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Promoting Excellence in Surgical Educational Research

  • Sara KimEmail author
  • Sinan Jabori
  • Carlos A. Pellegrini
Chapter
  • 1k Downloads
Part of the Success in Academic Surgery book series (SIAS)

Abstract

Surgical education offers a rich and exciting setting for conducting educational research. Surgical educators need to understand basic concepts in educational research in order to design and conduct research studies as well as to become critical consumers of journal articles that report educational research findings. This chapter is divided into two portions. The first offers an overview of foundational concepts involved in the design of educational research studies. To that end we describe the differences between quantitative and qualitative studies and for each of them address what we believe are the five key questions: (1) What is the main purpose of the research being conducted?; (2) How is the number of research subjects determined?; (3) What are the key methods for collecting data from research subjects?; (4) How are research data analyzed?; and (5) How are research data reported? The second half of the chapter discusses in detail two published articles, one that follows the quantitative design and one that uses the qualitative research design. For each article we discuss, in a practical manner, how the five key elements apply.

Keywords

Surgical Education Qualitative Research Design Quantitative Research Studies Objective Structured Assessment Of Technical Skills (OSATS) Additional Practical Training 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

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Further Reading

  1. Brennan RL. Generalizability theory. New York: Springer; 2001.CrossRefGoogle Scholar
  2. Kachigan SK. Multivariate statistical analyses. New York: Radius Press; 1991.Google Scholar
  3. Krueger RA. Focus groups: a practical guide for applied research. Thousand Oaks: Sage Publications; 1994.Google Scholar
  4. Martin P, Bateason P. Measuring behavior: an introductory guide. Cambridge: Cambridge University Press; 1993.CrossRefGoogle Scholar
  5. Martin JA, Regehr G, Reznick R, MacRae H, Murnaghan J, Hutchison C, Brown M. Objective structured assessment of technical skill (OSATS) for surgical residents. Br J Surg. 1997;84(2):273–8.PubMedCrossRefGoogle Scholar
  6. Merriam SB. Qualitative research and case study applications in education. Revised and expanded from “case study research in education”. San Francisco: Jossey-Bass Publishers; 1998.Google Scholar
  7. Murphy KR, Myors B, Wolach A. Statistical power analysis: a simple and general model for traditional and modern hypothesis tests. New York: Routledge/Academic; 2008.Google Scholar
  8. Van Nortwick SS, Lendvay TS, Jensen AR, Wright AS, Horvath KD, Kim S. Methodologies for establishing validity in surgical simulation studies. Surgery. 2010;147(5):622–30.PubMedCrossRefGoogle Scholar

Copyright information

© Springer-Verlag London 2013

Authors and Affiliations

  1. 1.Department of Surgery, Institute of Simulation and Interprofessional Studies (ISIS), School of MedicineUniversity of WashingtonSeattleUSA
  2. 2.Division of Vascular SurgeryUCLA Gonda (Goldschmied) Vascular Center, David Geffen School of Medicine at UCLALos AngelesUSA
  3. 3.Department of Surgery, School of MedicineUniversity of WashingtonSeattleUSA

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