Abstract
Introduction/background:
Empirical research papers published in health professions education research (HPER) journals vary in terms of topics and the methodological approaches used. Methodologies and methods used in the papers are typically aligned with scientific (quantitative), interpretivist (qualitative), and pragmatic (mixed methods) approaches. This study aimed to identify trends in research topics and methodologies used in empirical studies published in reputable HPER journals over the past 20 years.
Methods:
Underpinned by relativism and subjectivism, this study employed a state-of-the-art review approach.1 Empirical studies published in five Q1 HPER journals, defined by InCites-Clarivate, (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) were included from three sample years across three decades (2000, 2010, and 2020). Each study was coded for demographics (e.g., country of origin), topic area, and methodological approach, including philosophical positioning, study design, and methods. Data were descriptively analysed using SPSS.
Results:
A total of 1128 empirical studies were published across the three time-points, with the majority from North American and European contexts. More papers were published in recent years, with publications doubling in 2020 (n=489) compared with 2000 (n=225). The top three research priority topics included: (1) effective teaching methods; (2) developing required skills for practice; and (3) fitness of curriculum for purpose. Over half of the methodologies were quantitative, followed by qualitative, and mixed methods. The use of qualitative methodologies and the reporting of philosophical positioning (mostly in qualitative studies) has gradually increased over time. Many studies, however, still fail to report key markers of methodological
quality (e.g., data integration in mixed methods studies).
Discussion:
The number of HPER publications has grown in recent years, as has the articulation of philosophical positioning underpinning research methodologies. However, this review reinforces the need to include methodological appraisal reports within manuscripts to maximise methodological transparency.
References
1Barry, E.S. et al. (2022) State-of-the-art literature review methodology: A six-step approach for knowledge synthesis. Perspect Med Educ 11, 281–288. https://doi.org/10.1007/s40037-022-00725-9
Empirical research papers published in health professions education research (HPER) journals vary in terms of topics and the methodological approaches used. Methodologies and methods used in the papers are typically aligned with scientific (quantitative), interpretivist (qualitative), and pragmatic (mixed methods) approaches. This study aimed to identify trends in research topics and methodologies used in empirical studies published in reputable HPER journals over the past 20 years.
Methods:
Underpinned by relativism and subjectivism, this study employed a state-of-the-art review approach.1 Empirical studies published in five Q1 HPER journals, defined by InCites-Clarivate, (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) were included from three sample years across three decades (2000, 2010, and 2020). Each study was coded for demographics (e.g., country of origin), topic area, and methodological approach, including philosophical positioning, study design, and methods. Data were descriptively analysed using SPSS.
Results:
A total of 1128 empirical studies were published across the three time-points, with the majority from North American and European contexts. More papers were published in recent years, with publications doubling in 2020 (n=489) compared with 2000 (n=225). The top three research priority topics included: (1) effective teaching methods; (2) developing required skills for practice; and (3) fitness of curriculum for purpose. Over half of the methodologies were quantitative, followed by qualitative, and mixed methods. The use of qualitative methodologies and the reporting of philosophical positioning (mostly in qualitative studies) has gradually increased over time. Many studies, however, still fail to report key markers of methodological
quality (e.g., data integration in mixed methods studies).
Discussion:
The number of HPER publications has grown in recent years, as has the articulation of philosophical positioning underpinning research methodologies. However, this review reinforces the need to include methodological appraisal reports within manuscripts to maximise methodological transparency.
References
1Barry, E.S. et al. (2022) State-of-the-art literature review methodology: A six-step approach for knowledge synthesis. Perspect Med Educ 11, 281–288. https://doi.org/10.1007/s40037-022-00725-9
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2023 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2023 - Gold Coast Convention Centre, Gold Coast, Australia Duration: 26 Jun 2023 → 29 Jun 2023 https://www.anzahpe.org/conference-2023 https://az659834.vo.msecnd.net/eventsairaueprod/production-eventstudio-public/b1d5ac398f764c84901658b420071c27 |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2023 |
|---|---|
| Abbreviated title | ANZAHPE 2023 |
| Country/Territory | Australia |
| City | Gold Coast |
| Period | 26/06/23 → 29/06/23 |
| Other | Turning Tides: Navigating the Opportunities |
| Internet address |