Critical appraisal for medical education
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The objective was to critically appraise and highlight rigorous education research study articles published in 2014 whose outcomes advance the science of emergency medicine (EM) education.
METHODS: A search of the English language literature in 2014 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 243 EM-related articles using either quantitative (hypothesis-testing or observational investigations of educational interventions) or qualitative (exploring important phenomena in EM education) methods.
RESULTS: Twenty-five medical education research papers (22 quantitative, three qualitative) met the criteria for inclusion and were reviewed.
CONCLUSIONS: Forty-one EM educational studies published in 2010 were identified. This critical appraisal reviews and highlights five studies that met a priori quality indicators.
METHODS: A search of the English language literature in 2014 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 243 EM-related articles using either quantitative (hypothesis-testing or observational investigations of educational interventions) or qualitative (exploring important phenomena in EM education) methods.
RESULTS: Twenty-five medical education research papers (22 quantitative, three qualitative) met the criteria for inclusion and were reviewed.
CONCLUSIONS: Forty-one EM educational studies published in 2010 were identified. This critical appraisal reviews and highlights five studies that met a priori quality indicators.
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