Trends in the study on medical education over the last 10 years, based on paper titles
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Medical education research subjects are incredibly diverse and have changed over time. This work in particular aims to compare and analyze research trends in medical education through the words used in the titles of these research papers. Academic Medicine (the journal of the Association of American Medical Colleges), Medical Teacher (the journal of the Association of Medical Education in Europe), the Korean Journal of Medical Education (KJME), and Korean Medical Education Review (KMER) were selected and analyzed for the purposes of this research. From 2009 to 2018, Academic Medicine and Medical Teacher published approximately 10 to 20 times more papers than the KJME and KMER. Frequently used words in these titles include “medical,” “student,” “education,” and “learning.” The words “clinical” and “learning” were used relatively often (7.80% to 13.66%) in Korean journals and Medical Teacher, but Academic Medicine used these phrases relatively less often (6.47% and 4.41%, respectively). Concern with such various topics as problem-based learning, team-based learning, program evaluations, burnout, e-learning, and digital indicates that Medical Teacher seems to primarily deal with teaching and learning methodologies, and Academic Medicine handles all aspects of medical education. The KJME and KMER did not cover all subjects, as they publish smaller papers. However, it is anticipated that research on new subjects, such as artificial intelligence in medical education, will occur in the near future.
Abstract
Medical education research subjects are incredibly diverse and have changed over time. This work in particular aims to compare and analyze research trends in medical education through the words used in the titles of these research papers. Academic Medicine (the journal of the Association of American Medical Colleges), Medical Teacher (the journal of the Association of Medical Education in Europe), the Korean Journal of Medical Education (KJME), and Korean Medical Education Review (KMER) were selected and analyzed for the purposes of this research. From 2009 to 2018, Academic Medicine and Medical Teacher published approximately 10 to 20 times more papers than the KJME and KMER. Frequently used words in these titles include “medical,” “student,” “education,” and “learning.” The words “clinical” and “learning” were used relatively often (7.80% to 13.66%) in Korean journals and Medical Teacher, but Academic Medicine used these phrases relatively less often (6.47% and 4.41%, respectively). Concern with such various topics as problem-based learning, team-based learning, program evaluations, burnout, e-learning, and digital indicates that Medical Teacher seems to primarily deal with teaching and learning methodologies, and Academic Medicine handles all aspects of medical education. The KJME and KMER did not cover all subjects, as they publish smaller papers. However, it is anticipated that research on new subjects, such as artificial intelligence in medical education, will occur in the near future.
참고문헌 (10)
- "Abstract books of annual conference" (2018)[URL]
- "Links and resources" (2019)[URL]
- "The title of papers in Korean J Med Educ" (2018)[URL]
- "The title of papers in Korean Med Educ Rev" (2018)[URL]
- "The title of papers in Acad Med" (2018)[URL]
- "The title of papers in Med Teach" (2018)[URL]
- "RStudio" (2019)[URL]
- Kim YJ, "The principle and practice of PBL", Korean J Med Educ, 12, pp.1~14 (2000)
- Huggett KN, "An introduction to medical teaching" (2014), Springer
- 천경희, "의과대학·의학전문대학원생의 학업소진과 선택-최적화-보상 전략", Korean Journal of Medical Education, 26(4), pp.299~308 (2014), 한국의학교육학회[DOI]