Educational strategies and significant learning of research curses for resident physicians: a view from literature
Abstract
Background: The learning of critical appraisal of literature and research is fundamental in the training of resident physicians. Objective: to identify the educational strategies and categories of significant learning according to Fink’s taxonomy reflected in critical appraisal and research courses on resident physicians. Method: A review of reviews was carried out. MEDLINE, EMBASE, ERIC, The Cochrane Database of Systematic Reviews and LILACS were searched without date or language restrictions. Citations were reviewed by two independent reviewers and disagreements were resolved by a third reviewer. The overall quality of the evidence was evaluated using AMSTAR. The learning categories were classified according to Fink. Results: 14 systematic reviews were identified. Four reviews were rated as high quality, six as medium and four as low. The educational strategies most used were journal club, followed by seminars and workshop on evidence-based medicine. The most evaluated learnings were knowledge, application, the human dimension, and care. There is limited evidence on integration and learning to learn. Conclusions: Educational strategies are required that involve planning, application and evaluation focused on interaction of significant learning that promotes both cognitive and human learning of medical practice at research and critical appraisal of literature.
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