Preface: Case Studies of Medical Education Research Groups

University of Missouri-Kansas City School of Medicine, 2411 Holmes, Kansas City, MO 64108, USA.
Academic Medicine (Impact Factor: 2.93). 11/2004; 79(10):966-8. DOI: 10.1097/00001888-200410000-00015
Source: PubMed
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    • "These and other early successes have yielded increasing levels of institutional support with the establishment of formal offices, departments, and centers of medical education research. These centers began as and continue to be diverse in structure, size, and purpose [18]. Examples of highly functioning units are described in a special issue of Academic Medicine, published in 2004. "
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    ABSTRACT: Educational research is a unique field of study, in that it must be multi-disciplinary to be successful. At the same time it is susceptible to many of the same insular tendencies that impact upon and limit individual disciplines. The scope of research is broad with frequently debated objectives and the definitions of "good" and "rigorous" research are as diverse as the employed methodologies and theoretical frameworks. The vast number of variables impacting upon human behavior, affecting one's ability to accurately predict an educational outcome, provides another example of the challenges inherent in such work. These issues create a number of difficulties that one must overcome, but they also create an exceptionally rich field in which to work, nudging individuals beyond the boundaries of their primary disciplines and into innovative collaborations and new perspectives. In this article, we present elements from the ongoing evolution of the field of medical education research in the hope of promoting ongoing discussions between those working in that field and those working in the molecular life sciences through which both fields may continue to grow and learn. © 2010 by The International Union of Biochemistry and Molecular Biology.
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    ABSTRACT: In 1990, the Accreditation Council for Graduate Medical Education (ACGME) changed the requirements for diagnostic radiology residency to require residents to have 6 months of radiology training prior to taking independent call. In 2007, the requirements were again revised, requiring residents to have 12 months of radiology training prior to taking independent call (Rumack 2007). The change was justified as follows: during 6 months of training, residents cannot be exposed to standard 4-week rotations in all subspecialty areas of radiology, and residents are more accurate in formulating preliminary interpretations if they have 12 months rather than 6 months of exposure to the specialty. Resident results in the American College of Radiology in-service examination, which show a steady increase in scores with each year of training, were used to justify the latter. Furthermore, other medical specialties required constant supervision for first-year residents by more senior residents or in-house supervision of residents by faculty members.

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