The Quality Of Evidence In Preclinical Medical Education Literature: A Systematic Review.

Document Type

Article

Abstract

INTRODUCTION: To practice effective evidence-based teaching, the need for well-designed studies that describe outcomes related to educational interventions is critical. The quality of the literate in basic science disciplines is unknown. The study objective was to conduct a systematic review of the literature to assess study design in articles describing innovations in preclinical medical education.

METHOD: The authors searched PubMed for all articles published in English between 2000 and 2017 describing interventions in preclinical medical education related to anatomy, physiology, and biochemistry. Articles were scored using a modification of the Medical Education Research Study Quality Instrument.

RESULTS: Of the 817 articles identified, 177 met final inclusion criteria (75 anatomy, 86 physiology, and 16 biochemistry). Laboratory, student-driven, and online activities were the most frequently reported. The average score for all papers was 15.7 (27 points possible). More than 80% reported experiences with one cohort of students and >97% involved only one institution. Only 25-49% of reports utilized a comparison (control) group. Proper statistical models for analysis of results were used in only 44-62% of papers.

CONCLUSION: Manuscripts had a strong tendency toward single institutional studies that involved one cohort of students. The use of a control/comparison group when assessing effectiveness was seen in < 50% and nearly all reported outcomes solely in the form of student satisfaction or factual recall/skill performance.

Publication Date

1-1-2019

Publication Title

Adv Med Educ Pract

ISSN

1179-7258

Volume

10

First Page

925

Last Page

933

PubMed ID

31802966

Digital Object Identifier (DOI)

10.2147/AMEP.S212858

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