Guidelines for Educational Research

Definition: Educational Research is the study of the content and effectiveness of educational interventions pertinent to medical students, residents, faculty, practicing physicians interdisciplinary care teams and includes a rigorous evaluation process. Learn more…

NOTE: Authors are responsible to ensure that all Institutional Review Board (IRB) oversight requirements are met for any submitted work.

Authors submitting educational research should prepare an abstract of no more than 300 words that excludes the following headings: Introduction, Methods, Results, and Conclusions. The Methods section includes the following subheadings: Design, Setting, Study Populations, Intervention(s) (if any), Main Outcome Measure(s), Statistical Test(s) Used. For brevity, the subheading parts of the Methods section can be written in phrases rather than complete sentences (e.g. Design. Single group, posttest only). The content following each heading should be as follows: Learn more…

1. Introduction – Set the stage for the contribution the study makes to the literature. Address why readers should care about the topic being evaluated. Include a precise statement (1-2 sentences) of the primary objective or question addressed by the research. State the hypothesis tested (if applicable).

2. Methods – Include the following subheadings in your description of the methods.

   1. Design – Describe the basic evaluation design of your study. State the duration of follow- up, if any. Select your design from the various educational research or evaluation designs listed below:

      • Educational Research/Evaluation Designs (X is educational intervention, O is observation/measurement).

      • Single group, Posttest only: X—–O₁ Assessment of what learners have achieved after the educational intervention (achievements could have been present before intervention).

      • Single group, Pretest-Posttest: O₁——X——O₂ Can demonstrate changes in proficiency that occurred in learners during the course of the curriculum (changes could have occurred due to other factors).

      • Historical cohort: A-A-A-A—-O₁ Prospective: Assemble groups based on exposure to an educational intervention, collect baseline data in the present and outcome data in the future after a period of time following them.Retrospective: Assemble the cohort and collect baseline data from the past, then collect outcome data, past or present.

      • Longitudinal: Repeated measures to allow for assessments of change over time.

   2. Setting – Describe the educational setting(s). This helps determine applicability and generalizability.

   3. Study Populations – Describe the learner groups involved and any sociodemographic characteristics. Provide the number of participants and how they were selected, including any inclusion or exclusion or drop out issues. This will assist the judges in determining an important element of the generalizability of the study.

   4. Educational Intervention(s) – Describe the essential features of your educational interventions, including educational methods used (e.g. didactics, workshops, clinical experiences, case-based learning).

   5. Main Outcome Measure(s) – Indicate the primary outcome(s) and measurement(s) used.

   6. Statistical Test(s) Used – if appropriate, state what tests you used in the statistical analysis of your data. Learn more…

3. Results – What are the main results of the study? The results should be accompanied by confidence intervals and the exact level of statistical significance (if applicable). Just DESCRIBE findings – don’t DISCUSS them.

4. Conclusions – Give only those conclusions of the study that are directly supported by the evidence reported, along with their educational application (avoid speculation and overgeneralization), and indicate whether additional study is required before the information should be used in other educational settings.