Darcy Reed, MD; Eboni G. Price, MD, MPH; Donna M. Windish, MD, MPH; Scott M. Wright, MD; Aysegul Gozu, MD; Edbert B. Hsu, MD, MPH; Mary Catherine Beach, MD, MPH; David Kern, MD, MPH; Eric B. Bass, MD, MPH
Educators have recognized the need to apply evidence-based approaches to medical training. To do so, medical educators must have access to reliable evidence on the impact of educational interventions. This paper describes 5 methodologic challenges to performing systematic reviews of educational interventions for health care professionals: finding reports of medical education interventions, assessing quality of st udy designs, assessing the scope of interventions, assessing the evaluation of interventions, and synthesizing the results of educational interventions. We offer suggestions for addressing these challenges and make recommendations for reporting, reviewing, and appraising interventions in medical education.
Reproduced from reference 48: Holtzman J, Schmitz K, Babes G, Kane RL, Duval S, Wilt TJ, et al. Effectiveness of behavioral interventions to modify physical activity behaviors in general populations and cancer patients and survivors. Evidence Report/Technology Assessment No. 102 (Prepared by the University of Minnesota Evidence-based Practice Center under contract 290-02-0009). Rockville, MD: Agency for Healthcare Research and Quality; 2004. AHRQ publication no. 04-E027-1.
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Darcy Reed, Eboni G. Price, Donna M. Windish, Scott M. Wright, Aysegul Gozu, Edbert B. Hsu, et al. Challenges in Systematic Reviews of Educational Intervention Studies. Ann Intern Med. 2005;142:1080–1089. doi: 10.7326/0003-4819-142-12_Part_2-200506211-00008
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Published: Ann Intern Med. 2005;142(12_Part_2):1080-1089.
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