Description, justification and clarification: a framework for classifying the purposes of research in medical education
Description, justification and clarification: a framework for classifying the purposes of research in medical education
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DOI：
10.1111/j.1365-2923.2007.02974.x
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发表时间：
2008-02-01
影响因子：
6
通讯作者：
Schmidt, Henk G.
中科院分区：
文献类型：
--
作者：
Cook, David A.;Bordage, Georges;Schmidt, Henk G.
背景 作者对医学教育研究指导实践和推进医学教育科学的程度提出了质疑。 目的 本研究旨在提出一个框架，用于对教育研究的目的进行分类，并量化医学教育实验中目的的频率。 方法 我们查阅了 2003 年和 2004 年发表在《学术医学》、《健康科学教育进展》、《美国外科杂志》、《普通内科杂志》、《医学教育》和《医学教学》上的文章（1459 篇文章）。从 185 篇描述教育实验的文章中，随机抽取了 110 篇样本。每项研究的目的都分为描述（“做了什么？”）、论证（“它有效吗？”）或澄清（“为什么或如何有效？”）。归纳确定教育主题，并对每项研究进行相应分类。结果 在适合审查的 105 篇文章中，75 篇（72%）为论证研究，17 篇（16%）为描述研究，13 篇（12%）为澄清研究。评估方法（5/6，83%）和针对知识和态度的干预措施（5/28，18%）的实验研究比涉及其他教育主题的研究（< 8%）更有可能是澄清研究。 结论 澄清研究在医学教育实验研究中并不常见。需要以此为目的的研究（即询问：“它如何以及为什么起作用？”）来加深我们的理解并推进医学教育的艺术和科学。我们希望这个框架能够激发教育学者反思他们的探究目的和他们提出的研究问题，并努力提出更多澄清的问题。
CONTEXT Authors have questioned the degree to which medical education research informs practice and advances the science of medical education.OBJECTIVE This study aims to propose a framework for classifying the purposes of education research and to quantify the frequencies of purposes among medical education experiments.METHODS We looked at articles published in 2003 and 2004 in Academic Medicine, Advances in Health Sciences Education, American Journal of Surgery, Journal of General Internal Medicine, Medical Education and Teaching and Learning in Medicine (1459 articles). From the 185 articles describing education experiments, a random sample of 110 was selected. The purpose of each study was classified as description ('What was done?'), justification ('Did it work?') or clarification ('Why or how did it work?'). Educational topics were identified inductively and each study was classified accordingly.RESULTS Of the 105 articles suitable for review, 75 (72%) were justification studies, 17 (16%) were description studies, and 13 (12%) were clarification studies. Experimental studies of assessment methods (5/6, 83%) and interventions aimed at knowledge and attitudes (5/28, 18%) were more likely to be clarification studies than were studies addressing other educational topics (< 8%).CONCLUSIONS Clarification studies are uncommon in experimental studies in medical education. Studies with this purpose (i.e. studies asking: 'How and why does it work?') are needed to deepen our understanding and advance the art and science of medical education. We hope that this framework stimulates education scholars to reflect on the purpose of their inquiry and the research questions they ask, and to strive to ask more clarification questions.