Knowledge syntheses in medical education: A bibliometric analysis

Perspectives on Medical Education

article

Maggio, Lauren A.¹  Costello, Joseph A.¹  Norton, Candace¹  Driessen, Erik W.²  Artino Jr, Anthony R.³ 

[1]Uniformed Services University of the Health Sciences

[2]Faculty of Health Medicine and Life Sciences, Maastricht University

[3]School of Medicine and Health Sciences, The George Washington University

关键词: Review;    Knowledge synthesis;    Publishing;    Scholarly communication;   

DOI  :  10.1007/s40037-020-00626-9

学科分类：医学（综合）

来源: Bohn Stafleu van Loghum B.V.

【 摘 要 】

Purpose This bibliometric analysis maps the landscape of knowledge syntheses in medical education. It provides scholars with a roadmap for understanding where the field has been and where it might go in the future, thereby informing research and educational practice. In particular, this analysis details the venues in which knowledge syntheses are published, the types of syntheses conducted, citation rates they produce, and altmetric attention they garner. Method In 2020, the authors conducted a bibliometric analysis of knowledge syntheses published in 14 core medical education journals from 1999 to 2019. To characterize the studies, metadata were extracted from PubMed, Web of Science, Altmetrics Explorer, and Unpaywall. Results The authors analyzed 963 knowledge syntheses representing 3.1% of the total articles published (n = 30,597). On average, 45.9 knowledge syntheses were published annually (SD = 35.85, median = 33), and there was an overall 2620% increase in the number of knowledge syntheses published from 1999 to 2019. The journals each published, on average, a total of 68.8 knowledge syntheses (SD = 67.2, median = 41) with Medical Education publishing the most (n = 189; 19%). Twenty-one types of knowledge synthesis were identified, the most prevalent being systematic reviews (n = 341; 35.4%) and scoping reviews (n = 88; 9.1%). Knowledge syntheses were cited an average of 53.80 times (SD = 107.12, median = 19) and received a mean Altmetric Attention Score of 14.12 (SD = 37.59, median = 6). Conclusions There has been considerable growth in knowledge syntheses in medical education over the past 20 years, contributing to medical education’s evidence base. Beyond this increase in volume, researchers have introduced methodological diversity in these publications, and the community has taken to social media to share knowledge syntheses. Implications for the field, including the impact of synthesis types and their relationship to knowledge translation, are discussed.

【 授权许可】

CC BY