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Maggio LA, Costello JA, Artino AR. Describing the Landscape of Medical Education Preprints on MedRxiv: Current Trends and Future Recommendations. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:981-986. [PMID: 38619532 DOI: 10.1097/acm.0000000000005742] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/16/2024]
Abstract
PURPOSE A preprint is a version of a research manuscript posted to a preprint server prior to peer review. Preprints enable authors to quickly and openly share research, afford opportunities for expedient feedback, and enable immediate listing of research on grant and promotion applications. In medical education, most journals welcome preprints, which suggests that preprints play a role in the field's discourse. Yet, little is known about medical education preprints, including author characteristics, preprint use, and ultimate publication status. This study provides an overview of preprints in medical education to better understand their role in the field's discourse. METHOD The authors queried medRxiv, a preprint repository, to identify preprints categorized as "medical education" and downloaded related metadata. CrossRef was queried to gather information on preprints later published in journals. Data were analyzed using descriptive statistics. RESULTS Between 2019 and 2022, 204 preprints were classified in medRxiv as "medical education," with most deposited in 2021 (n = 76; 37.3%). On average, preprint full-texts were downloaded 1,875.2 times, and all were promoted on social media. Preprints were authored, on average, by 5.9 authors. Corresponding authors were based in 41 countries, with 45.6% in the United States, the United Kingdom, and Canada. Almost half (n = 101; 49.5%) became published articles in predominantly peer-reviewed journals. Preprints appeared in 65 peer-reviewed journals, with BMC Medical Education (n = 9; 8.9%) most represented. CONCLUSIONS Medical education research is being deposited as preprints, which are promoted, heavily accessed, and subsequently published in peer-reviewed journals, including medical education journals. Considering the benefits of preprints and the slowness of medical education publishing, it is likely that preprint depositing will increase and preprints will be integrated into the field's discourse. The authors propose next steps to facilitate responsible and effective creation and use of preprints.
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Chang Chan AYC, van Leeuwen M, Custers E, Bleys R, Ten Cate O. Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study. MEDICAL TEACHER 2024:1-11. [PMID: 39096213 DOI: 10.1080/0142159x.2024.2383373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2024] [Accepted: 07/18/2024] [Indexed: 08/05/2024]
Abstract
PURPOSE With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. METHODS A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. RESULTS LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. CONCLUSIONS Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers 'commitment.'
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Affiliation(s)
- Ana Yoe Cheng Chang Chan
- Independent, Formerly Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon, Leon, Nicaragua
| | - Maarten van Leeuwen
- Independent, Formerly Department of Radiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Eugene Custers
- Faculty of Education Sciences, Open University, Heerlen, the Netherlands
| | - Ronald Bleys
- Anatomy Department, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Olle Ten Cate
- Education Center, University Medical Center Utrecht, Utrecht, the Netherlands
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Kusurkar RA, Lilley P, Harden R. Medical Teacher's equity diversity inclusion policy. MEDICAL TEACHER 2024; 46:730-731. [PMID: 38557241 DOI: 10.1080/0142159x.2024.2334394] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Accepted: 03/20/2024] [Indexed: 04/04/2024]
Abstract
Medical Teacher is a leading international journal in health professions education. The Journal recognizes its responsibility to publish papers that reflect the breadth of topics that meet the needs of its readers around the globe including contributions from countries underrepresented in the health professions education arena. This paper sets out the Journal's policy with regard to Equity Diversity Inclusion (EDI) and the steps to be taken to implement the policy in practice.
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Affiliation(s)
- Rashmi A Kusurkar
- Research in Education, Amsterdam UMC location Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- LEARN! Research Institute for Learning and Education, Faculty of Psychology and Education, VU University Amsterdam, Amsterdam, The Netherlands
- Amsterdam Public Health, Quality of Care, Amsterdam, the Netherlands
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Haight M, Ausel E, Bahner I, Belovich AN, Brenneman A, Brooks WS, Ely S, Garwood S, Habal S, Hernandez M, Ikonne U, McKell D, Porter R, Rowe R, Taylor TAH, Thesen T. One World, One Health: Tackling the Global Health Crisis. MEDICAL SCIENCE EDUCATOR 2024; 34:717-721. [PMID: 38887407 PMCID: PMC11180038 DOI: 10.1007/s40670-024-02038-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/01/2024] [Indexed: 06/20/2024]
Affiliation(s)
- Michele Haight
- John A. Burns School of Medicine, University of Hawai’i, Honolulu, HI USA
| | - Erica Ausel
- Marian University College of Osteopathic Medicine, Indianapolis, IN USA
| | - Ingrid Bahner
- Morsani College of Medicine, University of South Florida, Tampa, FL USA
| | | | | | - William S. Brooks
- University of Alabama at Birmingham Heersink School of Medicine, Birmingham, AL USA
| | - Susan Ely
- Baylor College of Medicine Temple, Temple, TX USA
| | - Steve Garwood
- Rowan-Virtua School of Osteopathic Medicine, Stratford, NJ USA
| | - Shafik Habal
- Philadelphia College of Osteopathic Medicine, Suwanee, GA USA
| | - Mark Hernandez
- East Tennessee State University Quillen College of Medicine, Johnson City, TN USA
| | - Uzoma Ikonne
- Eastern Virginia Medical School, Norfolk, VA USA
| | | | | | - Rebecca Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
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Cianciolo AT, Andon A. Enacting a Counterspace to Advise TLM's Global Diversity, Equity, and Inclusion Effort. TEACHING AND LEARNING IN MEDICINE 2024; 36:107-110. [PMID: 38555546 DOI: 10.1080/10401334.2024.2327767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Affiliation(s)
- Anna T Cianciolo
- Medical Education, Columbia University Vagelos College of Physicians and Surgeons, New York, New York, USA
| | - Anabelle Andon
- Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA
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Mokhachane M, Green-Thompson L, Wyatt TR. Voices of Silence: Experiences in Disseminating Scholarship as a Global South Researcher. TEACHING AND LEARNING IN MEDICINE 2024; 36:235-243. [PMID: 36843331 DOI: 10.1080/10401334.2023.2181815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Abstract
Issue: There is an unspoken requirement that medical education researchers living in the Global South must disseminate their work using dominant frames constructed by individuals living in the Global North. As such, the published literature in our field is dominated by researchers whose work primarily benefits the Western world, casting the rest of what is published as localized and unhelpful knowledge. In this article, we use Audre Lorde's conception of the Master's house as a metaphor to narrate the experiences of two South African medical education researchers trying to disseminate their work into North American venues. In addition to narrating these stories, we describe the personal and professional consequences they experienced as a result of their efforts. Evidence: For researchers working outside of the Global North, entering the Master's formidable house is daunting, and there is no clear pathway in. These narratives illustrate how reviewers and editorial staff act as gatekeepers, continuously shaping ideas about what it means to do acceptable research, and who is allowed to disseminate it within the field. These narratives also show that those who have been rejected by these gatekeepers are often conflicted about their position within the larger field of medical education. Implications: To begin to address this issue, we have made several suggestions for the research community to consider. First, medical education research journals need to create spaces for researchers publishing from the Global South. One suggestion is for journals to create a submission type that is dedicated to researchers working outside of North America. Second, journals should also include more Global South editors and reviewers to help with knowledge translation when articles are submitted from outside North America. If our collective goal is to improve the training of physicians and the health outcomes of humanity, then we need to renovate the Master's house and begin to break down the barriers that separate us from truly building together.
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Affiliation(s)
- Mantoa Mokhachane
- Unit for Undergraduate Medical Education, University of Witwatersrand, Johannesburg, South Africa
| | | | - Tasha R Wyatt
- Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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Manan MR, Nawaz I, Rahman S, Manan H. Diversity, equity, and inclusion in medical education journals: An evaluation of editorial board composition. MEDICAL TEACHER 2024; 46:280-288. [PMID: 37634062 DOI: 10.1080/0142159x.2023.2249212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/28/2023]
Abstract
PURPOSE OF THE ARTICLE As editorial boards (EBs) of medical education journals (MEJs) hold substantial control over framing current medical education scholarship, we aimed to evaluate representation of women as well as geographic and socioeconomic diversity on EBs of these journals. MATERIALS AND METHODS In our cross-sectional study, Composite Editorial Board Diversity Score (CEBDS) was used to evaluate diversity at gender, geographic region, and country income level. Websites of MEJs were screened for relevant information. Job titles were categorized into 3 editorial roles and data were analyzed using SPSS version 26. RESULTS Out of 42 MEJs, 19 journals (45.2%) were published from the Global South. Among 1219 editors, 57.5% were men. Out of 46 editors in chief (EICs), 34.7% were women, and 60.9% were based in high income countries. No EIC belonged to low-income country. The proportion of female advisory board members was found to be positively correlated with the presence of a female EIC. Moreover, 2 journals achieved the maximum CEBDS. All editors belonged to the same World Bank income group and geographic region for 12 and 8 journals respectively. CONCLUSIONS In order to allow a truly global perspective in medical education to prevail, diversity and inclusivity on these journals become important parameters to address. Thus, promoting policies centered on improving diversity in all aspects should become a top priority.
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Affiliation(s)
| | - Iqra Nawaz
- Faculty of Medicine, Quaid-e-Azam Medical College, Bahawalpur, Pakistan
| | - Sara Rahman
- Faculty of Medicine, Services Institute of Medical Sciences, Lahore, Pakistan
| | - Hamna Manan
- Department of Medicine, Jinnah Hospital, Lahore, Pakistan
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Lingard L, Chandritilake M, de Heer M, Klasen J, Maulina F, Olmos-Vega F, St-Onge C. Will ChatGPT's Free Language Editing Service Level the Playing Field in Science Communication?: Insights from a Collaborative Project with Non-native English Scholars. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:565-574. [PMID: 38163049 PMCID: PMC10756157 DOI: 10.5334/pme.1246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 11/28/2023] [Indexed: 01/03/2024]
Abstract
ChatGPT has been widely heralded as a way to level the playing field in scientific communication through its free language editing service. However, such claims lack systematic evidence. A writing scholar (LL) and six non-native English scholars researching health professions education collaborated on this Writer's Craft to fill this gap. Our overarching aim was to provide experiential evidence about ChatGPT's performance as a language editor and writing coach. We implemented three cycles of a systematic procedure, describing how we developed our prompts, selected text for editing, incrementally prompted to refine ChatGPT's responses, and analyzed the quality of its language edits and explanations. From this experience, we offer five insights, and we conclude that the optimism about ChatGPT's capacity to level the playing field for non-native English writers should be tempered. In the writer's craft section we offer simple tips to improve your writing in one of three areas: Energy, Clarity and Persuasiveness. Each entry focuses on a key writing feature or strategy, illustrates how it commonly goes wrong, teaches the grammatical underpinnings necessary to understand it and offers suggestions to wield it effectively. We encourage readers to share comments on or suggestions for this section on Twitter, using the hashtag: #how'syourwriting?
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Affiliation(s)
- Lorelei Lingard
- Centre for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada
| | | | - Merel de Heer
- Amsterdam UMC, Vrije Universiteit Amsterdam, Research in Medical Education, Amsterdam, Netherlands
| | - Jennifer Klasen
- University Digestive Health Care Center, Department of Visceral Surgery, St. Clara Hospital and University Hospital Basel, Switzerland
| | - Fury Maulina
- Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands
- Department of Public Health, Faculty of Medicine, Universitas Malikussaleh, Lhokseumawe, Aceh, Indonesia
| | - Francisco Olmos-Vega
- Department of Medicine and Health Profession Education Center, Universitéde Sherbrooke, Sherbrooke, Canada
| | - Christina St-Onge
- Department of Medicine and Health Profession Education Center, Universitéde Sherbrooke, Sherbrooke, Canada
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Lai J, Fang E, Chan TM, Tekian A, Ibrahim H. Tuition Costs of Master's of Health Professions Education Programs: A Cross-Sectional Analysis. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:1319-1325. [PMID: 37343175 DOI: 10.1097/acm.0000000000005306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/23/2023]
Abstract
PURPOSE The increasing professionalization of medical education during the past 2 decades has ushered in an era in which formal degrees, particularly master's of health professions education (MHPE), have become important for career advancement in medical education. Although tuition costs can pose a substantial barrier for many seeking advanced degrees in health professions education, data on tuition associated with these programs are lacking. This study examines the accessibility of pertinent cost-related information available to prospective students and the variability of costs among programs worldwide. METHOD The authors conducted an Internet-based, cross-sectional study, augmented with emails and direct contact with educators, to extract tuition-related data for MHPE programs between March 29, 2022, and September 20, 2022. Costs were converted to an annual total within each jurisdiction's currency and converted to U.S. dollars on August 18, 2022. RESULTS Of the 121 programs included in the final cost analysis, only 56 had publicly available cost information. Excluding programs free to local students, the mean (SD) total tuition cost was $19,169 ($16,649), and the median (interquartile range) cost was $13,784 ($9,401- $22,650) (n = 109). North America had the highest mean (SD) tuition for local students ($26,751 [$22,538]), followed by Australia and New Zealand ($19,778 [$10,514]) and Europe ($14,872 [$7,731]), whereas Africa had the lowest ($2,598 [$1,650]). The region with the highest mean (SD) tuition for international students was North America ($38,217 [$19,500]), followed by Australia and New Zealand ($36,891 [$10,397]) and Europe ($22,677 [$10,010]), whereas Africa had the lowest ($3,237 [$1,189]). CONCLUSIONS There is substantial variability in the geographic distribution of MHPE programs and marked differences in tuition. Incomplete program websites and limited responsiveness from many programs contributed to a lack of transparency regarding potential financial implications. Greater efforts are necessary to ensure equitable access to health professions education.
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Affiliation(s)
- Jacqueline Lai
- J. Lai is a medical student, Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6719-9577
| | - Evan Fang
- E. Fang is a medical student, Michael G. DeGroote School of Medicine, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0003-0034-0753
| | - Teresa M Chan
- T.M. Chan is associate professor, Department of Medicine, Division of Emergency/Division of Education & Innovation, clinician scientist, McMaster Education Research, Innovation, and Theory program, and associate dean for continuing professional development, Office of Continuing Professional Development, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0001-6104-462X
| | - Ara Tekian
- A. Tekian is professor, University of Illinois at Chicago, Chicago, Illinois; ORCID: https://orcid.org/0000-0002-9252-1588
| | - Halah Ibrahim
- H. Ibrahim is associate professor of medicine, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates; ORCID: https://orcid.org/0000-0002-9240-7726
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Dimassi Z, Ibrahim H. Representation in Health Professions Education: Striving for an Inclusive Health Professions Education Community. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:438-443. [PMID: 37901883 PMCID: PMC10607562 DOI: 10.5334/pme.883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 09/05/2023] [Indexed: 10/31/2023]
Abstract
Author representation and inclusivity in health professions education (HPE) scholarship is receiving increasing attention in academic medicine, with multiple articles calling for greater equity related to gender, geographic, and institutional affiliations. Despite journal efforts to seek diversity, authors from high-income English-speaking countries are the most highly represented in HPE scholarship. Less attention, however, has been focused on the openness of medical education scholars, themselves, to engaging in international collaborations with authors and institutions from low-and-middle income countries. This eye-opener is inspired by the authors' personal experiences in HPE scholarship from an international medical educator perspective and advocates for the creation of an open and inclusive multinational medical education community. We offer suggestions that can help create opportunities for networking, collaboration, and promoting a sense of belonging among HPE scholars worldwide. As researchers, journal editors and associate editors, and faculty in HPE programs, we can work together to create a welcoming and accommodating environment that embraces non-dominant voices and perspectives, with the ultimate goal of achieving diversity and equity in HPE scholarship.
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Affiliation(s)
- Zakia Dimassi
- Practice of Medicine, United Arab Emirates
- Physicianship, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
| | - Halah Ibrahim
- Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
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Monnique J, Abigail K, Anna T C. From Stone Tablets to Counternarratives: There is Another Way to Approach Decision Letters in Health Professions Education Publishing. TEACHING AND LEARNING IN MEDICINE 2023; 35:497-501. [PMID: 37941416 DOI: 10.1080/10401334.2023.2276604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2023]
Affiliation(s)
- Johnson Monnique
- Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Konopasky Abigail
- Medical Education at Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA
| | - Cianciolo Anna T
- Medical Education at Southern Illinois University School of Medicine, Springfield, Illinois, USA
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Jensen LX, Buhl A, Hussain S, Karan A, Konradsen F, Bearman M. Digital education for health professionals in India: a scoping review of the research. BMC MEDICAL EDUCATION 2023; 23:561. [PMID: 37559028 PMCID: PMC10410828 DOI: 10.1186/s12909-023-04552-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND The World Health Organization (WHO) predicts a global shortfall of 18 million health workers by 2030, particularly in low- and middle-income countries like India. The country faces challenges such as inadequate numbers of health professionals, poor quality of personnel, and outdated teaching styles. Digital education may address some of these issues, but there is limited research on what approaches work best in the Indian context. This paper conducts a scoping review of published empirical research related to digital health professions education in India to understand strengths, weaknesses, gaps, and future research opportunities. METHODS We searched four databases using a three-element search string with terms related to digital education, health professions, and India. Data was extracted from 36 included studies that reported on empirical research into digital educational innovations in the formal health professions education system of India. Data were analysed thematically. RESULTS Most study rationales related to challenges facing the Indian health care system, rather than a wish to better understand phenomena related to teaching and learning. Similarly, most studies can be described as general evaluations of digital educational innovations, rather than educational research per se. They mostly explored questions related to student perception and intervention effectiveness, typically in the form of quantitative analysis of survey data or pre- and post-test results. CONCLUSIONS The analysis revealed valuable insights into India-specific needs and challenges. The Indian health professions education system's size and unique challenges present opportunities for more nuanced, context-specific investigations and contributions to the wider digital education field. This, however, would require a broadening of methodological approaches, in particular rigorous qualitative designs, and a focus on addressing research-worthy educational phenomena.
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Affiliation(s)
- Lasse X Jensen
- Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, Bdg. 9, Copenhagen K, 1353, Denmark.
| | - Alexandra Buhl
- Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, Bdg. 9, Copenhagen K, 1353, Denmark
| | | | - Anup Karan
- Public Health Foundation of India, New Delhi, India
| | - Flemming Konradsen
- Department of Public Health, University of Copenhagen, Øster Farimagsgade 5, Bdg. 9, Copenhagen K, 1353, Denmark
- Novo Nordisk Foundation, Copenhagen, Denmark
| | - Margaret Bearman
- Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia
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Wondimagegn D, Whitehead CR, Cartmill C, Rodrigues E, Correia A, Salessi Lins T, Costa MJ. Faster, higher, stronger - together? A bibliometric analysis of author distribution in top medical education journals. BMJ Glob Health 2023; 8:e011656. [PMID: 37321659 PMCID: PMC10367082 DOI: 10.1136/bmjgh-2022-011656] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Accepted: 04/11/2023] [Indexed: 06/17/2023] Open
Abstract
INTRODUCTION Medical education and medical education research are growing industries that have become increasingly globalised. Recognition of the colonial foundations of medical education has led to a growing focus on issues of equity, absence and marginalisation. One area of absence that has been underexplored is that of published voices from low-income and middle-income countries. We undertook a bibliometric analysis of five top medical education journals to determine which countries were absent and which countries were represented in prestigious first and last authorship positions. METHODS Web of Science was searched for all articles and reviews published between 2012 and 2021 within Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, and BMC Medical Education. Country of origin was identified for first and last author of each publication, and the number of publications originating from each country was counted. RESULTS Our analysis revealed a dominance of first and last authors from five countries: USA, Canada, UK, Netherlands and Australia. Authors from these five countries had first or last authored 70% of publications. Of the 195 countries in the world, 43% (approximately 83) were not represented by a single publication. There was an increase in the percentage of publications from outside of these five countries from 23% in 2012 to 40% in 2021. CONCLUSION The dominance of wealthy nations within spaces that claim to be international is a finding that requires attention. We draw on analogies from modern Olympic sport and our own collaborative research process to show how academic publishing continues to be a colonised space that advantages those from wealthy and English-speaking countries.
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Affiliation(s)
- Dawit Wondimagegn
- College of Health Sciences, Addis Ababa University, Addis Ababa, Oromia, Ethiopia
| | - Cynthia Ruth Whitehead
- The Wilson Centre, University Health Network and Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Department of Family & Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
- Women's College Hospital, Toronto, Ontario, Canada
| | - Carrie Cartmill
- The Wilson Centre, University Health Network and Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Eloy Rodrigues
- Documentation and Library Services, University of Minho, Braga, Portugal
| | - Antónia Correia
- Documentation and Library Services, University of Minho, Braga, Portugal
| | - Tiago Salessi Lins
- Department of Health Promotion, Federal University of Paraiba, Paraiba, Brazil
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Massa GDS, Tonin FS, de Mendonça Lima T. Female representation among editorial boards of social, clinical, and educational pharmacy journals. Res Social Adm Pharm 2023; 19:921-925. [PMID: 36898904 DOI: 10.1016/j.sapharm.2023.02.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/27/2023] [Accepted: 02/27/2023] [Indexed: 03/08/2023]
Abstract
BACKGROUND Recent studies on editorial team members of healthcare journals have been showing disparities in this distribution. However, there are limited data with respect to pharmacy journals. Thus, the aim of this study was to investigate the distribution of women among editorial board members of social, clinical, and educational pharmacy research journals around the globe. METHODS A cross-sectional study was conducted between September and October 2022. Data were extracted from Scimago Journal & Country Rank and Clarivate Analytics Web of Science Journal Citation Reports The top 10 journals in each region of the world (continents) were analyzed. Editorial board members were categorized into four groups and determined based on information available on the journal's website. The sex was classified in binary form through name and photography, the personal and institutional web pages, or the Genderize program. RESULTS A total of 45 journals were identified in the databases, of which 42 of them were analyzed. We identified 1482 editorial board members with only 527 (35.6%) being female. Analyzing the subgroups, there were 47 total editors-in-chief, 44 total co-editors, 272 associate editors, and 1119 editorial advisors. Of these, 10 (21.27%), 21 (47.72%), 115 (42.27%), and 381 (34.04%) were female, respectively. Only 9 journals (21.42%) presented more females among their editorial board members. CONCLUSION A notable sex disparity among social, clinical, and educational pharmacy journals' editorial board members was identified. Efforts should be made to involve more female sex in their editorial teams.
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Affiliation(s)
| | - Fernanda Stumpf Tonin
- H&TRC- Health & Technology Research Center, ESTeSL- Escola Superior de Tecnologia da Saúde, Instituto Politécnico de Lisboa, Lisbon, Portugal; Pharmaceutical Sciences Postgraduate Research Program, Federal University of Paraná, Curitiba, Brazil
| | - Tácio de Mendonça Lima
- Department of Pharmaceutical Sciences, Federal Rural University of Rio de Janeiro, Seropedica, Brazil.
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Maggio LA, Costello JA, Ninkov AB, Frank JR, Artino AR. The voices of medical education scholarship: Describing the published landscape. MEDICAL EDUCATION 2023; 57:280-289. [PMID: 36282076 PMCID: PMC10098831 DOI: 10.1111/medu.14959] [Citation(s) in RCA: 14] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 10/15/2022] [Accepted: 10/21/2022] [Indexed: 05/21/2023]
Abstract
INTRODUCTION The voices of authors who publish medical education literature have a powerful impact on the field's discourses. Researchers have identified a lack of author diversity, which suggests potential epistemic injustice. This study investigates author characteristics to provide an evidence-based starting point for communal discussion with the intent to move medical education towards a future that holds space for, and values, diverse ways of knowing. METHOD The authors conducted a bibliometric analysis of all articles published in 24 medical education journals published between 2000 and 2020 to identify author characteristics, with an emphasis on author gender and geographic location and their intersection. Article metadata was downloaded from Web of Science. Genderize.io was used to predict author gender. RESULTS The journals published 37 263 articles authored by 62 708 unique authors. Males were more prevalent across all authorship positions (n = 62 828; 55.7%) than females (n = 49 975; 44.3%). Authors listed affiliations in 146 countries of which 95 were classified as Global South. Few articles were written by multinational teams (n = 3765; 16.2%). Global South authors accounted for 12 007 (11.4%) author positions of which 3594 (3.8%) were female. DISCUSSION This study provides an evidence-based starting point to discuss the imbalance of author voices in medical education, especially when considering the intersection of gender and geographical location, which further suggests epistemic injustice in medical education. If the field values a diversity of perspectives, there is considerable opportunity for improvement by engaging the community in discussions about what knowledge matters in medical education, the role of journals in promoting diversity, how to best use this baseline data and how to continue studying epistemic injustice in medical education.
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Affiliation(s)
- Lauren A. Maggio
- MedicineUniformed Services University of the Health SciencesBethesdaMarylandUSA
| | - Joseph A. Costello
- Center for Health Professions Education, Henry M. Jackson FoundationBethesdaMarylandUSA
| | - Anton Boudreau Ninkov
- École de bibliothéconomie et des sciences de l'informationUniversité de MontréalMontréalQuébecCanada
| | - Jason R. Frank
- Department of Emergency MedicineUniversity of OttawaOttawaOntarioCanada
| | - Anthony R. Artino
- George Washington University School of Medicine and Health SciencesWashingtonDistrict of ColumbiaUSA
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Affiliation(s)
- Halah Ibrahim
- Halah Ibrahim, MD, MEHP, is Associate Professor of Medicine, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates, and Associate Editor, Journal of Graduate Medical Education (JGME)
| | - Lalena M. Yarris
- Lalena M. Yarris, MD, MCR, is Professor of Emergency Medicine, Oregon Health & Science University, and Deputy Editor, JGME
| | - Harm Peters
- Harm Peters, MD, MHPE, is Professor of Medical Education, Dieter Scheffner Center for Medical Education and Educational Research, Dean's Office of Study Affairs, Charité–Universitätsmedizin, Berlin, Germany, and Associate Editor, JGME
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Kumar K, Roberts C, Finn GM, Chang YC. Using theory in health professions education research: a guide for early career researchers. BMC MEDICAL EDUCATION 2022; 22:601. [PMID: 35927696 PMCID: PMC9354414 DOI: 10.1186/s12909-022-03660-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Affiliation(s)
- Koshila Kumar
- Prideaux Discipline of Clinical Education, College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Chris Roberts
- Education Office, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia.
| | - Gabrielle M Finn
- Division of Medical Education, School of Medical Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, M13 9NT, UK
| | - Yu-Che Chang
- Department of Emergency Medicine, Chang Gung Memorial Hospital; Chang Gung Medical Education Research Centre (CG-MERC) and School of Medicine, Chang Gung University, Taoyuan City, Taiwan
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Maggio LA, Haustein S, Costello JA, Driessen EW, Artino AR. Joining the meta-research movement: A bibliometric case study of the journal Perspectives on Medical Education. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:127-136. [PMID: 35727471 PMCID: PMC9210332 DOI: 10.1007/s40037-022-00717-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 05/07/2022] [Accepted: 05/13/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE To conduct a bibliometric case study of the journal Perspectives on Medical Education (PME) to provide insights into the journal's inner workings and to "take stock" of where PME is today, where it has been, and where it might go. METHODS Data, including bibliographic metadata, reviewer and author details, and downloads, were collected for manuscripts submitted to and published in PME from the journal's Editorial Manager and Web of Science. Gender of authors and reviewers was predicted using Genderize.io. To visualize and analyze collaboration patterns, citation relationships and term co-occurrence social network analyses (SNA) were conducted. VOSviewer was used to visualize the social network maps. RESULTS Between 2012-2019 PME received, on average, 260 manuscripts annually (range = 73-402). Submissions were received from authors in 81 countries with the majority in the United States (US), United Kingdom, and the Netherlands. PME published 518 manuscripts with authors based in 31 countries, the majority being in the Netherlands, US, and Canada. PME articles were downloaded 717,613 times (mean per document: 1388). In total 1201 (55% women) unique peer reviewers were invited and 649 (57% women) completed reviews; 1227 (49% women) unique authors published in PME. SNA revealed that PME authors were quite collaborative, with most authoring articles with others and only a minority (n = 57) acting as single authors. DISCUSSION This case study provides a glimpse into PME and offers evidence for PME's next steps. In the future, PME is committed to growing the journal thoughtfully; diversifying and educating editorial teams, authors, and reviewers, and liberating and sharing journal data.
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Affiliation(s)
- Lauren A Maggio
- Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
| | - Stefanie Haustein
- School of Information Studies (ÉSIS) and Scholarly Communications Lab, University of Ottawa, Ottawa, ON, Canada
| | | | | | - Anthony R Artino
- The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
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