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  1. 29 Ιουν 2002 · Beyond this cultural change, the following broad domains have seen real progress: basic research in the acquisition of expertise, problem based learning, advances in assessment methods, and continuing education, recertification, and relicensure.

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      The specialty of research in medical education began just...

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      The specialty of research in medical education began just...

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  2. 5 Σεπ 2007 · Medical education research can be made more meaningful by (1) planning prospective studies with mechanisms for following participants over many years, (2) making better use of rigorous retrospective studies, and (3) clarifying linkages between educational processes and patient health outcomes.

  3. 20 Ιουλ 2023 · This chapter provides an understanding of historical trends in medical education. It begins with a discussion on recent rapid expansion of medical schools internationally. Trends in medical education are influenced by technology, specialties in clinical practice and changes in health care delivery.

  4. 5 Μαρ 2018 · In the early 1990s, this led to a wide uptake of qualitative research methodologies in medical education research. 24 Focus groups, structured interviews, critical incident techniques and similar methodologies became popular approaches to achieve a better understanding of why certain education methods or assessment approaches were so successful ...

  5. 7 Ιαν 2024 · This Medical Education Research Library provides a prefatory visual representation of current key MER topics and associated experts. The topics align with trends identified in the literature, including topics of longstanding focus in MER.

  6. 16 Απρ 2019 · The overarching goal of medical education is the imparting of the highest principles, knowledge and skills in the nascent physician -- not bending medical education to follow prevalent but counterproductive personal and cultural trends.

  7. 16 Σεπ 2021 · We compiled these references and collaboratively identified four major research themes: (1) professional socialization, (2) knowledge regimes, (3) stratification within the profession, and (4) sociology of the field of medical education.