Abstract
Background and Aims
Health professions education research has evolved as a discipline, yet chronological trends in methodology and topic together have not been comprehensively explored previously. This study aimed to identify the trends in methodologies and research topics used in primary empirical studies published in reputable health professions education research journals over the past 20 years.
Methods
Underpinned by relativism and subjectivism, this study employed a state-of-the-art review approach. Primary empirical studies published in five quartile 1 health professions education research journals, defined by Clarivate (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) were included from three sample years across two 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 analysed descriptively.
Results
A total of 1126 empirical studies were published across the three time-points, with the majority from North American and European countries. More papers were published in recent years, with publications doubling in 2020 (n=488) compared with 2000 (n=223). 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. Effective teaching methods was the most researched topic, whereas teaching and learning of Indigenous health received the least priority consistently across the three time-periods.
Conclusion
Despite positive trends in health professions education research (more studies, multi-institutional research, and
balanced methodological approaches), our review identified notable issues (e.g., limited country diversity, missing
criteria for methodological quality, and less-diverse research topics). We therefore encourage greater consideration
of: the role of journals in shaping the future; quality of output reporting; and gaps in the literature, thereby diversifying
what and how we research in health professions education.
Health professions education research has evolved as a discipline, yet chronological trends in methodology and topic together have not been comprehensively explored previously. This study aimed to identify the trends in methodologies and research topics used in primary empirical studies published in reputable health professions education research journals over the past 20 years.
Methods
Underpinned by relativism and subjectivism, this study employed a state-of-the-art review approach. Primary empirical studies published in five quartile 1 health professions education research journals, defined by Clarivate (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) were included from three sample years across two 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 analysed descriptively.
Results
A total of 1126 empirical studies were published across the three time-points, with the majority from North American and European countries. More papers were published in recent years, with publications doubling in 2020 (n=488) compared with 2000 (n=223). 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. Effective teaching methods was the most researched topic, whereas teaching and learning of Indigenous health received the least priority consistently across the three time-periods.
Conclusion
Despite positive trends in health professions education research (more studies, multi-institutional research, and
balanced methodological approaches), our review identified notable issues (e.g., limited country diversity, missing
criteria for methodological quality, and less-diverse research topics). We therefore encourage greater consideration
of: the role of journals in shaping the future; quality of output reporting; and gaps in the literature, thereby diversifying
what and how we research in health professions education.
| Original language | English |
|---|---|
| Pages | 337 |
| Number of pages | 1 |
| Publication status | Published - 2025 |
| Event | Asia Pacific Medical Education Conference 2025 - NUS University Cultural Centre , Singapore Duration: 13 Jan 2025 → 18 Jan 2025 https://medicine.nus.edu.sg/cenmed/sites/apmec2025/documents/APMEC_ConferenceHandbook.pdf (link to Conference Handbook) https://medicine.nus.edu.sg/cenmed/sites/apmec2025/index.html https://www.anzahpe.org/event-5915293 |
Conference
| Conference | Asia Pacific Medical Education Conference 2025 |
|---|---|
| Abbreviated title | APMEC 2025 |
| Country/Territory | Singapore |
| Period | 13/01/25 → 18/01/25 |
| Internet address |
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