Secondary Data Sources for Health Professions Education Research

Health Professions Education: Make Big Data Meaningful.

Health Professions Education

February 2007 Volume 33 Number 2 One of the recommendations of the Institute of Medicine (IOM) report To Err Is Human was that professional societies develop a curriculum on patient safety and encourage its adoption into training. Further, it suggested that interdisciplinary team training programs be created. A second report, Crossing the Quality Chasm, furthered the argument for education refo...

Health Professions Education Research and the Institutional Review Board.

The growth in health professions education (HPE) and a desire on the part of nurse and medical educators to disseminate their work have raised important questions about the ethical conduct of education research. At the center of the debate is the institutional review board (IRB) and its proper role in the oversight of HPE research. This article examines the IRB process and types of reviews for ...

Complexity and health professions education.

Rationale and aims The study of health professions education in the context of complexity science and complex adaptive systems involves different concepts and terminology that are likely to be unfamiliar to many health professions educators. A list of selected key terms and definitions from the literature of complexity science is provided to assist readers to navigate familiar territory from a ...

Infrastructure requirements for secondary data sources in comparative effectiveness research.

The growing interest in comparative effectiveness research (CER) has re-ignited the debate about the inadequacy of data from randomized controlled trials (RCTs) to address patient-centered decision making. Despite their well-known internal validity and use as the gold standard for regulatory decision making, the limitations of RCTs are widely recognized. In addition to their lack of statistical...