Performing Medical Education Research in Urology: Challenges and Opportunities
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EDUCATION (G BADALATO, SECTION EDITOR)
Performing Medical Education Research in Urology: Challenges and Opportunities Courtney Yong 1 & James A. Brown 1 & Elizabeth B. Takacs 1
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Purpose of Review The Accreditation Council for Graduate Medical Education (ACGME) mandates educating resident physicians in evidence-based medicine (EBM) as a core program requirement. However, despite the significant emphasis placed on EBM, graduate medical education is far from evidence-based, and urology is a specialty where medical education research (MER) is particularly sparse. We want to articulate the challenges and opportunities with performing meaningful medical education research in urology training programs. Recent Findings Some studies suggest that the rigor of MER could be much stronger. The nature of GME requires researchers to use alternative study designs. Further, the unique role of residents as both learner and study subject and the dual role of faculty as researcher and educator pose challenges to carrying out research. Summary There is a tremendous opportunity for improvement and innovation in both quality and efficiency of urology resident education. Rigorous MER is required to advance this opportunity, and the fundamental key is development of mentors and collaboration. Keywords Graduate medical education . Opportunities . Challenges . Mentorship . Ethics . Scholarship
Introduction As practicing physicians, we are expected to apply into our care of patients evidence-based medicine (EBM) through continual integration of new and valuable clinical evidence. Educating resident physicians on EBM is valued by the Accreditation Council for Graduate Medical Education (ACGME) and is demonstrated by education in EBM as a core program requirement. Indeed, it is a urology milestones requirement that each resident’s ability to apply EBM is evaluated [1]. However, despite the significant emphasis placed on EBM, graduate medical education is far from evidencebased, and urology is a specialty where medical education research (MER) is particularly sparse. A PubMed search using the keywords “urology residency education” yields 1412 This article is part of the Topical Collection on Education * Elizabeth B. Takacs [email protected] 1
Department of Urology, University of Iowa, 3 Roy Carver Pavilion, 200 Hawkins Drive, Iowa City, IA 52242-1089, USA
results with less than 1% of articles addressing how residents are educated. High-quality research in graduate medical education poses challenges and a shift in mindset. Fortunately, there is increasing interest in graduate medical education (GME) research. This increase is likely due to a culmination of advances in technology, scientific knowledge, and educational theory while simultaneously increasing emphasis on resident impact on efficiency and patient outcomes [2] and for educational methods to be both effective and efficient as our trainees have restricted work hours and experience burnout at alarm
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