Medical Education Leaders Don’t Know Much About Medical Education Evidence

evidence  In this qualitative study, investigators interviewed 15 undergraduate medical education leaders regarding their use of empirical evidence about medical education practices.  They found that “many did not actively seek research evidence to inform their educational practices.”  Three factors were reported to increase these faculty members’ use of evidence re medical education: peer involvement in education research, peer recommendation of resources, and the availability of faculty development.  Several factors decreased faculty use of evidence.  These included:  the perception that the evidence is of poor quality; inadequate time to seek out the education literature; faculty or student resistance to change; and limitations in resources needed for curricular change.  One barrier to the use of empirical evidence in medical education is one that this newsletter aims to ameliorate:  “Participants wanted empirical evidence to be disseminated using approaches that are highly accessible to educators, in part through simple synthesis and brief presentation.” — Laura Willett, MD

Onyura B, Légaré F, Baker L, Reeves S, Rosenfield J, Kitto S, Hodges B, Silver I, Curran V, Armson H, Leslie K. Affordances of Knowledge Translation in Medical Education: A Qualitative Exploration of Empirical Knowledge Use Among Medical Educators. Acad Med. 2014
Link To Article


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