Biology subjects

Maggio, L.

Publications and source records attributed to Maggio, L..

5 recordsLinked to original sources

bioRxiv2023

Expanding Interdisciplinarity: A bibliometric study of medical education using the MEJ-24

IntroductionInterdisciplinary research has been deemed to be critical in solving societys wicked problems, including those relevant to medical education. Medical education research has been assumed to be interdisciplinary. However, researchers have questioned this assumption. The present study, a conceptual replication, provides an analysis using a larger dataset and bibliometric methods to bring more clarity to our understanding on the nature of medical education interdisciplinarity or lack thereof. MethodThe authors retrieved the cited references of all published articles in 24 medical education journals between 2001-2020 from the Web of Science (WoS). We then identified the WoS classifications for the journals of each cited reference. ResultsThe 24 journals published 31,283 articles referencing 723,683 publications. We identified 493,973 (68.3%) of those cited references in 6,618 journals representing 242 categories, which represents 94% of all WoS categories. Close to half of all citations were categorized as "education, scientific disciplines" and "healthcare sciences and services". Over the two decades studied, we observed consistent growth in the number of references in other categories, such as education, educational research, and nursing. Additionally, the variety of categories represented has also increased from 182 to 233 to include a diversity of topics such as business, management, and linguistics. DiscussionThis study corroborates prior work while also expanding it. Medical education research is built upon a limited range of fields referenced. Yet, the growth in categories over time and the ongoing increased diversity of included categories suggests interdisciplinarity that until now has yet to be recognized and represents a changing story.

scientific communication and education↗

bioRxiv2022

Putting on academic armor: How Black physicians and trainees take stances to make racism visible amidst publishing constraints

IntroductionWhile there are a growing number of empirical studies of Black physicians and trainees experiences of racism, there are still few accounts from a first-person perspective. These personal commentaries or editorials require taking a delicate stance, balancing the professional, social, and individual. Black authors in the medical publishing space, who already experience microaggressions and racial trauma in their work spaces, must put on their academic armor to further experience them in publishing spaces. Medicine and medical education interpellate each of us, including the authors and readers of this piece, as a particular kind of subject. Beginning with a narrative grounding in the authors personal stances, this study seeks to understand the stances Black physicians and trainees take as they share their personal experiences of racism while protecting the institution of medicine from racisms irreparable harms. MethodsThe authors searched four databases identifying 29 articles authored by Black physicians and trainees describing their experiences. During initial analysis, the authors identified three sets of discursive strategies: identification (introducing and tracking themselves throughout the article); intertextuality (dialoguing and drawing on other "texts" beyond the focus of the articles); and space-time (social constructions of space and time linked to a network of social practices). The authors used a Google form to capture these strategies and direct quotes from the articles. Throughout the study, the authors reflected on their own stances in relation to the experience of conducting the study and its findings. ResultsAuthors engaged in stance taking, which aligned with the concept of donning academic armor, by evaluating and positioning themselves with respect to racism and the norms of academic discourse in response to ongoing conversations both within medicine and in the broader US culture. They did this by (a) positioning themselves as being Black and, therefore, qualified to notice and name personal racist experiences while also aligning themselves with the reader through shared professional experiences and goals, (b) intertextual connections to other related events, people, and institutions that they-and their readers-value and (c) aligning themselves with a hoped-for future rather than a racist present. DiscussionBecause the discourses of medicine and medical publishing interpellate Black authors as Others they must carefully consider the stances they take, particularly when naming racism. The academic armor they put on must not only be able to defend them from attack, but help them slip unseen through institutional bodies replete with mechanisms to eject them. In addition to analyzing their own personal stance, authors leave readers with thought provoking questions regarding this armor as they return to narrative grounding.

scientific communication and education↗

bioRxiv2022

The Voices of Medical Education Science: Describing the Published Landscape

IntroductionMedical education has been described as a dynamic and growing field, driven in part by its unique body of scholarship. The voices of authors who publish medical education literature have a powerful impact on the discourses of the community. While there have been numerous studies looking at aspects of this literature, there has been no comprehensive view of recent publications. MethodThe authors conducted a bibliometric analysis of all articles published in 24 medical education journals published between 2000-2020 to identify article characteristics, with an emphasis on author gender, geographic location, and institutional affiliation. This study replicates and greatly expands on two previous investigations by examining all articles published in these core medical education journals. ResultsThe journals published 37,263 articles with the majority of articles published in 2020 (n=3,957, 10.7%) and the least in 2000 (n=711, 1.9%) representing a 456.5% increase. The articles were authored by 139,325 authors of which 62,708 were unique. Males were more prevalent across all authorship positions (n=62,828; 55.7%) than females (n=49,975; 44.3%). Authors listed 154 country affiliations with the United States (n=42,236, 40.4%), United Kingdom (n=12,967, 12.4%), and Canada (n=10,481, 10.0%) most represented. Ninety-three countries (60.4%) were low- or middle-income countries accounting for 9,684 (9.3%) author positions. Few articles were written by multinational teams (n=3,765; 16.2%). Authors listed affiliations with 4,372 unique institutions. Across all author positions, 48,189 authors (46.1%) were affiliated with a top 200 institution, as ranked by the Times Higher Education ranking. DiscussionThere is a relative imbalance of author voices in medical education. If the field values a diversity of perspectives, there is considerable opportunity for improvement.

scientific communication and education↗

bioRxiv2021

Enculturating a Community of Action (CoA): A qualitative study of health professions educators' perspectives on teaching with Wikipedia

PurposeThere is a growing desire for health professions educators to engage learners in more meaningful instruction. Many have tapped Wikipedia to offer an applied approach to engage learners, particularly as it relates to evidence-based medicine (EBM). However, little is known about the benefits and challenges of using Wikipedia as a pedagogical tool from the collective experience of educators who have sought to improve their instructional practice with it. This study aims to uncover and synthesize the perspectives of health professions education (HPE) instructors who have incorporated Wikipedia in their HPE courses. MethodsApplying a constructivist approach, the authors conducted semi-structured interviews with 17 participating HPE instructors who had substantively integrated Wikipedia into their curriculum. Participants were interviewed about their experiences of integrating Wikipedia editing into their courses. Thematic analysis was conducted on resulting transcripts. ResultsAuthors observed two broad themes among participants expressed benefits of teaching with Wikipedia: 1) provides a meaningful instructional alternative that also benefits society and develops learners information literacy and EBM skills, and 2) supports learners careers and professional identity formation. Identified challenges included: 1) high effort and time, 2) issues with sourcing references, and 3) challenging interactions with skeptics, editors, and students. DiscussionFindings build on known benefits, such as providing a real-world collaborative project that contextualizes students learning experiences. They also echo known challenges, such as the resource-intensive nature of teaching with Wikipedia. At the same time, findings extend the current literature by revealing a potential opportunity to approach crowd-sourced information tools, like Wikipedia, as a vehicle to engage and enculturate HPE students within a situated learning context. These findings present implications for HPE programs considering implementing Wikipedia and faculty development needed to help instructors harness crowd-sourced information tools pedagogical opportunities as well as anticipate their challenges.

scientific communication and education↗

bioRxiv2019

Reader Engagement with Wikipedia’s Medical Content

Wikipedias extensive health and medical entries, maintained by WikiProject Medicine (WPM), are well supported by external links that provide readers with both a means of verifying the sources drawn upon and visiting those sources to learn more about a topic. In analysing how readers approach these links, data was collected on reader engagement with these links on WPM pages and on the rest of Wikipedia over a 32-day period. Readers of WPM pages were found to engage with external links more frequently than readers of the rest of Wikipedia, with WPM readers favoring hovering over a link and footnote clicking, compared to W readers who tended to click more external links per page viewed. Compared to readers of the rest of Wikipedia, WPM readers appear more attentive to the external links function in verifying and authorizing Wikipedia content, than to the educational potential of examining the sources themselves.

scientific communication and education↗