Academic Primer Series: Key Papers About Peer Review.

Introduction: Peer review, a cornerstone of academia, promotes rigor and relevance in scientific publishing. As educators are encouraged to adopt a more scholarly approach to medical education, peer review is becoming increasingly important. Junior educators both receive the reviews of their peers, and are also asked to participate as reviewers themselves.

Academic Primer Series: Key Papers About Competency-Based Medical Education.

Introduction: Competency-based medical education (CBME) presents a paradigm shift in medical training. This outcome-based education movement has triggered substantive changes across the globe. Since this transition is only beginning, many faculty members may not have experience with CBME nor a solid foundation in the grounding literature.

Academic Primer Series: Five Key Papers about Study Designs in Medical Education.

Introduction: A proper understanding of study design is essential to creating successful studies. This is also important when reading or peer reviewing publications. In this article, we aimed to identify and summarize key papers that would be helpful for faculty members interested in learning more about study design in medical education research.

The writer's guide to education scholarship in emergency medicine: Systematic reviews and the scholarship of integration (part 4).

Objective: Reviews help scholars consolidate evidence and guide their educational practice. However, few papers describe how to effectively publish review papers. We completed a scoping review to develop a set of quality indicators that will assist junior authors to publish reviews and integrative scholarship.

Curated Collections for Educators: Five Key Papers about Program Evaluation.

The evaluation of educational programs has become an expected part of medical education. At some point, all medical educators will need to critically evaluate the programs that they deliver. However, the evaluation of educational programs requires a very different skillset than teaching.

Mixed Messages or Miscommunication? Investigating the Relationship Between Assessors' Workplace-Based Assessment Scores and Written Comments.

Purpose: The shift toward broader, programmatic assessment has revolutionized the approaches that many take in assessing medical competence. To understand the association between quantitative and qualitative evaluations, the authors explored the relationships that exist among assessors' checklist scores, task ratings, global ratings, and written comments.

Method: The authors collected and analyzed, using regression analyses, data from the McMaster Modular Assessment Program.

A writer's guide to education scholarship: Qualitative education scholarship (part 2).

Objective: Education scholarship can be conducted using a variety of methods, from quantitative experiments to qualitative studies. Qualitative methods are less commonly used in emergency medicine (EM) education research but are well-suited to explore complex educational problems and generate hypotheses. We aimed to review the literature to provide resources to guide educators who wish to conduct qualitative research in EM education.

CAEP 2016 Academic Symposium: A Writer's Guide to Key Steps in Producing Quality Medical Education Scholarship.

A key skill for successful clinician educators is the effective dissemination of scholarly innovations and research. Although there are many ways to disseminate scholarship, the most accepted and rewarded form of educational scholarship is publication in peer-reviewed journals. This paper provides direction for emergency medicine (EM) educators interested in publishing their scholarship via traditional peer-reviewed avenues.

Multiple Wins: Embracing Technology to Increase Efficiency and Maximize Efforts.

Clinician educators (CEs) are challenged to produce meaningful scholarship while balancing various clinical and administrative roles. The increasing availability of technology provides new opportunities for scholarly output and dissemination. This article proposes three strategies for utilizing technology to enhance scholarly output for the busy CE.

A writer's guide to education scholarship: Quantitative methodologies for medical education research (part 1).

Background: Quantitative research is one of the many research methods used to help educators advance their understanding of questions in medical education. However, little research has been done on how to succeed in publishing in this area.

Objective: We conducted a scoping review to identify key recommendations and reporting guidelines for quantitative educational research and scholarship.

Assessment of emergency medicine residents: a systematic review.

Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.

Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014.

Clinical Performance Feedback to Paramedics: What They Receive and What They Need.

Objectives: Performance feedback is not always well utilized in healthcare. To more effectively incorporate it, we used a discussion of current feedback systems to explore paramedics' perceived needs regarding feedback and to understand what feedback would improve their performance as healthcare providers.

Methods: We used a qualitative methodology with semistructured interviews of paramedics to explore perceptions and desires for feedback.

Leveraging a Virtual Community of Practice to Participate in a Survey-based Study: A Description of the METRIQ Study Methodology.

Objectives: To power the METRIQ (Medical Education Translational Resources: Impact and Quality) Study adequately, we aimed to recruit > 200 medical students, residents, and attendings to complete a 90- to 120-minute survey by leveraging a virtual community of practice (vCoP).

Methods: Participants were recruited using personal (conference campaign and e-mails) and online (a study website and social media campaign utilizing Twitter, Facebook, blogs, podcasts, an infographic, and a YouTube video) techniques that leveraged relationships within a virtual community or practice. Participants received weekly survey reminders for 4 weeks and at the end of the rating period.

Resident Development via Progress Testing and Test-Marking: An Innovation and Program Evaluation.

Introduction: Since 2008, the McMaster University Royal College Emergency Medicine residency training program has run practice Short Answer Question (SAQ) examinations to help residents test their knowledge and gain practice in answering exam-style questions. However, marking this type of SAQ exam is time-consuming.

Methods: To help address this problem, we require that senior residents help mark at least one exam per year alongside faculty members.

Individual Gestalt Is Unreliable for the Evaluation of Quality in Medical Education Blogs: A METRIQ Study.

Study Objective: Open educational resources such as blogs are increasingly used for medical education. Gestalt is generally the evaluation method used for these resources; however, little information has been published on it. We aim to evaluate the reliability of gestalt in the assessment of emergency medicine blogs.

Gestalt assessment of online educational resources may not be sufficiently reliable and consistent.

Purpose: Online open educational resources are increasingly used in medical education, particularly blogs and podcasts. However, it is unclear whether these resources can be adequately appraised by end-users. Our goal was to determine whether gestalt-based recommendations are sufficient for emergency medicine trainees and attending physicians to reliably recommend online educational resources to others.

Academic Primer Series: Five Key Papers for Consulting Clinician Educators.

Introduction: Clinician educators are often asked to perform consultations for colleagues. Invitations to consult and advise others on local problems can help foster great collaborations between centers, and allows for an exchange of ideas between programs. In this article, the authors identify and summarize several key papers to assist emerging clinician educators with the consultation process.

Academic Primer Series: Five Key Papers about Team Collaboration Relevant to Emergency Medicine.

Introduction: Team collaboration is an essential for success both within academics and the clinical environment. Often, team collaboration is not explicitly taught during medical school or even residency, and must be learned during one's early career. In this article, we aim to summarize five key papers about team collaboration for early career clinician educators.

Academic Primer Series: Eight Key Papers about Education Theory.

Introduction: Many teachers adopt instructional methods based on assumptions of best practices without attention to or knowledge of supporting education theory. Familiarity with a variety of theories informs education that is efficient, strategic, and evidence-based. As part of the Academic Life in Emergency Medicine Faculty Incubator Program, a list of key education theories for junior faculty was developed.

Making the McMOST out of Milestones and Objectives: Reimagining Standard Setting Using the McMaster Milestones and Objectives Stratification Technique.

Background: As we enter the era of milestones and competency-based medical education (CBME), there is an increasing need to examine the procedures for stratifying objectives into levels of achievement. Most techniques used to date (e.g.

Applying Design Thinking Principles to Curricular Development in Medical Education.

Medical education is an ever-evolving field, resulting in numerous changes and modifications to curricular structure, learner assessment, feedback, and remediation. To best meet the needs of the individual learners, it is important to design curricula that meet their needs. Design thinking (DT) first gained popularity in the 1960s and, since then, has been applied to problem solving within business, primary education, and medicine.