Perspectives on Medical Education最新文献

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Designing a Workplace-Based Learning Environment for Learning Health Promotion: A Design-Based Research. 设计基于工作场所的健康促进学习环境:基于设计的研究
IF 4.8 2区 医学
Perspectives on Medical Education Pub Date : 2024-06-27 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1203
Myrthe J M Verhees, Anneke M Landstra, Rik Engbers, Marjolein H J Van De Pol, Renske Huijbregts, Roos A Van Meggelen, Wietske Kuijer-Siebelink, Roland F J M Laan
{"title":"Designing a Workplace-Based Learning Environment for Learning Health Promotion: A Design-Based Research.","authors":"Myrthe J M Verhees, Anneke M Landstra, Rik Engbers, Marjolein H J Van De Pol, Renske Huijbregts, Roos A Van Meggelen, Wietske Kuijer-Siebelink, Roland F J M Laan","doi":"10.5334/pme.1203","DOIUrl":"10.5334/pme.1203","url":null,"abstract":"<p><strong>Introduction: </strong>The healthcare landscape has a growing emphasis on health promotion (HP), which makes HP important in the training of future physicians. This study employed design-based research to develop a clerkship focused on HP and to outline design principles for shaping workplace learning environments to promote HP learning.</p><p><strong>Methods: </strong>We evaluated a nursing-home clerkship designed at Radboud University Medical Center in the Netherlands, and refined it over three rounds. Data collection involved individual and group interviews with students and supervisors, as well as observations during clerkship-related meetings and activities. These interactions also facilitated the exchange of perspectives between participants and generation of new design ideas, fostering co-creation of the clerkship design. Data were analyzed through iterative thematic inquiry to inform new design choices and develop design principles.</p><p><strong>Results: </strong>Evolved clerkship designs included an app for capturing practice experiences to discuss in relation to students' professional roles, loosening the strict assessment structure, and collaborative creation of a practice assignment about 'Positive Health'. We constructed four design principles, including: to question and discuss students' professional identity, provide concrete and meaningful assignments, aim for a peer-learner role for supervisors, and foster co-creation of the workplace learning environment.</p><p><strong>Discussion: </strong>Our design principles support the design of workplace-based learning for HP, a subject that is novel within healthcare practice. We find that co-creation of workplace-based learning, which requires embracing uncertainty, is pivotal in this context, for students, practitioners, and educational institutions.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"357-367"},"PeriodicalIF":4.8,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11212777/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Health Justice and Systems of Care: A Required Longitudinal Course for MD Students. 健康正义与护理系统:医学博士学生的必修纵向课程。
IF 4.8 2区 医学
Perspectives on Medical Education Pub Date : 2024-06-21 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1325
Ronan Hallowell, Jacob Schreiber, Sonali Saluja, Danica Liberman, Donna Elliott
{"title":"Health Justice and Systems of Care: A Required Longitudinal Course for MD Students.","authors":"Ronan Hallowell, Jacob Schreiber, Sonali Saluja, Danica Liberman, Donna Elliott","doi":"10.5334/pme.1325","DOIUrl":"10.5334/pme.1325","url":null,"abstract":"<p><strong>Problem & background: </strong>Medical education has acknowledged the impact of structural societal factors on health, prompting the need for curricula seeking to eliminate health inequities upstream while simultaneously caring for downstream effects of existing inequities. The Keck School of Medicine of USC (KSOM) implemented one such comprehensive curriculum, Health Justice and Systems of Care (HJSC), integrating health systems science, structural competency, and service-learning in a required course spanning the pre-clerkship and clerkship phases with an optional post clerkship elective.</p><p><strong>Approach: </strong>The HJSC course addresses topics including racism in medicine, health inequities, and health systems science. Using transformative learning theory, it fosters critical consciousness and structural competency. Assessments include case analyses, reflections, team-based learning sessions, and group projects related to social justice in healthcare. The program aims to instill cultural humility and practical application, fostering a holistic approach to medical education that implores physicians to become advocates for health justice.</p><p><strong>Outcomes of the innovation: </strong>Feedback from students indicated generally positive perceptions of the curriculum. Students provided overall positive comments about discussions with guest speakers. However, students expressed a desire for more concrete examples of how health inequities can be remedied. Some found small-group activities less engaging. Other challenges included providing students of different readiness levels with tailored experiences and seamlessly integrating HJSC content within basic and clinical sciences courses.</p><p><strong>Critical reflection: </strong>Next steps include continuing to integrate content into the science curriculum and clerkships, improving opportunities for meaningful student interactions, and enhancing faculty development to address health justice concerns in clinical settings.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"349-356"},"PeriodicalIF":4.8,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11192091/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Mixed Methods Study of Perceptions of Mental Illness and Self-Disclosure of Mental Illness Among Medical Learners. 关于医学学习者对精神疾病的认知和精神疾病自我披露的混合方法研究。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-06-05 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1152
Aliya Kassam, Benedicta Antepim, Javeed Sukhera
{"title":"A Mixed Methods Study of Perceptions of Mental Illness and Self-Disclosure of Mental Illness Among Medical Learners.","authors":"Aliya Kassam, Benedicta Antepim, Javeed Sukhera","doi":"10.5334/pme.1152","DOIUrl":"10.5334/pme.1152","url":null,"abstract":"<p><strong>Introduction: </strong>Mental illness stigma remains rooted within medical education and healthcare. We sought to measure perceptions toward mental illness and explore perceptions of self-disclosure of mental illness in medical learners.</p><p><strong>Method: </strong>In a mixed-methods, sequential design, authors recruited medical learners from across Canada. Quantitative data included the Opening Minds Scale for Healthcare providers (OMS-HC), the Self Stigma of Mental Illness Scale (SSMIS), and a wellbeing measure. Qualitative data included semi-structured interviews, which were collected and analyzed using a phenomenological approach.</p><p><strong>Results: </strong>N = 125 medical learners (n = 67 medical students, n = 58 resident physicians) responded to our survey, and N = 13 participants who identified as having a mental illness participated in interviews (n = 10 medical students, n = 3 resident physicians). OMS-HC scores showed resident physicians had more negative attitudes towards mental illness and disclosure (47.7 vs. 44.3, <i>P</i> = 0.02). Self-disclosure was modulated by the degree of intersectional vulnerability of the learner's identity. When looking at self-disclosure, people who identified as men had more negative attitudes than people who identified as women (17.8 vs 16.1, <i>P</i> = 0.01) on the OMS-HC. Racially minoritized learners scored higher on self-stigma on the SSMIS (Geometric mean: 11.0 vs 8.8, <i>P</i> = 0.03). Interview data suggested that disclosure was fraught with tensions but perceived as having a positive outcome.</p><p><strong>Discussion: </strong>Mental illness stigma and the individual process of disclosure are complex issues in medical education. Disclosure appeared to become more challenging over time due to the internalization of negative attitudes about mental illness.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"336-348"},"PeriodicalIF":3.6,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11160393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Why It's Time to Reawaken Our Debates on the Aviation Analogy. 为什么是时候重新唤醒我们关于航空类比的辩论了?
IF 4.8 2区 医学
Perspectives on Medical Education Pub Date : 2024-06-04 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1399
Sayra M Cristancho
{"title":"Why It's Time to Reawaken Our Debates on the Aviation Analogy.","authors":"Sayra M Cristancho","doi":"10.5334/pme.1399","DOIUrl":"10.5334/pme.1399","url":null,"abstract":"","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"332-335"},"PeriodicalIF":4.8,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11160406/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141297087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Medical Students' General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context. 医科学生在临床培训前后对患者反馈的一般信念和具体看法。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-05-08 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1261
M Charlotte L Eijkelboom, Renske A M de Kleijn, Joost Frenkel, Marieke F van der Schaaf
{"title":"Medical Students' General Beliefs and Specific Perceptions about Patient Feedback Before and after Training in a Clinical Context.","authors":"M Charlotte L Eijkelboom, Renske A M de Kleijn, Joost Frenkel, Marieke F van der Schaaf","doi":"10.5334/pme.1261","DOIUrl":"10.5334/pme.1261","url":null,"abstract":"<p><strong>Introduction: </strong>Despite its high potential, patient feedback does not always result in learning. For feedback to be effective students must engage with it, which partly depends on their perceptions of feedback. To better understand student engagement with patient feedback in a clinical context, this study explored the following research questions: 1) What are medical students' general beliefs about patient feedback and what are their specific perceptions of feedback messages? 2) What is the difference between these general beliefs and feedback message perceptions before and after patient feedback training?</p><p><strong>Methods: </strong>The study context was a 12-week clerkship combining Pediatrics and Gynecology, which included feedback training for students and asking for patient feedback. Ninety 4<sup>th</sup>-year medical students completed pre- and post-clerkship questionnaires. The questionnaires (Beliefs about Patient Feedback Questionnaire, Feedback Perception Questionnaire) were adapted from validated peer-feedback questionnaires. Questionnaires were quantitatively analyzed.</p><p><strong>Results: </strong>Both pre- and post-clerkship, students had positive general beliefs about patient feedback and positive perceptions of the feedback messages they received. However, paired t-tests showed that students' general beliefs and feedback message perceptions became less positive after feedback training and experience.</p><p><strong>Discussion: </strong>Patient feedback is not an easy means to learn and students do not become feedback literate in terms of patient feedback overnight. We suggest that future researchers further explore reasons for the decline in positive perceptions of patient feedback. We suggest implementing longitudinal feedback training in medical curricula, where students are guided and supported in the complex task of learning from patients through feedback.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"288-299"},"PeriodicalIF":3.6,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11086596/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140913227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Qualitative Questionnaires in Medical Education Research. 在医学教育研究中使用定性问卷。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-05-06 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1102
Michal Tombs, Heather Strange
{"title":"Using Qualitative Questionnaires in Medical Education Research.","authors":"Michal Tombs, Heather Strange","doi":"10.5334/pme.1102","DOIUrl":"10.5334/pme.1102","url":null,"abstract":"<p><p>Most students in Health Profession Education courses are new to the world of qualitative research. Faced with the challenge of designing a research project, they are often drawn towards using the questionnaire as a data collection method, commonly assuming that utilising open-ended questions alone constitutes qualitative research design. Designing questionnaires that meet the standards of rigour is challenging, and this common assumption reflects inexperience with and misunderstandings of qualitative ontology, as well as the lack of methodological literature on designing and developing qualitative questionnaires. This paper is written with research supervisors as well as students in mind, as it is aimed to help elucidate the decision-making process and the justification for using a qualitative questionnaire. Drawing upon examples of research conducted by our students, and the wider literature, we demonstrate how qualitative questionnaires can produce rich and meaningful findings when they (1) prioritise qualitative research values, and (2) follow a rigorous design process when the questionnaire is developed. We conclude by offering a simple framework for developing rigorous qualitative questionnaires to those who may consider using this approach.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"280-287"},"PeriodicalIF":3.6,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11086583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140913228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing. 通过合唱团传道。跨专业教育能从合唱团的演唱中学到什么。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-05-02 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1182
Juliëtte Anna Beuken, Felicitas Biwer
{"title":"Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing.","authors":"Juliëtte Anna Beuken, Felicitas Biwer","doi":"10.5334/pme.1182","DOIUrl":"https://doi.org/10.5334/pme.1182","url":null,"abstract":"<p><p>Collaboration between healthcare professionals from different backgrounds is a true art to be mastered. During interprofessional education (IPE), learners from different professions learn with, from and about each other. Landscape of Practice (LoP) theory can offer insight into social learning in IPE, but its application is rather complex. We argue that choir singing offers a helpful metaphor to understand different concepts in LoP (<i>brokers, engagement, imagination</i> and <i>alignment</i>) and how they are manifested in IPE. Based on similarities between choir singing and IPE, we present four lessons: 1) <i>The teacher sets the tone: a lesson for brokers;</i> 2) <i>You can only learn so much alone: a lesson for engagement;</i> 3) <i>Listening is not as easy as it sounds: a lesson for imagination</i> and 4) <i>A song is more than the sum of its parts: a lesson for alignment</i>. Moreover, we reflect on differences between choir singing and IPE, and insights from these differences.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"274-279"},"PeriodicalIF":3.6,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11067977/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140867875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
An Interprofessional Faculty Development Program for Workplace-Based Learning. 基于工作场所学习的跨专业教师发展计划。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-05-01 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1242
Eveline Booij, Marjel van Dam, Gersten Jonker, Lisette van Bruggen, Marije Lesterhuis, Marieke F van der Schaaf, Reinier G Hoff, Marije P Hennus
{"title":"An Interprofessional Faculty Development Program for Workplace-Based Learning.","authors":"Eveline Booij, Marjel van Dam, Gersten Jonker, Lisette van Bruggen, Marije Lesterhuis, Marieke F van der Schaaf, Reinier G Hoff, Marije P Hennus","doi":"10.5334/pme.1242","DOIUrl":"https://doi.org/10.5334/pme.1242","url":null,"abstract":"<p><strong>Background: </strong>Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial.</p><p><strong>Approach: </strong>Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning.</p><p><strong>Outcomes: </strong>The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs.</p><p><strong>Reflection: </strong>This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"266-273"},"PeriodicalIF":3.6,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11067978/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140858652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining How Black Women Medical Students Rate Their Experiences with Medical School Mistreatment on the Aamc Graduate Questionnaire. 研究黑人女医学生如何在 Aamc 毕业生调查问卷中评价她们在医学院受到虐待的经历。
IF 4.8 2区 医学
Perspectives on Medical Education Pub Date : 2024-04-29 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1188
Sacha Sharp, Christen Priddie, Ashley H Clarke
{"title":"Examining How Black Women Medical Students Rate Their Experiences with Medical School Mistreatment on the Aamc Graduate Questionnaire.","authors":"Sacha Sharp, Christen Priddie, Ashley H Clarke","doi":"10.5334/pme.1188","DOIUrl":"10.5334/pme.1188","url":null,"abstract":"<p><strong>Introduction: </strong>Few researchers have examined how medical student mistreatment varies by race/ethnicity and gender, specifically highlighting Black women's experiences. Moreover, researchers often fail to use theoretical frameworks when examining the experiences of minoritized populations. The purpose of this study was to examine the frequency of mistreatment US Black women medical students experience and how this compared to other students underrepresented in medicine (URiM) using intersectionality as a theoretical framework.</p><p><strong>Methods: </strong>We used the Association of American Medical Colleges Graduate Questionnaire (GQ) as the data source for examining descriptive statistics and frequencies. We examined differences between US Black women (N = 2,537) and other URiM students (N = 7,863) with Mann-Whitney U tests.</p><p><strong>Results: </strong>The results from this study highlighted that most Black women medical students did not experience mistreatment, yet a higher proportion of these trainees reported experiencing gendered (χ<sup>2</sup>(1) = 28.59, p < .01) and racially/ethnically (χ<sup>2</sup>(1) = 2935.15, p < .01) offensive remarks at higher frequency than their URiM counterparts. We also found US Black women medical students infrequently (27.3%) reported mistreatment from a lack of confidence for advocacy on their behalf, fear of reprisal, and seeing the incident as insignificant.</p><p><strong>Discussion: </strong>A paucity of research exists on Black women medical students and even less using relevant theoretical frameworks such as intersectionality. Failure to extract Black women's experiences exacerbates alienation, invisibility, and inappropriate attention to their mistreatment.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"255-265"},"PeriodicalIF":4.8,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11067982/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140873126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Use and Report on p-values. 如何使用和报告 p 值。
IF 3.6 2区 医学
Perspectives on Medical Education Pub Date : 2024-04-26 eCollection Date: 2024-01-01 DOI: 10.5334/pme.1324
Christy K Boscardin, Justin L Sewell, Martin G Tolsgaard, Martin V Pusic
{"title":"How to Use and Report on <i>p</i>-values.","authors":"Christy K Boscardin, Justin L Sewell, Martin G Tolsgaard, Martin V Pusic","doi":"10.5334/pme.1324","DOIUrl":"https://doi.org/10.5334/pme.1324","url":null,"abstract":"<p><p>The use of the p-value in quantitative research, particularly its threshold of \"P < 0.05\" for determining \"statistical significance,\" has long been a cornerstone of statistical analysis in research. However, this standard has been increasingly scrutinized for its potential to mislead findings, especially when the practical significance, the number of comparisons, or the suitability of statistical tests are not properly considered. In response to controversy around use of p-values, the American Statistical Association published a statement in 2016 that challenged the research community to abandon the term \"statistically significant\". This stance has been echoed by leading scientific journals to urge a significant reduction or complete elimination in the reliance on p-values when reporting results. To provide guidance to researchers in health professions education, this paper provides a succinct overview of the ongoing debate regarding the use of p-values and the definition of p-values. It reflects on the controversy by highlighting the common pitfalls associated with p-value interpretation and usage, such as misinterpretation, overemphasis, and false dichotomization between \"significant\" and \"non-significant\" results. This paper also outlines specific recommendations for the effective use of p-values in statistical reporting including the importance of reporting effect sizes, confidence intervals, the null hypothesis, and conducting sensitivity analyses for appropriate interpretation. These considerations aim to guide researchers toward a more nuanced and informative use of p-values.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"250-254"},"PeriodicalIF":3.6,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11049675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140853217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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