This document provides an overview of medical education research. It begins with intended learning outcomes and then defines key terms like medical education and research. The aims of medical education research are to advance knowledge, skills, and professionalism of medical students by understanding educational ecosystems. Research covers themes like the six core competencies and studies populations like medical students and faculty. Qualitative and quantitative research methods are discussed. The importance of research is maintaining quality education and identifying solutions to problems.
Assessment of Cardiovascular Fitness (VO2 Max) among medical students by Queens College Step test
Khushoo, T. N., Rafiq, N., & Qayoom, O. (2015). Assessment of cardiovascular fitness [VO2 max] among medical students by Queens College step test. International Journal of Biomedical and Advance Research, 6(5), 418–421. https://doi.org/10.7439/ijbar.v6i5.1965
Basics of Systematic Review and Meta-analysis: Part 3Rizwan S A
A 4 part lecture series on the basics of Systematic Review and Meta-analysis, Part 3 discusses the software needed and analytical techniques used for this purpose.
Observational study is divided into descriptive and analytical studies.
Non-experimental
Observational because there is no individual intervention
Treatment and exposures occur in a “non-controlled” environment
Individuals can be observed prospectively or retrospectively
COHORT STUDY- an “observational” design comparing individuals with a known risk factor or exposure with others without the risk factor or exposure.
looking for a difference in the risk (incidence) of a disease over time.
best observational design
data usually collected prospectively (some retrospective)
CASE CONTROL - EFFECT TO CAUSE
Retrospective
When disease is rare
.
Assessment of Cardiovascular Fitness (VO2 Max) among medical students by Queens College Step test
Khushoo, T. N., Rafiq, N., & Qayoom, O. (2015). Assessment of cardiovascular fitness [VO2 max] among medical students by Queens College step test. International Journal of Biomedical and Advance Research, 6(5), 418–421. https://doi.org/10.7439/ijbar.v6i5.1965
Basics of Systematic Review and Meta-analysis: Part 3Rizwan S A
A 4 part lecture series on the basics of Systematic Review and Meta-analysis, Part 3 discusses the software needed and analytical techniques used for this purpose.
Observational study is divided into descriptive and analytical studies.
Non-experimental
Observational because there is no individual intervention
Treatment and exposures occur in a “non-controlled” environment
Individuals can be observed prospectively or retrospectively
COHORT STUDY- an “observational” design comparing individuals with a known risk factor or exposure with others without the risk factor or exposure.
looking for a difference in the risk (incidence) of a disease over time.
best observational design
data usually collected prospectively (some retrospective)
CASE CONTROL - EFFECT TO CAUSE
Retrospective
When disease is rare
.
The scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice and hence improve the quality and effectiveness of health services
37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
Time to revisit the whole health professional education based on the changes in the technology economic and socio-political changes that are occurring.
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
The STUDY of the DISTRIBUTION & DETERMINANTS of HEALTH-RELATED STATES in specified POPULATIONS, and the application of this study to CONTROL of health problems.
Health Education Program Planning and Implementation Strategies.pptxSunita Poudel
The World Health Organization defines Health Education as “Any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”
Knowledge alone may not be powerful enough to motivate change, health education works to enhance knowledge, attitudes, and skills to positively influence health behaviors of individuals and communities.
A program is created when an organization identifies a need and creates a plan for addressing that need.
Planning is designing a course of action to achieve desired goals.
Program planning is the process by which a program is conceived and brought to fruition.
There are different steps in health education program planning.
The scientific study of methods to promote the systematic uptake of research findings and other evidence-based practices into routine practice and hence improve the quality and effectiveness of health services
37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
Time to revisit the whole health professional education based on the changes in the technology economic and socio-political changes that are occurring.
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
The STUDY of the DISTRIBUTION & DETERMINANTS of HEALTH-RELATED STATES in specified POPULATIONS, and the application of this study to CONTROL of health problems.
Health Education Program Planning and Implementation Strategies.pptxSunita Poudel
The World Health Organization defines Health Education as “Any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing their attitudes.”
Knowledge alone may not be powerful enough to motivate change, health education works to enhance knowledge, attitudes, and skills to positively influence health behaviors of individuals and communities.
A program is created when an organization identifies a need and creates a plan for addressing that need.
Planning is designing a course of action to achieve desired goals.
Program planning is the process by which a program is conceived and brought to fruition.
There are different steps in health education program planning.
1 PUBH 8571 Public Health & Aging Fall 2020 SyllaTatianaMajor22
1
PUBH 8571: Public Health & Aging
Fall 2020 Syllabus
Distance Education Delivery
Instructors:
Dr. Ruth Little Dr. Rashmita Basu
Vice Chair & Assistant Professor Assistant Professor
Dr. Little Office Hours: Office hour: by appointment
Tuesday 2-4pm; Thursday 2-5pm; Email: [email protected]
or by appointment Phone: 252-744-2785 (O)
Phone 252-744-3123
Cell: 252-916-4608
Email: [email protected]
Prerequisite:
Enrollment in Doctor of Public Health, Health Policy Administration & Leadership Concentration
Course Objectives:
On completion of this course students are expected to be able to:
1. Examine public health services for the aged population.
2. Analyze health care resources and competencies needed for healthy aging.
3. Demonstrate skills necessary for public health workforce development and advocacy.
4. Evaluate technological applications available for optimizing quality of life.
5. Analyze health care policies, financial resources and services available for the aged
population.
6. Assess financial resources needed by aging population and critique current system for
ensuring quality of care.
7. Evaluate the current needs and services for assuring provision of care for fragile populations.
8. Critique the role of public health in end of life care for aged population.
Textbooks for Dr. Little’s portion of the course:
Rowles, Graham D. & Teaster, Pamela B. (2016). Long Term Care in an Aging Society. Springer
Publishing Co. New York. New York.
Nerenberg, Lisa. (2019). Critical Topics in an Aging Society: Elder Justice, Ageism, and Elder Abuse.
Spring Publishing Co. New York, New York.
mailto:[email protected]
mailto:[email protected]
2
Dr. Basu’s portion of the course:
There will be no specific text book for Dr. Basu’s portion of this course, rather you will be given a list of
journal articles, book chapters, reports etc, on the topics that we will cover in the syllabus. Please find
these reading materials in the Canvas.
Additional Required Readings:
Will be assigned and placed in canvas under each weekly module. Please check frequently, as relevant
readings occur, these may be added to maximize course learning opportunities.
Course Schedule
Week 1: Dr. Little
August 10, 2020
Assignments
Discussion Board 1:
See Week 1
Discussion Board in
Canvas
Long Term Care Overview:
• Long Term Care Populations
• History of LTC
• Formal versus Informal Care
Week 2: Dr. Basu
August 17, 2020
Discussion #2:
demand for long-term
care services and
supports (LTSS),
financial and
economic challenges
faced by older adults
Health and economic consequences of
aging—
• Demographic trends: increase in
long-term care needs due to
disability, chronic illnesses etc.
Financial/economic resources
available to aging population—to
meet the demand for care needs
We ...
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxwlynn1
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac.
Running head INDIVIDUAL SUCCESS PLAN1INDIVIDUAL SUCCESS PLAN.docxjeanettehully
Running head: INDIVIDUAL SUCCESS PLAN1
INDIVIDUAL SUCCESS PLAN2
NRS 490: Self-Assessment and Individual Success Plan
Name: Nanah Kamara
Institution: GCU
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date
Assignment
Completed
Week 1
· My professional capstone & documentation of the practicum process
· My personal success Strategy
· My professional capstone & a reflective journal of the practicum process, among other scholarly/ academic activities
i. Acknowledging of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/13/2020
The Effective Communication (MCI): Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful (GCU, 2015).
1/19/2020
Week 2
· Selecting the topic for my capstone project and forwarding for approval
· clarifying the statement for my topic II, practicing, and assigning of time for its completion
i. Identification of the issues, along with determining of the opportunities for providing and improving patient care, the care outcome, and clinical procedures.
ii. Examine likely and existent clinical and healthcare problems and their implication in the practice.
iii. Come up with some evidence-based solutions for leveraging the quality of patient care and address care problems.
iv. Use PICOT process to investigate the clinical care problems.
v. Exemplify knowledge and skills valued in care delivery that are consistent with the professional role of nursing (Gemuenden & Lechler, 2014).
10
1/20/2020
MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice (GCU, 2015).
MC4:Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to bac ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Medical Education
Research: a basic and
practical approach
for medical students
Prof. Wadie Elmadhoun, MBBS, MSc., MD
Medical Education Research– Session July 2020 – Prof. Wadie
1
2. “The beautiful and impossible”
Medical Education Research– Session July 2020 – Prof. Wadie
2
3. Presentation outlines
1. Intended learning outcomes (ILOs)
2. Definition of terms.
3. Aims of MedEd research
4. Themes of MedEd research
5. Practical steps in MedEd
Research
6. Quiz section.
Medical Education Research– Session July 2020 – Prof. Wadie
3
4. Intended Learning outcomes (ILOs)
• By the end of this session, the learner should be
able to:
1. Define medical education (MedEd) research and
state its objectives.
2. Describe the scope and Themes of (MedEd)
research
3. List the priority areas of (MedEd) research in
his/her institution
4. Enumerate the practical steps in conduction of a
(MedEd) research
5. Demonstrate appreciation of the importance of
(MedEd) research
Medical Education Research– Session July 2020 – Prof. Wadie
4
5. What is meant by research?
• Try to mention/write a few key words before
proceeding to next slide:
• ……………....
• ………………..
• ………………..
Medical Education Research– Session July 2020 – Prof. Wadie
5
6. Definition of research
• Research is defined as the
systematic process for the creation
of new knowledge and/or the use
of existing knowledge in a new and
creative way so as to generate
new concepts, methodologies and
understandings.
Medical Education Research– Session July 2020 – Prof. Wadie
6
7. • This could include synthesis
and analysis of previous
research to the extent that it
leads to new and creative
outcomes.
Medical Education Research– Session July 2020 – Prof. Wadie
7
8. What is Medical Education
(MedEd)?
1. ……….
2. …...…..
3. ………..
Medical Education Research– Session July 2020 – Prof. Wadie
8
Try to write 3 key words
9. Definition of Medical Education (MedEd)?
• A course of study directed toward imparting
to persons seeking to become health
professionals the knowledge and skills
required for the prevention and treatment of
disease.
• It also develops the methods and objectives
appropriate to the study of the still unknown
factors that produce disease or favour well-
being.
Medical Education Research– Session July 2020 – Prof. Wadie
9
10. • Among the goals of
medical education is the production
of health professionals sensitive to
the health needs of their country,
capable of ministering to those needs,
and aware of the necessity of
continuing their own education.
Medical Education Research– Session July 2020 – Prof. Wadie
10
12. • It therefore follows that the plan of
education, the medical curriculum,
should not be the same in all
countries.
• Although there may be basic
elements common to all, the
details should vary from place to
place and from time to time.
Medical Education Research– Session July 2020 – Prof. Wadie
12
13. Curriculum should be dynamic
• Whatever form the curriculum
takes, ideally it will be flexible
enough to allow modification
as circumstances alter, medical
knowledge grows, and needs
change.
Medical Education Research– Session July 2020 – Prof. Wadie
13
14. • Medical education research may include
• evaluation of the transfer or
acquisition of
1. knowledge,
2. skills or
3. attitudes
• in any topic relevant to human health
among any type of learner, including
health professionals, students in the
health professions, and patients.
Medical Education Research– Session July 2020 – Prof. Wadie
14
15. What is the
principal aim of
MedEd research ?
• Take one minute to reflect on this question.
Medical Education Research– Session July 2020 – Prof. Wadie
15
16. What is the principal aim of MedEd
research ?
Medical education research aims
to advance the knowledge, skills,
and professionalism of medical
students by understanding and
evaluating educational
ecosystems.
Medical Education Research– Session July 2020 – Prof. Wadie
16
17. What is the scope of MedEd research ?
• These ecosystems include:
1. policies related to admissions and curriculum,
2. people who serve as teachers and mentors,
3. instructional technology and other
resources,
4. the attitudes that pervade a given institution
or educational experience, and even the
students themselves.
Medical Education Research– Session July 2020 – Prof. Wadie
17
18. What is the ultimate goal of MedEd research ?
• Ultimately, research in medical education is
conducted to:
1. address contemporary issues and questions
in medical education
2. design, evaluate, and support curricular
innovations
3. assess and reform the culture underlying
medical education
Medical Education Research– Session July 2020 – Prof. Wadie
18
19. What Themes
does MedEd
research cover?
• You have 2 minutes to write a few words as
an answer for this question.
Medical Education Research– Session July 2020 – Prof. Wadie
19
20. Themes of MedEd research
• Topics often fall into one of the six
professional core competencies:
1. patient care,
2. medical knowledge,
3. practice-based learning and
improvement,
4. interpersonal and communication skills,
5. systems-based practice, and
6. professionalism
Medical Education Research– Session July 2020 – Prof. Wadie
20
21. Outcomes of research
• Legitimate outcome measures include:
•changes in knowledge,
skills, attitudes,
behaviors, and even
patient outcomes.
Medical Education Research– Session July 2020 – Prof. Wadie
21
22. Study population of MedEd
research
1. Medical school: students, faculty, curricula,
systems, ….
2. Residency training programs: candidates,
mentors, curricula, ….
3. Continuing medical education: activities,
outcomes, …..
4. Patients: education,….
Medical Education Research– Session July 2020 – Prof. Wadie
22
23. What is the
importance of
research in medical
education?
• In 2 minutes try to remember benefits gained
with regard to: human knowledge, patient
care, candidates’ progress, innovations,
quality of education….
Medical Education Research– Session July 2020 – Prof. Wadie
23
24. Importance of research in
medical education
1. Provision of trustworthy
information regarding medical
educational problems and their
solutions.
2. Maintaining quality of medical
education.
Medical Education Research– Session July 2020 – Prof. Wadie
24
25. Importance of research in medical
education
3- demonstration of specific ways in which
teachers can or already do help students feel a
sense of belonging in school and make gains in
learning.
4- understanding the science of learning, largely
through technologies that give a real-time look at
what happens in a student’s brain as they learn.
Medical Education Research– Session July 2020 – Prof. Wadie
25
26. Importance of research in medical education
5- Identifying facts regarding: enrolment,
retention, dropout, quality of medical education
and so forth.
6- Building new knowledge regarding the
methodology, pedagogy or other core subject
areas.
7- Adding of existing stock of knowledge related
to medical educational field
8- suggestion of solutions for problems related to
classroom, institution, administrative level, policy
level, resources, etc...
Medical Education Research– Session July 2020 – Prof. Wadie
26
27. Importance of research in medical
education
9- Invention of new teaching methods,
curriculum development strategies, effective
grouping technique and so forth.
10- Realizing the exact problems of medical
educational sector.
11- Assessing the effect of new methodology
of teaching on the educational process.
Medical Education Research– Session July 2020 – Prof. Wadie
27
28. Importance of research in medical
education
12- Explore understanding of teachers’
knowledge about latest evaluation
techniques.
13- Identification of the hindrances to achieve
universalization of education.
Medical Education Research– Session July 2020 – Prof. Wadie
28
30. Nature and value of qualitative
studies in medical education
• Qualitative research is concerned with
'...developing explanations of social
phenomena...'
• The world in which we live-
• Why things are the way they are-
• Concerned with social aspects of our world-
Medical Education Research– Session July 2020 – Prof. Wadie
30
31. Qualitative studies
• Seek to answer questions about:-
1. Why people behave the way they do?
2. How opinions and attitudes are formed?
3. How people are affected by the events that go
on around them?
4. How and why cultures have developed in the
way they have?
• Why there exist differences between social
groups?
Medical Education Research– Session July 2020 – Prof. Wadie
31
33. • Qualitative research is a process
of capturing lived-in experiences of
individuals, groups, and society.
• It is an umbrella concept which
involves variety of methods of data
collection
Medical Education Research– Session July 2020 – Prof. Wadie
33
34. Differences Between Qualitative and
Quantitative studies
• Although the two methods are
often seen as antagonists,
there is a growing recognition
that the distinctions between
the methods are unnecessary.
Medical Education Research– Session July 2020 – Prof. Wadie
34
35. Qualitative vs. quantitative studies
• They cannot be compared side by
side but for the purposes of trying
to understand some key
characteristics of each of the types
of research, we will look at
qualitative and quantitative
methods and how they might
complement one another.
Medical Education Research– Session July 2020 – Prof. Wadie
35
36. • When collecting and analyzing data,
quantitative research deals with numbers
and statistics,
• while qualitative research deals with words
and meanings. Both are important for
gaining different kinds of knowledge.
Medical Education Research– Session July 2020 – Prof. Wadie
36
37. Qualitative vs. quantitative studies
• In terms of objectives,
qualitative research is
inductive and aims to explore
new things, insights, generate
theories, patterns, themes,
and hypotheses.
Medical Education Research– Session July 2020 – Prof. Wadie
37
38. Qualitative vs. quantitative studies
• On the other hand, quantitative
research is deductive so it
investigates the validity of facts,
estimates relationships, and
predicts outcomes,
• It controls, describes, or
confirms hypotheses.
Medical Education Research– Session July 2020 – Prof. Wadie
38
39. Qualitative vs. quantitative studies
• There's a lot more breadth to
quantitative methods,
• whereas there's a lot more
depth to qualitative.
Medical Education Research– Session July 2020 – Prof. Wadie
39
40. Qualitative vs. quantitative studies
• Qualitative research is
subjective, flexible, and
naturalistic.
• Quantitative on the other
hand is experimental and
uses statistics.
Medical Education Research– Session July 2020 – Prof. Wadie
40
42. Steps of Conducting researches
• Step 1: Identify the Problem.
• Step 2: Review the Literature.
• Step 3: Clarify the Problem.
• Step 4: Clearly Define Terms and Concepts.
• Step 5: Define the Population.
• Step 6: Conduct the Implementation Plan.
• Step 7: Collect Data.
• Step 8: Analyze Data.
• Step 9: Write and publish your work.
Medical Education Research– Session July 2020 – Prof. Wadie
42
43. Priority Research Areas
• These should be agreed upon by each institution.
• Examples:
• teaching methods and learning techniques,
• job descriptions and professional skills of graduates,
• quality management in education,
• second language,
• clinical education,
• science production in medicine,
• faculty evaluation and
• information technology.
Medical Education Research– Session July 2020 – Prof. Wadie
43
44. Why should there be priority topics
for MedEd research?
• Research must add to the
current knowledge by
addressing clearly defined
needs or questions and the
results must have the potential
to affect the educational
practice.
Medical Education Research– Session July 2020 – Prof. Wadie
44
45. a list of the top themes in medical education research cited in
the 20-year review.
1. Student assessment & evaluation
2. Use of simulations
3. Clinical skills training
4. Admission to medical school
5. Clinical clerkships
6. Medical licensing exams
7. Problem-based learning
8. Knowledge retention
9. Community-based training
10.Specialty choice
11.Clinical competence assessment
12.Patient safety
13.Teaching the clinical sciences
14.Scholarship in education
15.Communication skills training
16. Humanities in medicine
17. Student characteristics
18. Teaching through lectures
19, Objective structured clinical exam
20, Interprofessional education
21. Teaching the basic sciences
22. International medical graduates
23. Nature of clinical reasoning
24. Women’s health
25. Professionalism in medicine (incl.
attitudes, cultural competence, ethics)
26. Underrepresented minority students
27. Costs of medical education
28. Computer-assisted instruction
29. Faculty development
Medical Education Research– Session July 2020 – Prof. Wadie
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46. Can you list some topics that you
consider as priority research
areas in your institution
1. ...
2. ...
3. …
4. …
5. …
• In 5 minutes try to figure out the
hot topics that you think need to be
investigated or researched.
Medical Education Research– Session July 2020 – Prof. Wadie
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47. Take a fresh breath
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48. Now you have chosen a topic
for research, what tool should
you use to collect data?
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49. How to design a good survey
tool for your research
• This is the most important step
• and once properly achieved
every other step would be ok.
• On the other hand; if done less
satisfactorily every other step
would be a mess.
Medical Education Research– Session July 2020 – Prof. Wadie
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52. A seven-step, survey scale design process
for medical education researchers.
1. Conduct a literature review: To
ensure that the construct
definition aligns with relevant prior
research and theory and to
identify existing survey scales or
items that might be used or
adapted
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53. A seven-step, survey scale design process
for medical education researchers.
2. Conduct interviews and/or
focus groups: To learn how the
population of interest
conceptualizes and describes
the construct of interest
Medical Education Research– Session July 2020 – Prof. Wadie
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54. A seven-step, survey scale design process
for medical education researchers.
3. Synthesize the literature review
and interviews/focus groups: To
ensure that the conceptualization of
the construct makes theoretical
sense to scholars in the field and
uses language that the population of
interest understands
Medical Education Research– Session July 2020 – Prof. Wadie
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55. A seven-step, survey scale design process
for medical education researchers.
4. Develop items: To ensure
items are clear, understandable
and written in accordance with
current best practices in survey
design
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56. A seven-step, survey scale design process
for medical education researchers.
5. Conduct expert
validation: To assess how
clear and relevant the
items are with respect to
the construct of interest
Medical Education Research– Session July 2020 – Prof. Wadie
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57. A seven-step, survey scale design process
for medical education researchers.
6. Conduct cognitive
interviews: To ensure that
respondents interpret items in
the manner that survey
designer intends
Medical Education Research–
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58. A seven-step, survey scale design process
for medical education researchers.
7. Conduct pilot testing: To
check for adequate item
variance, reliability and
convergent/discriminant
validity with respect to other
measures
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59. A final break before the end
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60. What are the steps
for developing a
scholarly MedEd
project?
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61. 1. Refine your study question:
1. Review the literature to identify
gaps.
2. Clearly state a problem and the
significance of addressing it.
3. Develop a conceptual framework: a
theory model, or approach that
places a question within a
theoretical context.
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62. 2. Define your outcomes:
1. An outcome is the dependent variable of
your study and should help you answer
your specific question directly
2. Challenge yourself to predict the outcome
of your study. What would your study
suggest if your prediction was proven to be
true or false?
3. Plan to collect information about your
outcome in an unbiased manner.
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63. 3. Identify designs and methods to enable you to study your
outcome such as:
1. Observations: Determine relationships or associations
between variables
2. Experiments: study the effect of changing one variable on
another
3. Qualitative research: study the reasons behind certain
behaviors and decisions
4. Validations: collect evidence to test the predictive value of
scoring instruments (e.g. course evaluations)
5. Surveys: Ask questions to better understand a subject’s
characteristics
6. Systematic Reviews: Use an established method/criterion to
summarize previously published studies
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64. How do I develop a research question?
• Sometimes the hardest part of a
research project is coming up with
an idea that is
1. feasible,
2. can have a meaningful impact, and
3. has not already been done.
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65. How do I develop a research question?
• Limiting the scope of your idea to a time
frame and level of effort that won’t unduly
interfere with your ongoing studies is also
challenging.
• Thankfully, ideas don’t spring from a
vacuum, and medical students are not
expected to independently lead something
they’ve never done before.
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66. How do I develop a research question?
• Ideas emerge from mindfully participating in
everyday experience with others.
• A great way to generate research questions is
to:
1. participate in ongoing educational
innovations at your home institution,
2. collaborate as a junior partner in ongoing
MedEd research projects, and
3. build relationships with others at your
institution who are doing MedEd research.
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68. What are the practical steps in research
conduction? Take home messages
1. Sharpen your: ideas, research questions,
objectives and outcome indicators.
2. Think of an appropriate action plan: that
includes dates, logistics and cost.
3. Write your research proposal as draft, then
refine its items.
4. Plan well for the implementation phase:
consider minor details.
5. Document every thing you do immediately.
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69. Take home messages
6. Passion, Consistency and Patience
(PCP) are the most essential ingredients of
success.
7. Always keep in touch with seniors and
experts, even if you are not in 100%
agreement with their views.
8. The backbone of research writing (the
manuscript) is similar, whatsoever the type of
research: IMRAD (Introduction, Methods,
Results and Discussion).
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70. Take home messages
9. Research is a practical skill, not theoretical
knowledge, (similar to football): Trail and
error approach.
10. Adequate language skills and knowledge
of basic statistical methods are essential tools
in research( not so essential if you are a team
member, other players may compensate).
11. Teamwork is the essence of research:
(would you expect Leonel Messi to succeed if he played alone
for Barcelona?)
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71. Quiz section
1. Mention three keywords in the definition of
MedEd Research.
2. What personal benefits would you expect to
gain of conducting MedEd Research?
3. What public benefits would be achieved
through conduction and publication of sound
MedEd Research?
4. Would you summarize the practical steps of
conducting MedEd Research?
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72. Thanks for your attention
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73. References and further readings
1. https://www.aamc.org/system/files/c/2/429856-
mededresearchprimer.pdf
2. https://www.hopkinsmedicine.org/gim/research/cont
ent/med_ed.html
3. https://www.mededpublish.org/manuscripts/400
4. https://en.wikipedia.org/wiki/Medical_education
5. https://www.scribbr.com/methodology/qualitative-
quantitative-research/
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