Publisher: Springer-Verlag (Total: 2626 journals)

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Showing 1 - 200 of 2626 Journals sorted by number of followers
Information Retrieval     Hybrid Journal   (Followers: 791, SJR: 0.352, CiteScore: 2)
Intl. J. on Digital Libraries     Hybrid Journal   (Followers: 784, SJR: 0.441, CiteScore: 2)
Trends in Organized Crime     Hybrid Journal   (Followers: 541, SJR: 0.26, CiteScore: 1)
Crime, Law and Social Change     Hybrid Journal   (Followers: 504, SJR: 0.357, CiteScore: 1)
J. of Police and Criminal Psychology     Hybrid Journal   (Followers: 432, SJR: 0.35, CiteScore: 1)
Diabetologia     Hybrid Journal   (Followers: 346, SJR: 3.228, CiteScore: 5)
Innovative Higher Education     Hybrid Journal   (Followers: 322, SJR: 0.586, CiteScore: 1)
Natural Hazards     Hybrid Journal   (Followers: 305, SJR: 0.767, CiteScore: 2)
Gyroscopy and Navigation     Hybrid Journal   (Followers: 252, SJR: 0.292, CiteScore: 1)
Biodiversity and Conservation     Open Access   (Followers: 244, SJR: 1.243, CiteScore: 3)
Dysphagia     Hybrid Journal   (Followers: 204, SJR: 0.99, CiteScore: 2)
Higher Education     Hybrid Journal   (Followers: 202, SJR: 1.782, CiteScore: 2)
Pharmaceutical Research     Hybrid Journal   (Followers: 188, SJR: 1.077, CiteScore: 3)
Archives and Museum Informatics     Hybrid Journal   (Followers: 184, SJR: 0.101, CiteScore: 0)
European J. of Information Systems     Hybrid Journal   (Followers: 172, SJR: 1.628, CiteScore: 4)
Crime Prevention and Community Safety     Hybrid Journal   (Followers: 165, SJR: 0.268, CiteScore: 1)
Space Science Reviews     Hybrid Journal   (Followers: 95, SJR: 3.262, CiteScore: 7)
J. of Autism and Developmental Disorders     Hybrid Journal   (Followers: 91, SJR: 1.81, CiteScore: 4)
Intensive Care Medicine     Hybrid Journal   (Followers: 77, SJR: 3.293, CiteScore: 4)
Ethics and Information Technology     Hybrid Journal   (Followers: 72, SJR: 0.512, CiteScore: 2)
Education and Information Technologies     Hybrid Journal   (Followers: 71, SJR: 0.403, CiteScore: 1)
Archival Science     Hybrid Journal   (Followers: 70, SJR: 0.745, CiteScore: 2)
Applied Microbiology and Biotechnology     Hybrid Journal   (Followers: 70, SJR: 1.182, CiteScore: 4)
Landscape Ecology     Hybrid Journal   (Followers: 66, SJR: 1.858, CiteScore: 4)
European J. of Law and Economics     Hybrid Journal   (Followers: 65, SJR: 0.375, CiteScore: 1)
J. of Archaeological Method and Theory     Hybrid Journal   (Followers: 64, SJR: 2.014, CiteScore: 3)
Marine Biology     Hybrid Journal   (Followers: 63, SJR: 1.085, CiteScore: 2)
Climatic Change     Open Access   (Followers: 62, SJR: 2.035, CiteScore: 4)
J. of Information Technology     Hybrid Journal   (Followers: 61, SJR: 1.752, CiteScore: 4)
Educational Technology Research and Development     Partially Free   (Followers: 60)
Research in Higher Education     Hybrid Journal   (Followers: 60, SJR: 1.702, CiteScore: 2)
J. of Experimental Criminology     Hybrid Journal   (Followers: 59, SJR: 2.639, CiteScore: 4)
Machine Learning     Hybrid Journal   (Followers: 59, SJR: 0.695, CiteScore: 3)
Oecologia     Hybrid Journal   (Followers: 58, SJR: 1.695, CiteScore: 3)
Cambridge journal of evidence-based policing     Hybrid Journal   (Followers: 58)
J. of the Indian Society of Remote Sensing     Hybrid Journal   (Followers: 57, SJR: 0.337, CiteScore: 1)
Advances in Data Analysis and Classification     Hybrid Journal   (Followers: 57, SJR: 1.09, CiteScore: 1)
J. of Business Ethics     Hybrid Journal   (Followers: 56, SJR: 1.276, CiteScore: 3)
Intl. J. for Philosophy of Religion     Hybrid Journal   (Followers: 56, SJR: 0.354, CiteScore: 0)
Experimental Techniques     Hybrid Journal   (Followers: 54, SJR: 0.296, CiteScore: 1)
Earth, Moon, and Planets     Hybrid Journal   (Followers: 54, SJR: 0.63, CiteScore: 1)
Applied Composite Materials     Hybrid Journal   (Followers: 53, SJR: 0.58, CiteScore: 2)
J. of Archaeological Research     Hybrid Journal   (Followers: 50, SJR: 2.159, CiteScore: 4)
Advances in Polymer Science     Hybrid Journal   (Followers: 50, SJR: 1.04, CiteScore: 3)
Memory & Cognition     Hybrid Journal   (Followers: 49, SJR: 1.379, CiteScore: 2)
J. of Earth System Science     Open Access   (Followers: 49, SJR: 0.366, CiteScore: 1)
Canadian J. of Anesthesia/J. canadien d'anesthésie     Hybrid Journal   (Followers: 48, SJR: 0.908, CiteScore: 2)
European J. of Applied Physiology     Hybrid Journal   (Followers: 48, SJR: 1.186, CiteScore: 2)
J. of Astrophysics and Astronomy     Open Access   (Followers: 48, SJR: 0.266, CiteScore: 0)
Environmental Management     Open Access   (Followers: 48, SJR: 0.921, CiteScore: 2)
Contemporary Political Theory     Hybrid Journal   (Followers: 48, SJR: 0.331, CiteScore: 0)
Intl. J. of Historical Archaeology     Hybrid Journal   (Followers: 47, SJR: 0.427, CiteScore: 1)
J. of Intl. Business Studies     Hybrid Journal   (Followers: 45, SJR: 5.198, CiteScore: 7)
Demography     Hybrid Journal   (Followers: 44, SJR: 2.345, CiteScore: 3)
Astrophysics and Space Science     Hybrid Journal   (Followers: 44, SJR: 0.616, CiteScore: 1)
Water Resources Management     Open Access   (Followers: 43, SJR: 1.185, CiteScore: 3)
Bulletin of Materials Science     Open Access   (Followers: 43, SJR: 0.31, CiteScore: 1)
Comparative European Politics     Hybrid Journal   (Followers: 43, SJR: 1.24, CiteScore: 2)
Qualitative Sociology     Hybrid Journal   (Followers: 42, SJR: 0.984, CiteScore: 1)
Climate Dynamics     Hybrid Journal   (Followers: 42, SJR: 2.445, CiteScore: 4)
Advances in Atmospheric Sciences     Hybrid Journal   (Followers: 42, SJR: 0.956, CiteScore: 2)
Applied Biochemistry and Biotechnology     Hybrid Journal   (Followers: 42, SJR: 0.571, CiteScore: 2)
J. of Family Violence     Hybrid Journal   (Followers: 41, SJR: 0.679, CiteScore: 1)
IMF Economic Review     Hybrid Journal   (Followers: 41, SJR: 3.287, CiteScore: 2)
Metallurgical and Materials Transactions A     Hybrid Journal   (Followers: 41, SJR: 1.093, CiteScore: 2)
Foundations of Physics     Hybrid Journal   (Followers: 41, SJR: 0.454, CiteScore: 1)
European Political Science     Hybrid Journal   (Followers: 41, SJR: 0.25, CiteScore: 0)
Educational Psychology Review     Hybrid Journal   (Followers: 41, SJR: 2.204, CiteScore: 4)
Mindfulness     Hybrid Journal   (Followers: 40, SJR: 1.132, CiteScore: 3)
Economia Politica     Hybrid Journal   (Followers: 40, SJR: 0.277, CiteScore: 1)
Scientometrics     Hybrid Journal   (Followers: 40, SJR: 1.125, CiteScore: 3)
Intl. J. of Earth Sciences     Hybrid Journal   (Followers: 40, SJR: 1.125, CiteScore: 2)
Data Mining and Knowledge Discovery     Hybrid Journal   (Followers: 40, SJR: 0.864, CiteScore: 4)
European J. of Nutrition     Hybrid Journal   (Followers: 40, SJR: 1.408, CiteScore: 3)
Experimental Astronomy     Hybrid Journal   (Followers: 38, SJR: 0.908, CiteScore: 2)
European J. of Health Economics     Hybrid Journal   (Followers: 38, SJR: 1.153, CiteScore: 2)
J. of World Prehistory     Hybrid Journal   (Followers: 38, SJR: 2.022, CiteScore: 3)
Environmental Monitoring and Assessment     Hybrid Journal   (Followers: 38, SJR: 0.589, CiteScore: 2)
Environment, Development and Sustainability     Hybrid Journal   (Followers: 38, SJR: 0.392, CiteScore: 1)
Aquatic Ecology     Hybrid Journal   (Followers: 38, SJR: 0.656, CiteScore: 2)
Behavioral Ecology and Sociobiology     Hybrid Journal   (Followers: 38, SJR: 1.323, CiteScore: 2)
Metal Science and Heat Treatment     Hybrid Journal   (Followers: 37, SJR: 0.279, CiteScore: 0)
Annals of Finance     Hybrid Journal   (Followers: 37, SJR: 0.579, CiteScore: 1)
European J. of Clinical Microbiology & Infectious Diseases     Hybrid Journal   (Followers: 37, SJR: 1.312, CiteScore: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 36, SJR: 1.64, CiteScore: 2)
Intl. Politics     Hybrid Journal   (Followers: 35, SJR: 0.728, CiteScore: 1)
European J. of Epidemiology     Hybrid Journal   (Followers: 35, SJR: 3.228, CiteScore: 6)
J. of Thrombosis and Thrombolysis     Hybrid Journal   (Followers: 35, SJR: 0.991, CiteScore: 2)
JOM J. of the Minerals, Metals and Materials Society     Hybrid Journal   (Followers: 35, SJR: 1.054, CiteScore: 2)
Forensic Science, Medicine, and Pathology     Hybrid Journal   (Followers: 35, SJR: 0.695, CiteScore: 1)
Solar Physics     Hybrid Journal   (Followers: 34, SJR: 1.517, CiteScore: 3)
Reviews in Fish Biology and Fisheries     Open Access   (Followers: 34, SJR: 1.8, CiteScore: 4)
Accreditation and Quality Assurance: J. for Quality, Comparability and Reliability in Chemical Measurement     Hybrid Journal   (Followers: 34, SJR: 0.316, CiteScore: 1)
Biotechnology Letters     Hybrid Journal   (Followers: 34, SJR: 0.621, CiteScore: 2)
Political Behavior     Hybrid Journal   (Followers: 33, SJR: 2.708, CiteScore: 2)
Italian Economic J.     Hybrid Journal   (Followers: 33, SJR: 0.181, CiteScore: 0)
Ecosystems     Hybrid Journal   (Followers: 33, SJR: 2.081, CiteScore: 4)
Child and Adolescent Social Work J.     Hybrid Journal   (Followers: 33, SJR: 0.444, CiteScore: 1)
J. of the American Society for Mass Spectrometry     Hybrid Journal   (Followers: 32, SJR: 1.058, CiteScore: 3)
J. of Risk and Uncertainty     Hybrid Journal   (Followers: 32, SJR: 1.471, CiteScore: 2)
J. of Quantitative Criminology     Hybrid Journal   (Followers: 32, SJR: 3.562, CiteScore: 4)
AAPS J.     Hybrid Journal   (Followers: 32, SJR: 1.118, CiteScore: 4)
Metallurgical and Materials Transactions B     Hybrid Journal   (Followers: 32)
American J. of Community Psychology     Hybrid Journal   (Followers: 32, SJR: 1.329, CiteScore: 2)
J. of Economic Growth     Hybrid Journal   (Followers: 32, SJR: 5.529, CiteScore: 5)
Academic Psychiatry     Full-text available via subscription   (Followers: 32, SJR: 0.53, CiteScore: 1)
Analytical and Bioanalytical Chemistry     Hybrid Journal   (Followers: 32, SJR: 0.978, CiteScore: 3)
Der Onkologe     Hybrid Journal   (Followers: 32, SJR: 0.119, CiteScore: 0)
Australian Educational Researcher     Hybrid Journal   (Followers: 31, SJR: 0.675, CiteScore: 1)
Higher Education Policy     Hybrid Journal   (Followers: 31, SJR: 0.652, CiteScore: 1)
Motivation and Emotion     Hybrid Journal   (Followers: 31, SJR: 1.136, CiteScore: 2)
J. of Population Economics     Hybrid Journal   (Followers: 31, SJR: 1.574, CiteScore: 2)
Plant Ecology     Hybrid Journal   (Followers: 31, SJR: 0.914, CiteScore: 2)
Transportation     Hybrid Journal   (Followers: 30, SJR: 1.911, CiteScore: 3)
GPS Solutions     Hybrid Journal   (Followers: 30, SJR: 1.674, CiteScore: 5)
Clinical Social Work J.     Hybrid Journal   (Followers: 30, SJR: 0.498, CiteScore: 1)
Current Diabetes Reports     Hybrid Journal   (Followers: 30, SJR: 1.618, CiteScore: 4)
Boundary-Layer Meteorology     Hybrid Journal   (Followers: 30, SJR: 1.262, CiteScore: 2)
Resonance     Hybrid Journal   (Followers: 29, SJR: 0.15, CiteScore: 0)
CEAS Aeronautical J.     Hybrid Journal   (Followers: 29, SJR: 0.248, CiteScore: 1)
Information Systems Frontiers     Hybrid Journal   (Followers: 29, SJR: 0.821, CiteScore: 4)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 28, SJR: 0.72, CiteScore: 2)
Environmental Earth Sciences     Hybrid Journal   (Followers: 28, SJR: 0.552, CiteScore: 2)
IIC - Intl. Review of Intellectual Property and Competition Law     Hybrid Journal   (Followers: 28, SJR: 0.28, CiteScore: 0)
Knee Surgery, Sports Traumatology, Arthroscopy     Hybrid Journal   (Followers: 28, SJR: 1.845, CiteScore: 3)
J. of Nutrition, Health and Aging     Hybrid Journal   (Followers: 28, SJR: 1.249, CiteScore: 3)
J. of Pharmacokinetics and Pharmacodynamics     Hybrid Journal   (Followers: 28, SJR: 0.784, CiteScore: 2)
Flow, Turbulence and Combustion     Hybrid Journal   (Followers: 28, SJR: 0.934, CiteScore: 2)
European Business Organization Law Review (EBOR)     Full-text available via subscription   (Followers: 28, SJR: 0.409, CiteScore: 1)
Educational Assessment, Evaluation and Accountability     Hybrid Journal   (Followers: 28, SJR: 0.599, CiteScore: 1)
J. of Happiness Studies     Hybrid Journal   (Followers: 27, SJR: 0.827, CiteScore: 2)
Landslides     Hybrid Journal   (Followers: 27, SJR: 1.802, CiteScore: 4)
Breast Cancer     Hybrid Journal   (Followers: 27, SJR: 0.653, CiteScore: 2)
J. of Financial Services Research     Hybrid Journal   (Followers: 27, SJR: 1.31, CiteScore: 1)
Microsystem Technologies     Hybrid Journal   (Followers: 27, SJR: 0.346, CiteScore: 1)
Review of Accounting Studies     Hybrid Journal   (Followers: 27, SJR: 2.757, CiteScore: 2)
J. of Banking Regulation     Hybrid Journal   (Followers: 27, SJR: 0.22, CiteScore: 0)
Astrophysics     Hybrid Journal   (Followers: 27, SJR: 0.225, CiteScore: 0)
Applied Physics B: Lasers and Optics     Hybrid Journal   (Followers: 27, SJR: 0.74, CiteScore: 2)
Breast Cancer Research and Treatment     Hybrid Journal   (Followers: 27, SJR: 2.066, CiteScore: 4)
Intl. J. of Information Security     Hybrid Journal   (Followers: 27, SJR: 0.555, CiteScore: 3)
J. of Ornithology     Hybrid Journal   (Followers: 26)
The European Physical J. D - Atomic, Molecular, Optical and Plasma Physics     Hybrid Journal   (Followers: 26, SJR: 0.387, CiteScore: 1)
J. of Computational Neuroscience     Hybrid Journal   (Followers: 26, SJR: 0.888, CiteScore: 2)
Law and Philosophy     Hybrid Journal   (Followers: 26, SJR: 0.471, CiteScore: 1)
Intl. J. of Sexuality and Gender Studies     Hybrid Journal   (Followers: 26)
Human Rights Review     Hybrid Journal   (Followers: 26, SJR: 0.175, CiteScore: 1)
Aquaculture Intl.     Hybrid Journal   (Followers: 26, SJR: 0.591, CiteScore: 2)
J. of Analytical Chemistry     Hybrid Journal   (Followers: 26, SJR: 0.265, CiteScore: 1)
Intl. J. of Science and Mathematics Education     Hybrid Journal   (Followers: 25, SJR: 0.737, CiteScore: 1)
Human Ecology     Open Access   (Followers: 25, SJR: 0.752, CiteScore: 2)
Public Choice     Hybrid Journal   (Followers: 25, SJR: 0.991, CiteScore: 1)
Meteorology and Atmospheric Physics     Hybrid Journal   (Followers: 25, SJR: 0.543, CiteScore: 1)
Continental Philosophy Review     Partially Free   (Followers: 25, SJR: 0.145, CiteScore: 0)
Acta Mechanica     Hybrid Journal   (Followers: 25, SJR: 1.04, CiteScore: 2)
Evolutionary Biology     Hybrid Journal   (Followers: 25, SJR: 0.81, CiteScore: 2)
Artificial Intelligence Review     Hybrid Journal   (Followers: 25, SJR: 0.833, CiteScore: 4)
Cancer Immunology, Immunotherapy     Hybrid Journal   (Followers: 24, SJR: 1.899, CiteScore: 5)
Archaeological and Anthropological Sciences     Hybrid Journal   (Followers: 24, SJR: 1.052, CiteScore: 2)
World J. of Surgery     Hybrid Journal   (Followers: 24, SJR: 1.359, CiteScore: 2)
Critical Criminology     Hybrid Journal   (Followers: 24, SJR: 0.34, CiteScore: 1)
Canadian J. of Public Health     Hybrid Journal   (Followers: 24, SJR: 0.609, CiteScore: 1)
Eating and Weight Disorders - Studies on Anorexia, Bulimia and Obesity     Hybrid Journal   (Followers: 24, SJR: 0.572, CiteScore: 2)
Water, Air, & Soil Pollution     Open Access   (Followers: 24, SJR: 0.589, CiteScore: 2)
Wetlands     Hybrid Journal   (Followers: 24, SJR: 0.755, CiteScore: 2)
J. of Public Health Policy     Partially Free   (Followers: 24, SJR: 0.715, CiteScore: 1)
Fluid Dynamics     Hybrid Journal   (Followers: 24, SJR: 0.345, CiteScore: 1)
Experimental Economics     Hybrid Journal   (Followers: 24, SJR: 2.276, CiteScore: 2)
Russian Aeronautics (Iz VUZ)     Hybrid Journal   (Followers: 24, SJR: 0.136, CiteScore: 0)
Biological Invasions     Hybrid Journal   (Followers: 24, SJR: 1.514, CiteScore: 3)
Intl. J. of Mental Health and Addiction     Hybrid Journal   (Followers: 24, SJR: 0.49, CiteScore: 1)
Environmental and Resource Economics     Hybrid Journal   (Followers: 24, SJR: 1.186, CiteScore: 2)
J. of Chemical Sciences     Partially Free   (Followers: 24, SJR: 0.352, CiteScore: 1)
J. of Thermal Analysis and Calorimetry     Hybrid Journal   (Followers: 24, SJR: 0.587, CiteScore: 2)
Mechanics of Composite Materials     Hybrid Journal   (Followers: 24, SJR: 0.313, CiteScore: 1)
Science & Education     Hybrid Journal   (Followers: 23)
Research in Science Education     Hybrid Journal   (Followers: 23, SJR: 1.019, CiteScore: 2)
J. of the Academy of Marketing Science     Hybrid Journal   (Followers: 23, SJR: 4.614, CiteScore: 7)
J. of Public Health     Hybrid Journal   (Followers: 23, SJR: 0.265, CiteScore: 1)
Electrical Engineering     Hybrid Journal   (Followers: 23, SJR: 0.323, CiteScore: 1)
J. of Materials Science     Hybrid Journal   (Followers: 23, SJR: 0.807, CiteScore: 3)
Diabetes Therapy     Open Access   (Followers: 23, SJR: 1.094, CiteScore: 3)
Astronomy and Astrophysics Review     Hybrid Journal   (Followers: 23, SJR: 3.385, CiteScore: 5)
Behavior Research Methods     Hybrid Journal   (Followers: 23, SJR: 2.099, CiteScore: 4)
Animal Cognition     Hybrid Journal   (Followers: 23, SJR: 1.389, CiteScore: 3)
Erkenntnis     Hybrid Journal   (Followers: 23, SJR: 1.502, CiteScore: 1)
Current Microbiology     Hybrid Journal   (Followers: 23, SJR: 0.562, CiteScore: 1)
Human Nature     Hybrid Journal   (Followers: 23, SJR: 1.092, CiteScore: 2)
Ethical Theory and Moral Practice     Hybrid Journal   (Followers: 23, SJR: 0.402, CiteScore: 1)
Advances in Computational Mathematics     Hybrid Journal   (Followers: 23, SJR: 0.812, CiteScore: 1)
European Spine J.     Hybrid Journal   (Followers: 23, SJR: 1.535, CiteScore: 2)
Heat and Mass Transfer     Hybrid Journal   (Followers: 23, SJR: 0.448, CiteScore: 1)
Experimental Mechanics     Hybrid Journal   (Followers: 23, SJR: 0.947, CiteScore: 2)
J. of Child and Family Studies     Hybrid Journal   (Followers: 22, SJR: 0.784, CiteScore: 2)
J. of General Internal Medicine     Hybrid Journal   (Followers: 22, SJR: 1.612, CiteScore: 2)
Evolutionary Ecology     Hybrid Journal   (Followers: 22, SJR: 1.117, CiteScore: 2)
Astronomy Letters     Hybrid Journal   (Followers: 22, SJR: 0.452, CiteScore: 1)
Abdominal Radiology     Hybrid Journal   (Followers: 22, SJR: 0.866, CiteScore: 2)
Chromatographia     Hybrid Journal   (Followers: 22, SJR: 0.514, CiteScore: 1)
Early Childhood Education J.     Hybrid Journal   (Followers: 22, SJR: 0.548, CiteScore: 1)

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Similar Journals
Journal Cover
Advances in Health Sciences Education
Journal Prestige (SJR): 1.64
Citation Impact (citeScore): 2
Number of Followers: 36  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1573-1677 - ISSN (Online) 1382-4996
Published by Springer-Verlag Homepage  [2626 journals]
  • Interdisciplinarity in medical education research: myth and reality
    • Abstract: Abstract The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge from multiple disciplines and research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). This common view of Med Ed research is echoed and reinforced by the narrative used by leading Med Ed departments and research centres to describe their activities as “interdisciplinary.” Bibliometrics offers an effective method of investigating scholarly communication to determine what knowledge is valued, recognized, and utilized. By empirically examining whether knowledge production in Med Ed research draws from multiple disciplines and research areas, or whether it primarily draws on the knowledge generated internally within the field of Med Ed, this article explores whether the characterisation of Med Ed research as interdisciplinary is substantiated. A citation analysis of 1412 references from research articles published in 2017 in the top five Med Ed journals was undertaken. A typology of six knowledge clusters was inductively developed. Findings show that the field of Med Ed research draws predominantly from two knowledge clusters: the Applied Health Research cluster (made of clinical and health services research), which represents 41% of the references, and the Med Ed research cluster, which represents 40% of the references. These two clusters cover 81% of all references in our sample, leaving 19% distributed among the other knowledge clusters (i.e., Education, disciplinary, interdisciplinary and topic centered research). The quasi-hegemonic position held by the Applied Health and Med Ed research clusters confines the other sources of knowledge to a peripheral role within the Med Ed research field. Our findings suggest that the assumption that Med Ed research is an interdisciplinary field is not convincingly supported by empirical data and that the knowledge entering Med Ed comes mostly from the health research domain.
      PubDate: 2020-06-24
       
  • Faculty and programmatic influences on the percentage of graduates of
           color from professional physical therapy programs in the United States
    • Abstract: Abstract The physical therapy profession in the United States suffers from a shortage of providers of color. This is unlikely to change with newly graduating students, as 2.6% of 2017 graduates were African American and 5.7% were Hispanic or Latino. Faculty mentorship has a more profound influence on the retention of underrepresented minority students as compared with students from privileged backgrounds, according to undergraduate literature. The influences of faculty characteristics on physical therapy graduates of color are unknown. The purpose of this study was to determine faculty and programmatic characteristics that could influence the percentage of physical therapy graduates of color. This study implemented the theory of academic capitalism to inform the results of a retrospective panel analysis, which used accreditation data from 2008 to 2017. Data from 231 programs was used to create fixed effects and random effects models to estimate the effects that faculty and program characteristics had on the percentage of graduates of color that a program produced. There was a statistically significant positive relationship between faculty of color and graduates of color (p < 0.001), but faculty must be sufficiently diverse before a program can expect a meaningful change in their percentage of graduates of color. Academic capitalist principles suggest that competition between programs for resources could negatively influence the proportion of graduates of color. Cause and effect associations between variables cannot be established. The authors concluded that professional physical therapy programs appeared to have increases in the percentages of graduates of color when they had more core faculty members of color.
      PubDate: 2020-06-24
       
  • How biased are you' The effect of prior performance information on
           attending physician ratings and implications for learner handover
    • Abstract: Abstract Learner handover (LH), the process of sharing of information about learners between faculty supervisors, allows for longitudinal assessment fundamental in the competency-based education model. However, the potential to bias future assessments has been raised as a concern. The purpose of this study is to determine whether prior performance information such as LH influences the assessment of learners in the clinical context. Between December 2017 and June 2018, forty-two faculty members and final-year residents from the Department of Medicine at the University of Ottawa were assigned to one of three study groups through quasi-randomisation, taking into account gender, speciality and rater experience. In a counter-balanced design, each group received either positive, negative or no LH prior to watching six simulated learner–patient encounter videos. Participants rated each video using the mini-CEX and completed a questionnaire on the raters’ general impressions of LH. A significant difference in the mean mini-CEX competency scale scores between the negative (M = 5.29) and positive (M = 5.97) LH groups (P < .001, d = 0.81) was noted. Similar findings were found for the single overall clinical competence ratings. In the post-study questionnaire, 22/28 (78%) of participants had correctly deduced the purpose of the study and 14/28 (50%) felt LH did not influence their assessment. LH influenced mini-CEX scores despite raters’ awareness of the potential for bias. These results suggest that LH could influence a rater’s performance assessment and careful consideration of the potential implications of LH is required.
      PubDate: 2020-06-23
       
  • “Changing the narrative”: a study on professional identity formation
           among Black/African American physicians in the U.S.
    • Abstract: Abstract Professional identity formation (PIF) is considered a key process in physician development. However, early PIF research may have inadvertently left out experiences from ethnically/racially minoritized physicians. As a result, the PIF literature may have forwarded dominant perspectives and assumptions about PIF that does not reflect those of minoritized physicians. This study used a cross-sectional study design, in which interview data was initially collected using constructivist grounded theory and then analyzed using critical lenses. Participants included 14 Black/African American students, 10 residents, and 17 attending physicians at two Southern medical schools in the U.S. Coding included the both/and conceptual framework developed out of Black feminist scholarship, and further analyzed using medicine’s culture of Whiteness. These lenses identified assumptions made in the dominant PIF literature and how they compared to the experiences described by Black physicians. The results show that medical education’s historical exclusion of minoritized physicians in medical education afforded a culture of Whiteness to proliferate, an influence that continues to frame the PIF research. Black physicians described their professional identity in terms of being in service to their racial/ethnic community, and the interconnectedness between personal/professional identities and context. Their professional identity was used to challenge larger social, historical, and cultural mistreatment of Black Americans, findings not described in the dominant PIF research. Black physicians’ experiences as minoritized individuals within a culture of Whiteness reveals that the PIF literature is limited, and the current framings of PIF may be inadequate to study minoritized physicians.
      PubDate: 2020-06-22
       
  • Southern exposure: levelling the Northern tilt in global medical and
           medical humanities education
    • Abstract: Abstract Global medical education is dominated by a Northern tilt. Global universities’ faculty and students dominate research, scholarship and teaching about what is termed global education. This tilt has been fixed in global biomedical education with some acknowledgement from the Global South of the comparative benefits of global exchange. Student exchange is predominantly North to South. Students from the Global South are less likely to visit the North on global medical education visits. Global indigenous and traditional ways of knowing rooted may be suppressed, hidden or misappropriated and repackaged for consumption in the Global South with Global North ways of knowing as a reference point. A global history of colonization has shaped this trend influencing postcolonial theorists and decolonial activists to question the legitimacy and depose the influence of dominant Global North ideas. This is evident in how communication skills, reflective practice and narratives are presented and taught. Global North students must be introduced to Global South ways of knowing before visiting the Global South from a position of critical consciousness. Emancipatory education is best led by transformative Global North–South dialogue.
      PubDate: 2020-06-04
       
  • How to support dental students in reading radiographs: effects of a
           gaze-based compare-and-contrast intervention
    • Abstract: Abstract In dental medicine, interpreting radiographs (i.e., orthopantomograms, OPTs) is an error-prone process, even in experts. Effective intervention methods are therefore needed to support students in improving their image reading skills for OPTs. To this end, we developed a compare-and-contrast intervention, which aimed at supporting students in achieving full coverage when visually inspecting OPTs and, consequently, obtaining a better diagnostic performance. The comparison entailed a static eye movement visualization (heat map) on an OPT showing full gaze coverage from a peer-model (other student) and another heat map showing a student’s own gaze behavior. The intervention group (N = 38) compared five such heat map combinations, whereas the control group (N = 23) diagnosed five OPTs. Prior to the experimental variation (pre-test) and after it (post-test), students in both conditions searched for anomalies in OPTs while their gaze was recorded. Results showed that students in the intervention group covered more areas of the OPTs and looked less often and for a shorter amount of time at anomalies after the intervention. Furthermore, they fixated on low-prevalence anomalies earlier and high-prevalence anomalies later during the inspection. However, the students in the intervention group did not show any meaningful improvement in detection rate and made more false positive errors compared to the control group. Thus, the intervention guided visual attention but did not improve diagnostic performance substantially. Exploratory analyses indicated that further interventions should teach knowledge about anomalies rather than focusing on full coverage of radiographs.
      PubDate: 2020-06-02
       
  • Congruence between nursing students’ and patients’ views of
           student–patient relationships
    • Abstract: Abstract The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student–patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students’ and patients’ views of their relationship during students’ clinical placement. The study compared data from cross-sectional matched cohort pairs of nursing students (n = 187) and patients (n = 187) in Finland. The data were collected between March 2015 and May 2016 using corresponding questionnaires and procedures in both cases. Both students’ and patients’ views were moderately or weakly congruent in terms of facilitative relationship, characterised as a mutually enriching relationship for both students and patients through dialogue. Patients, however, tended to see the relationship significantly more often as mechanistic, focusing on students learning practical skills, compared to students who saw the relationship more often as facilitative. Patients’ age and the reasons for care were the only background variables that predicted the congruence between students’ and patients’ views of their relationships. These findings suggest ways in which student–patient relationships can be made more meaningful in supporting learning in clinical education.
      PubDate: 2020-05-20
       
  • The embodiment of practice thresholds: from standardization to
           stabilization in surgical education
    • Abstract: Abstract Surgeons practice their own variations on a procedure. Residents experience shifting thresholds between variations that one surgeon holds firmly as principle and another takes more lightly as preference. Such variability has implications for surgical education, but the impact is not well understood. This is a critical problem to investigate as programs seek to define procedures for competency-based medical education (CBME) and improve learning through deliberate practice. Our study analyzes the emergence of procedural variation in an early-adopter CBME program through a situational analysis of tonsillectomy, a foundation level procedure in this otolaryngology, head and neck surgical program. An earlier phase of the study identified frequent variations (n = 12) on tonsillectomy among co-located surgeons who routinely perform this procedure (n = 6). In the phase reported here we interviewed these surgeons (n = 4) and residents at different stages of training (n = 3) about their experiences of these variations to map the relations of contributing social and material actors. Our results show that even a basic procedure resists standardization. This study contributes a sociomaterial grounded theory of surgical practice as an embodied response to conditions materialized by intra-relations of human and more-than-human actors. Shifting root metaphors about practice in surgical education from standardization to stabilization can help residents achieve stable-for-now embodiments of performance as their practice thresholds continue to emerge.
      PubDate: 2020-05-16
       
  • Exploring emergency physicians’ professional identities: a Q-method
           study
    • Abstract: Abstract Professional identities research in medical education has made significant contributions to the field. However, what comprises professional identities is rarely interrogated. This research tackles this relatively understudied component of professional identities research by understanding emergency medicine physicians’ perspectives on the important elements that comprise their professional identities. Q-methodology was used to identify different clusters of viewpoints on professional identities; by extension, the core components that comprise emergency medicine physicians’ professional identities are disclosed. Thirty-three emergency medicine physicians were recruited, through purposive sampling, from five hospitals across Taiwan. R software was used to analyse the Q-sorts, determine loadings on each viewpoint and formulate the viewpoint array. Analysis of interview data enhanced our understanding of these viewpoints. In total, twenty-five emergency medicine physicians loaded onto four distinct viewpoints, reflecting dominant perspectives of emergency medicine physicians’ understanding of their professional identities. These distinct viewpoints demonstrated what emergency medicine physicians deemed significant in how they understood themselves. The viewpoints comprised: skills acquisition, capabilities and practical wisdom; coping ability and resilience; professional recognition and self-esteem; and wellbeing and quality of life. All viewpoints stressed the importance of trust between colleagues. These findings demonstrate the multitude of ways in which seemingly unified professional identities diverge across groups of individuals. An enhanced understanding of speciality work culture is gained. By understanding facets of professional identities, the development of future educational interventions and departmental initiatives, which might support key components of professional identities, can be explored.
      PubDate: 2020-05-07
       
  • How Covid-19 opened up questions of sociomateriality in healthcare
           education
    • PubDate: 2020-05-06
       
  • Accuracy of rating scale interval values used in multiple mini-interviews:
           a mixed methods study
    • Abstract: Abstract When determining the score given to candidates in multiple mini-interview (MMI) stations, raters have to translate a narrative judgment to an ordinal rating scale. When adding individual scores to calculate final ranking, it is generally presumed that the values of possible scores on the evaluation grid are separated by constant intervals, following a linear function, although this assumption is seldom validated with raters themselves. Inaccurate interval values could lead to systemic bias that could potentially distort candidates’ final cumulative scores. The aim of this study was to establish rating scale values based on rater’s intent, to validate these with an independent quantitative method, to explore their impact on final score, and to appraise their meaning according to experienced MMI interviewers. A 4-round consensus-group exercise was independently conducted with 42 MMI interviewers who were asked to determine relative values for the 6-point rating scale (from A to F) used in the Canadian integrated French MMI (IFMMI). In parallel, relative values were also calculated for each option of the scale by comparing the average scores concurrently given to the same individual in other stations every time that option was selected during three consecutive IFMMI years. Data from the same three cohorts was used to simulate the impact of using new score values on final rankings. Comments from the consensus group exercise were reviewed independently by two authors to explore raters’ rationale for choosing specific values. Relative to the maximum (A = 100%) and minimum (F = 0%), experienced raters concluded to values of 86.7% (95% CI 86.3–87.1), 69.5% (68.9–70.1), 51.2% (50.6–51.8), and 29.3% (28.1–30.5), for scores of B, C, D and E respectively. The concurrent score approach was based on 43,412 IFMMI stations performed by 4345 medical school applicants. It provided quasi-identical values of 87.1% (82.4–91.5), 70.4% (66.1–74.7), 51.2% (47.1–55.3) and 31.8% (27.9–35.7), respectively. Qualitative analysis explained that while high scores are usually based on minor details of relatively low importance, low scores are usually attributed for more serious offenses and were assumed by the raters to carry more weight in the final score. Individual drop or increase in final MMI ranking with the use of new scale values ranged from − 21 to + 5 percentiles, with the average candidate changing by ± 1.4 percentiles. Consulting with experienced interviewers is a simple and effective approach to establish rating scale values that truly reflects raters’ intent in MMI, thus improving the accuracy of the instrument and contributing to the general fairness of the process.
      PubDate: 2020-05-06
       
  • Exploring the impact of education on preclinical medical students’
           tolerance of uncertainty: a qualitative longitudinal study
    • Abstract: Abstract Tolerance of uncertainty, a construct describing individuals’ responses to perceived uncertainty, has relevancy across healthcare systems, yet little work explores the impact of education on medical students’ tolerance of uncertainty. While debate remains as to whether tolerance of uncertainty is changeable or static, the prevailing conceptual healthcare tolerance of uncertainty model (Hillen et al. in Soc Sci Med 180:62–75, 2017) suggests that individuals’ tolerance of uncertainty is influenced by so-called moderators. Evidence regarding education’s role as a moderator of tolerance of uncertainty is, however, lacking. Preliminary work exploring medical students’ professional identity formation within anatomy learning identified tolerance of uncertainty as a theme warranting further exploration. Extending from this work, our research question was: How does the anatomy education learning environment impact medical students’ tolerance of uncertainty' To address this question, qualitative data were collected longitudinally across two successive cohorts through online discussion forums during semester and end of semester interviews. Framework analysis identified five stimuli of uncertainty, four moderators of uncertainty, and cognitive, emotional and behavioral responses to uncertainty with variable valency (positive and/or negative). Longitudinal data analyses indicated changes in stimuli, moderators and responses to uncertainty over time, suggesting that tolerance of uncertainty is changeable rather than static. While our findings support the Hillen et al. (Soc Sci Med 180:62–75, 2017) model in parts, our data extend this model and the previous literature. Although further research is needed about students’ development of tolerance of uncertainty in the clinical learning environment, we encourage medical educators to incorporate aspects of tolerance of uncertainty into curricular and learning environments.
      PubDate: 2020-05-06
       
  • Competences for implementation science: what trainees need to learn and
           where they learn it
    • Abstract: Abstract Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts’ sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. In an online-survey, an international, multidisciplinary sample of 82 implementation experts named competences that they considered most helpful for conducting implementation practice and implementation research. For these competences, they also indicated whether they had acquired them in their professional education, additional training, or by self-study and on-the-job experience. Data were analyzed using a mixed-methods approach that combined qualitative content analyses with descriptive statistics. The participants deemed collaboration knowledge and skills most helpful for implementation practice. For implementation research, they named research methodology knowledge and skills as the most important ones. The participants had acquired most of the competences that they found helpful for implementation practice in self-study or by on-the-job experience. However, participants had learned most of their competences for implementation research in their professional education. The present results inform education and training activities in implementation science and serve as a starting point for a fluid set of interdisciplinary implementation science competences that will be updated continuously. Implications for curriculum development and the design of educational activities are discussed.
      PubDate: 2020-05-05
       
  • Correction to: Assessing the effects of an empathy education program using
           psychometric instruments and brain fMRI
    • Abstract: Due to an unfortunate turn of events, the funding note was omitted from the original publication. The correct funding note is published here and should be treated as definitive.
      PubDate: 2020-05-01
       
  • Role of team dynamics in the learning process: a mixed-methods evaluation
           of a modified team-based learning approach in a behavioral research
           methods course
    • Abstract: Abstract Health sciences education is increasingly focusing on building students’ skills to work collaboratively. Therefore, instructors must intentionally incorporate team-based skill building into their courses, using teaching strategies like team-based learning (TBL). An assumption of TBL is that team dynamics facilitate learning; however, limited research has examined this connection. The primary purposes of this mixed-methods evaluation were: (a) to describe the characteristics of team dynamics in a graduate-level research methods course that employs a modified TBL approach, and (b) to examine the association between team dynamics and student grades. Given the importance of preparing health professional students to work collaboratively in their careers, a secondary aim was to examine how team skills developed through a team-based learning approach could be transferred to other courses and to future jobs. We conducted surveys on team dynamics at mid-semester (n = 64) and the end of the semester (n = 66), collected students’ grades for the final paper and overall course, and conducted 4 focus groups with Master of Public Health students (n = 25). Paired t tests were used to examine change in team dynamics and correlations were conducted to assess the relationship between team dynamics and grades. Thematic analysis was used to identify themes related to team dynamics from the focus group data. Overall, students reported experiencing positive and beneficial team dynamics. The findings support two main underlying categories of team dynamics, interpersonal team processes and task orientation, and the linkages between the categories that allow teams to function. Team dynamics scores were not associated with student grades. However, students recognized the value of practicing team skills in preparation for future group work and jobs. These findings suggest that active learning approaches, such as TBL, can help to facilitate the acquisition of collaborative skills.
      PubDate: 2020-05-01
       
  • Gender awareness in medicine: adaptation and validation of the Nijmegen
           Gender Awareness in Medicine Scale to the Portuguese population (N-GAMS)
    • Abstract: Abstract Health care professionals’ gender awareness has been presented as a mechanism to minimize gender biases in health. The present paper aimed to adapt and validate the Nijmegen Gender Awareness in Medicine Scale (N-GAMS, Verdonk et al. in Sex Roles 58:222–234, 2008. https://doi.org/10.1007/s11199-007-9326-x) to the Portuguese population, also addressing some limitations of its original study, namely by: (1) testing the scale’s three-fold underlying structure and (2) extending the study of its criteria-related validity, by analyzing sex-related differences in medical students’ gender awareness and the associations between gender awareness and empathy and sexism. One thousand and forty-eight medical students (Mage = 22.90; 67.1% women) filled out the Portuguese version of the N-GAMS (N-GAMS.pt) along with measures of Physician Empathy and Sexism. A Parallel Analysis and an Exploratory Factor Analysis suggested the presence of three factors. A Confirmatory Factor Analysis showed a good fit of the hypothesized three-factor structure: (1) gender sensitivity (n = 6 items; α = .713), (2) gender-role ideologies towards patients (n = 7 items; α = .858) and (3) gender-role ideologies towards doctors (n = 5 items; α = .837), with a positive association between the latter two (r = .570; p < .001). The N-GAMS.pt also showed good criteria-related validity. Namely, as hypothesized: (1) more empathic students reported more gender sensitivity and lower endorsement of gender-role ideologies; (2) higher hostile and benevolent sexism were associated to higher endorsement of gender-role ideologies; and (3) higher hostile sexism was associated to lower gender sensitivity. Implications of the N-GAMS for research and interventional purposes are discussed.
      PubDate: 2020-05-01
       
  • A systematic scoping review of ethical issues in mentoring in internal
           medicine, family medicine and academic medicine
    • Abstract: Mentoring’s role in medical education is threatened by the potential abuse of mentoring relationships. Particularly affected are mentoring relationships between senior clinicians and junior doctors which lie at the heart of mentoring. To better understand and address these concerns, a systematic scoping review into prevailing accounts of ethical issues and professional lapses in mentoring is undertaken. Arksey and O’Malley’s (Int J Soc Res Methodol 8(1):19–32, 2005. https://doi.org/10.1080/1364557032000119616) methodological framework for conducting scoping reviews was employed to explore the scope of ethical concerns in mentoring in general medicine. Databases searcheed included PubMed, ScienceDirect, ERIC, Embase, Scopus, Mednar and OpenGrey. 3391 abstracts were identified from the initialy search after removal of duplicates, 412 full-text articles were reviewed, 98 articles were included and thematically analysed. Unsatisfactory matching, misaligned expectations, inadequate mentor training, cursory codes of conduct, sketchy standards of practice, meagre oversight and unstructured processes have been identified as potential causes for ethical and professional breaches in mentoring practice. Changes in how professionalism is viewed suggest further studies of educational culture should also be carried out. The host organization plays a major role in establishing codes of conduct, expectations, and holistically, longitudinally oversight of the mentoring process and mentoring relationships.
      PubDate: 2020-05-01
       
  • Assessing the effects of an empathy education program using psychometric
           instruments and brain fMRI
    • Abstract: Abstract This study aimed to (1) evaluate the effects of an empathy education program, and (2) explore functional magnetic resonance imaging (fMRI) as a potential empathy assessment tool. An empathy enhancement program for premedical students was developed. The Korean version of the Jefferson Scale of Empathy-Student version (JSE-S) and Interpersonal Reactivity Index (K-IRI) were used to measure self-assessed changes in empathy. Clinical vignettes demonstrating empathy tasks were presented to participants undergoing fMRI, to assess regional changes in the brain. Self-reported empathy scores and brain activity signals using fMRI from before and after the program were compared. The JSE-S total and perspective taking scores significantly increased after the program. Data from the fMRI revealed noticeable differences in cognitive regions associated with empathy, namely the right superior medial frontal gyrus and left precentral gyrus. This study results support the prior evidence of positive impact of empathy education. In addition, the authors suggest that brain fMRI might be used in measuring the effectiveness of empathy education.
      PubDate: 2020-05-01
       
  • Opening the black box of selection
    • Abstract: Abstract Medical school selection is currently in the paradoxical situation in which selection tools may predict study outcomes, but which constructs are actually doing the predicting is unknown (the ‘black box of selection’). Therefore, our research focused on those constructs, answering the question: do the internal structures of the tests in an outcome-based selection procedure reflect the content that was intended to be measured' Downing’s validity framework was applied to organize evidence for construct validity, focusing on evidence related to content and internal structure. The applied selection procedure was a multi-tool, CanMEDS-based procedure comprised of a video-based situational judgement test (focused on (inter)personal competencies), and a written aptitude test (reflecting a broader array of CanMEDS competencies). First, we examined content-related evidence pertaining to the creation and application of the competency-based selection blueprint and found that the set-up of the selection procedure was a robust, transparent and replicable process. Second, the internal structure of the selection tests was investigated by connecting applicants’ performance on the selection tests to the predetermined blueprint using cognitive diagnostic modeling. The data indicate 89% overlap between the expected and measured constructs. Our results support the notion that the focus placed on creating the right content and following a competency-blueprint was effective in terms of internal structure: most items measured what they were intended to measure. This way of linking a predetermined blueprint to the applicants’ results sheds light into the ‘black box of selection’ and can be used to support the construct validity of selection procedures.
      PubDate: 2020-05-01
       
  • What we learn in time of pestilence
    • PubDate: 2020-04-29
       
 
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