific to emergency medicine (EM) published in 2009.
Methods: A search of the English language literature in 2009 querying Ovid MEDLINE In-Process & Other Non-Indexed Citations, Ovid MEDLINE 1950 to Present, Web of Science, Education Resources Information Center (ERIC), and PsychInfo identified 36 EM studies that used hypothesis-testing or observational investigations of educational interventions. Six reviewers independently ranked all publications based on 10 criteria, including four related to methodology, that were chosen a priori to standardize evaluation by reviewers. This was a refinement of the methods used to appraise medical education published in 2008.
Results: Seven studies met the standards as determined by the averaged rankings and are highlighted and summarized here. This year, 16 of 36 (44%) identified studies had funding, compared to 11 of 30 (36%) identified last year; five of seven (71%) highlighted publications were funded in 2009 compared to three of five (60%) highlighted in 2008. Use of technology in medical education was reported in 14 identified and four highlighted publications, with simulation being the most common technology studied. Five of the seven (71%) featured publications used a quasi-experimental or experimental design, one was observational, and one was qualitative. Practice management topics, including patient safety, efficiency, and revenue generation, were examined in seven reviewed studies.
Conclusions: Thirty-six medical education publications published in 2009 focusing on EM were identified. This critical appraisal reviews and highlights seven studies that met a priori quality indicators. Current trends are noted.
ACADEMIC EMERGENCY MEDICINE 2010; 17:S16–S25 © 2010 by the Society for Academic Emergency Medicine