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152 results for “education, medical”
Perspectives on Medical Education Journal Data and Supplemental Files (2012 - 2019)
<p>This is the supplemental data, figures, and tables for <em>Joining the meta-research movement: A bibliometric case study of Perspectives on Medical Education</em>. </p> <p>For Figures 2-4 from the manuscript, to open the network maps, use both the network and map file for each figure in VoS viewer - https://www.vosviewer.com/</p>
Medical Education Journal Data and Supplemental Files (2000 - 2020)
<p>This is the supplemental data, figures, and tables for <em>The Voices of Medical Education Science: Describing the Landscape</em>. This also includes the author thesaurus and institution thesaurus with supporting read me files. </p> <p><strong>Abstract</strong> </p> <p>Introduction</p> <p>Medical education has been described as a dynamic and growing field, driven in part by its unique body of scholarship. The voices of authors who publish medical education literature have a powerful impact on the discourses of the community. While there have been numerous studies looking at aspects of this literature, there has been no comprehensive view of recent publications.</p> <p>Method</p> <p>The authors conducted a bibliometric analysis of all articles published in 24 medical education journals published between 2000-2020 to identify article characteristics, with an emphasis on author gender, geographic location, and institutional affiliation. This study replicates and greatly expands on two previous investigations by examining all articles published in these core medical education journals. </p> <p>Results </p> <p>The journals published 37,263 articles with the most articles published in 2020 (n=3,957, 10.7%) and least in 2000 (n=711, 1.9%) representing a 456.5% increase. The articles were authored by 139,325 authors of which 62,708 were unique. Men were more prevalent across all authorship positions (n=62,828; 55.7%) than women (n=49,975; 44.3%). Authors listed 154 country affiliations with the United States (n=42,236, 40.4%), United Kingdom (n=12,967, 12.4%), and Canada (n=10,481, 10.0%) most represented. Ninety-three countries (60.4%) were low- or middle-income countries accounting for 9,684 (9.3%) author positions. Few articles were written by multinational teams (n=3,765; 16.2%). Authors listed affiliations with 4,372 unique institutions. Across all author positions, 48,189 authors (46.1%) were affiliated with institutions ranked globally as Top 200 institutions by the Times Higher Education ranking. </p> <p>Discussion </p> <p>There is a relative imbalance of author voices in medical education. If the field values a diversity of perspectives, there is considerable opportunity for improvement.</p>
Concept maps as a novel assessment tool in medical education
<p>This dataset accompanies the manuscript entitled "Concept maps as a novel assessment tool in medical education". The dataset contains data from eight participants in a pilot study investigating the use of Concept Maps (CMs) in medical education. Each participant constructed one CM for three different Problem-Based Learning (PBL) cases. Participant CMs, demographic data, results from pre-intervention questionnaire on their learning style (VARK Learning Styles Self-Assessment Questionnaire) and post-intervention questionnaire results measuring the level of clinical and critical thinking are included. In addition expert CMs are also provided for each of the three PBL cases.</p> <p> </p> <p><br> <br> <br> </p>
Current Applications and Future Prospects of Artificial Intelligence in Higher Medical Education: A Bibliometric Analysis
<p>This dataset supports the study titled <em>"Current Applications and Future Prospects of Artificial Intelligence in Higher Medical Education: A Bibliometric Analysis"</em>. It includes bibliometric data from Web of Science on the use of artificial intelligence in higher medical and pharmaceutical education. The dataset covers relevant literature, keywords, and citation analysis to provide insights into research trends, institutional contributions, and future directions in the field. This data can be valuable for researchers interested in the intersection of AI and medical education, as well as for those conducting further bibliometric analyses.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2017 dataset)
<p>A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2016 dataset)
<p class="MsoNormal">A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2018 dataset)
<p>A critical component of building capacity in Liberia's physician workforce involves strengthening the country's only medical school, A.M. Dogliotti College of Medicine. Beginning in 2015, senior health sector stakeholders in Liberia invited faculty and staff from U.S. academic institutions and non-governmental organizations to join a partnership focused on improving undergraduate medical education in Liberia. Over the subsequent six years, the members of this partnership came together through an iterative, mutual-learning process and created what William Torbert et al describe as a "community of inquiry," in which practitioners and researchers pair action and inquiry toward evidence-informed practice and organizational transformation. This community of inquiry developed around a few key institutional and interpersonal relationships but expanded over time. Incorporating faculty, practitioners, and students from Liberia and the U.S., the community of inquiry consistently focused on following the vision, goals, and priorities of leadership in Liberia, irrespective of funding source or institutional affiliation. The work of the community of inquiry has incorporated multiple mixed methods assessments, stakeholder discussions, strategic planning, and collaborative self-reflection, resulting in transformation of M.D. education in Liberia. We suggest that the community of inquiry approach reported here can serve as a model for others seeking to form sustainable, international global health partnerships focused on organizational transformation.</p>
Data from: Transforming medical education in Liberia through an international community of inquiry (2016 dataset)
Open the record for dataset details and reuse information.
Data from: Transforming medical education in Liberia through an international community of inquiry (2017 dataset)
Open the record for dataset details and reuse information.
Data from: Transforming medical education in Liberia through an international community of inquiry (2018 dataset)
Open the record for dataset details and reuse information.
datasets bmc medical education
<p>Datasets of a research developed at Federal University of Viçosa, Brazil; it contains data from a survey on health-related quality of life, developed among medical students, at Federal University of Viçosa.</p> <p> </p>
Data for: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education
<p>This is the raw data for the manuscript: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education. The abstract for the study is as follows: </p> <p>Introduction: Many medical education journals use Twitter to garner attention for their articles. The purpose of this study was to test the effects of tweeting on article page views and downloads.</p> <p>Methods: The authors conducted a randomized trial using <em>Academic Medicine</em> articles published in 2015. Beginning in February through May 2018, one article per day was randomly assigned to a Twitter (case) or control group. Daily, an individual tweet was generated for each article in the Twitter group that included the title, #MedEd, and a link to the article. The link delivered users to the article’s landing page, which included immediate access to the HTML full text and a PDF link. The authors extracted HTML page views and PDF downloads from the publisher. To assess differences in page views and downloads between cases and controls, a time-centered approach was used, with outcomes measured at 1, 7, and 30 days.</p> <p>Results: In total, 189 articles (94 cases, 95 controls) were analyzed. After days 1 and 7, there were no statistically significant differences between cases and controls on any metric. On day 30, HTML page views exhibited a 63% increase for cases (M=14.72, SD=63.68) when compared to controls (M=9.01, SD=14.34; incident rate ratio=1.63, p=0.01). There were no differences between cases and controls for PDF downloads on day 30.</p> <p>Discussion: Contrary to the authors’ hypothesis, only one statistically significant difference in page views between the Twitter and control groups was found. These findings provide preliminary evidence that after 30 days a tweet can have a small positive effect on article page views.</p>
Knowledge syntheses in medical education: A bibliometric analysis
<p>This is the raw data for the manuscript "Knowledge syntheses in medical education: A bibliometric analysis" by Maggio, Costello, Norton, Driessen, and Artino. The data contain the citations, including the DOI, PMID, and all author locations for all 963 knowledge syntheses included in the study. This study has also been published in a peer reviewed journal: </p> <p>Maggio LA, Costello JA, Norton C, Driessen EW, Artino Jr AR. <a href="https://link.springer.com/article/10.1007/s40037-020-00626-9">Knowledge syntheses in medical education: A bibliometric analysis</a>. <em>Perspectives on Medical Education</em>. 2020 Oct 22:1-9.</p> <p> </p> <p>The abstract for the study is as follows:</p> <p><strong>Purpose</strong> This bibliometric analysis maps the landscape of knowledge syntheses in medical education. It provides scholars with a roadmap for understanding where the field has been and where it might go in the future. In particular, this analysis details the venues in which knowledge syntheses are published, the types of syntheses conducted, citation rates they produce, and altmetric attention they garner.</p> <p><strong>Method</strong> In 2020, the authors conducted a bibliometric analysis of knowledge syntheses published in 14 core medical education journals from 1999 to 2019. To characterize the studies, metadata was extracted from Pubmed, Web of Science, Altmetrics Explorer, and Unpaywall.</p> <p><strong>Results</strong> The authors analyzed 963 knowledge syntheses representing 3.1% of total articles published (n=30,597). On average, 45.9 knowledge syntheses were published annually (SD=35.85, Median=33), and there was an overall 2,620% increase in the number of knowledge syntheses published from 1999 to 2019. The journals each published, on average, a total of 68.8 knowledge syntheses (SD=67.2, Median=41) with <em>Medical Education</em> publishing the most (n=189; 19%). Twenty-one knowledge synthesis types were identified; the most prevalent types were systematic reviews (n=341; 35.4%) and scoping reviews (n=88; 9.1%). Knowledge syntheses were cited an average of 53.80 times (SD=107.12, Median=19) and received a mean Altmetric Attention Score of 14.12 (SD=37.59, Median=6).</p> <p><strong>Conclusions</strong> There has been considerable growth in knowledge syntheses in medical education over the past 20 years, contributing to medical education’s evidence base. Beyond this increase in volume, researchers have introduced methodological diversity in these publications, and the community has taken to social media to share knowledge syntheses. Implications for the field, including the impact of synthesis types and their relationship to knowledge translation, are discussed.</p>
Accelerating medical education with ChatGPT: An implementation guide
<p>This dataset is a collection of prompt examples of how ChatGPT has been used to accelerate medical education. </p>
Pediatric standardized residency training faculty's perceptions of medical education research
<p><strong>Background:</strong> Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. </p> <p><strong>Aim:</strong> This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. </p> <p><strong>Methods:</strong> A questionnaire survey was conducted involving 40 pediatric SRT clinical teachers from 10 hospitals in Guangdong Province.</p> <p><strong>Results:</strong> Among the 40 teachers, 16 (40.00%) stated that they did not participate any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%)teachers were reported to have received grants for MER projects. </p> <p><strong>Conclusion: </strong>The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child heal care promotion through evidence-based educational practices. </p>
Film-Based Medical Education and Social Justice Course: Effects on Alexithymia and Empathy in Medical Students
ClinicalTrials.gov study NCT07399366. IPD Sharing: UNDECIDED. Countries: 1. Publications: 0.
Northwestern University and Access Community Health Network Medication Education Study
ClinicalTrials.gov study NCT01578577. IPD Sharing: Not stated. Countries: 1. Publications: 2.
Medication Education for Dosing Safety
ClinicalTrials.gov study NCT03223246. IPD Sharing: NO. Countries: 1. Publications: 1.
Effectiveness of Personalized Oral Hygiene Education in Medical and Dental Students Over Two Years
ClinicalTrials.gov study NCT07085013. IPD Sharing: YES. Countries: 1. Publications: 1.
Medical Education to Improve Diabetes Care and Outcomes in Hospitalized Patients
ClinicalTrials.gov study NCT07108426. IPD Sharing: NO. Countries: 1. Publications: 9.
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.