Fig. 1
PRISMA (2009) flow diagram
Table 1
Total number of publications by country and relative productivity rank (ratio of number of publications by number of medical schools within that country)
|
Country |
Number of articles |
Percent of articles |
Number of medical schools |
Ratio (n of publications/n of schools) |
Relative productivity rank |
|---|---|---|---|---|---|
|
United States |
1366 |
47.7 |
177 |
7.7 |
4 |
|
United Kingdom |
340 |
11.9 |
53 |
6.4 |
5 |
|
Canada |
335 |
11.7 |
17 |
19.7 |
1 |
|
Netherlands |
128 |
4.5 |
10 |
12.8 |
2 |
|
Australia |
81 |
2.8 |
20 |
4.1 |
7 |
|
Germany |
48 |
1.7 |
41 |
1.2 |
14 |
|
France |
36 |
1.3 |
53 |
0.7 |
15 |
|
Denmark |
35 |
1.2 |
4 |
8.8 |
3 |
|
Pakistan |
27 |
0.9 |
91 |
0.3 |
20 |
|
Ireland |
27 |
0.9 |
7 |
3.9 |
9 |
|
China |
26 |
0.9 |
184 |
0.1 |
23 |
|
Belgium |
25 |
0.9 |
7 |
3.6 |
11 |
|
Japan |
24 |
0.8 |
83 |
0.3 |
21 |
|
India |
23 |
0.8 |
353 |
0.1 |
25 |
|
Switzerland |
23 |
0.8 |
5 |
4.6 |
6 |
|
Taiwan |
22 |
0.8 |
12 |
1.8 |
13 |
|
Iran |
21 |
0.7 |
57 |
0.4 |
18 |
|
Saudi Arabia |
20 |
0.7 |
31 |
0.7 |
16 |
|
New Zealand |
20 |
0.7 |
5 |
4.0 |
8 |
|
Israel |
19 |
0.7 |
5 |
3.8 |
10 |
|
Sweden |
17 |
0.6 |
7 |
2.4 |
12 |
|
Brazil |
17 |
0.6 |
209 |
0.1 |
24 |
|
Malaysia |
14 |
0.5 |
26 |
0.5 |
17 |
|
Mexico |
14 |
0.5 |
77 |
0.2 |
22 |
|
Spain |
13 |
0.5 |
40 |
0.3 |
19 |
Countries with 10 or more publications are reported
Table 2
Publications by keywords
|
Keywords |
Number of articles |
% |
|---|---|---|
|
Simulation |
432 |
15.1 |
|
Simulator |
417 |
14.6 |
|
OSCE |
249 |
8.7 |
|
Interview |
216 |
7.5 |
|
MCQ |
87 |
3.0 |
|
OSATs |
83 |
2.9 |
|
Mini CEX |
54 |
1.9 |
|
Script concordance Test |
38 |
1.3 |
|
Multiple mini interview |
30 |
1.1 |
|
Clinical encounter |
29 |
1.0 |
|
Key feature |
11 |
0.4 |
|
Short answer questions |
10 |
0.4 |
|
Technical skill assessment |
6 |
0.2 |
|
Exam |
1,211 |
42.3 |
|
Test |
1,398 |
48.8 |
|
Exam & test (Absolutea) |
1,072 |
37.4 |
aAbsolute indicates ‘Exam’ or ‘Test’ was present in the title or abstract without the presence of another other keywords
Table 3
Description of academic and clinical backgrounds of authors with five or more publications included in this study
|
Area of training |
n |
% |
|---|---|---|
|
MD |
46 |
51.7 |
|
– Surgery and surgical subspecialties (Otolaryngology-head and neck surgery, Oncology, Gynaecology, Urology, Orthopaedics) |
27 |
30.3 |
|
– Medicine (Internal medicine, Anaesthesiology, Critical care) |
13 |
14.6 |
|
– General practice (Family medicine, Paediatrics, Emergency medicine) |
4 |
4.5 |
|
– Other (Psychiatry, Dermatology) |
2 |
2.2 |
|
MD/PhD (PhD area of study reported) |
16 |
18.0 |
|
– Education (Education, Educational psychology, Educational assessment, testing or measurement) |
4 |
4.5 |
|
– Health Professions Education (Medical education, Clinical education) |
7 |
7.9 |
|
– Psychology (Social psychology, Quantitative psychology) |
2 |
2.2 |
|
– Medical sciences |
3 |
3.4 |
|
PhD |
27 |
30.3 |
|
– Education (Educational psychology, assessment, testing, and measurement) |
9 |
10.1 |
|
– Health Professions Education |
2 |
2.2 |
|
– Psychology (Cognitive psychology, Medical psychology, Psychometrics or quantitative psychology) |
9 |
10.1 |
|
– Health studies (Public health, Human development) |
3 |
3.4 |
|
– Sciences and medical sciences (Kinesiology, Nursing science, Nuclear physics) |
4 |
4.5 |
|
Total |
89 |
100.0 |
Fig. 2
Author Collaboration Network of 89 identified unique authors with 5 or more publications included in our study
Table 4
Examples of commonalities across publications in less-well-integrated groups of prolific authors
|
Group of authors |
Assessment construct |
|
– Hoja and Gonnella |
– Empathy |
|
Context of assessment | |
|
– Boulet, Van Zanten, DeChamplain, and McKinley |
– High stakes assessment: licensure and certification |
|
– Dowell and McManus |
– High stakes assessment: undergraduate admissions |
|
Assessment of a specialty-specific skill | |
|
– Sarker, Vincent, and Darzi |
– Laproscopic technical skills |
|
– Fried, Vassiliou, Swanstrom, Scott, Jones, and Stephanidis |
– Laproscopic technical skills: simulation contexts |
|
Assessment tool | |
|
– Kogan and Shea |
– Mini-CEX |
|
– Hojat and Gonnella |
– Jefferson Scale |
|
Assessment modality | |
|
– Smith, Gallagher, Satava, Neary, Buckley, – Sweet, and McDougall |
– Virtual reality simulator |
|
Assessment approaches | |
|
– McGaghie and Wayne |
– Mastery learning |
|
– Epstein and Lurie |
– Peer assessment |
|
Approaches to analysis | |
|
– Ferguson and Kreiter |
– Generalizability analysis |