Scholarship & Reviews
SDRME sponsors invited reviews that aim to advance the field of medical education through rigorous synthesis of existing scholarship. These reviews are intended to make substantial contributions to theory, research, or educational practice.
A range of review methodologies is supported, including (but not limited to) critical, conceptual, scoping, realist, and systematic approaches. Reviews should demonstrate methodological rigor, relevance to current issues in medical education, and the potential to inform future scholarship or practice.
Funded projects are expected to be completed within two years. Each selected review receives up to $5,000 in funding, awarded to the first author. In addition, travel support (up to $2,000) is provided to enable the author to present the completed work at the SDRME annual meeting.
Prior SDRME-Funded Projects
2022
Michael Gottlieb, MD – Holistic Reviews in Applicant Selection: A Scoping Review
Kelsey Miller, MD, EdM – Learning Through Teaming - Examining How Individuals Develop Through Transient Collaborations
2021
Jerusalem Merkebu – Emotions and Emotional Regulation in Clinical Reasoning: What Is Known? A Scoping Review
Jeffrey J.H. Cheung – How and Why is “Fidelity” Applied in Simulation-Based Learning? A Scoping Review of Realism, Authenticity, and Functional Task Alignment in Health Professions Education
2020
Dina García – A scoping review of anti-racism curricula in undergraduate and graduate medical education
Yvonne Steinert – Social Network Analysis in Undergraduate and Postgraduate Medical Education: A Scoping Review
2019
Sandrijn van Schaik – How can simulation improve teamwork? A scoping review of interventions using interprofessional simulation-based team training
Renate Kahlke – Interview Elicitation Techniques in Health Professions Education Research: An Integrative Review
2018
Gustavo Valbuena – Inquiry curriculum as a step toward developing adaptive expertise. A scoping review
2017
Lorelei A. Lingard – Assessment beyond the individual: A scoping review on measuring interdependent performance in collaborative environments
2016
Jonathan Ilgen – Knowing Enough to Act: Exploring the tension between certainty and flexibility in clinical reasoning
J. Matthew Fields – Ultrasonography as an adjunct in undergraduate medical education: A systematic review
Gisèle Bourgeois-Law – Remediation of Practicing Physicians: A Scoping Review
2015
Adam Sawatsky (Mayo Clinic) – Instruments for measuring self-directed learning and self-regulated learning in health professions education: a systematic review
Justin L. Sewell (University of California San Francisco) – Cognitive load theory in the workplace and implications for health professions education: A critical‐realist review of studies among diverse professions
2014
Bridget O'Brien – Situated learning theory in health professions education research: A scoping review
Monica Yepes-Rios – Failure to Fail Underperforming Trainees in Health Professions: A BEME Scoping Review of the Barriers Inhibiting Educators
2013
Shelley Ross – Practical Application of Motivation Theory to Health Professions Education: A Scoping Review and Examples for Practice
Meredith Young – How Do We Measure How We Think? A Scoping Review on the Measurement of Clinical Reasoning
2012
Hollis Day – Assessment of Team Competencies in Practice: Implications for Medical Education
2011
Abby L. Spencer (Allegheny General Hospital and Temple University College of Medicine) – Incorporating Patient Safety Education into Residency Training: A Literature Review
Anna T. Cianciolo (Southern Illinois University School of Medicine) – An Integrative, Multi-Disciplinary Review of Small-Group Collaborative Learning
2010
Gilbert Ramirez – A Systematic Review of Social Accountability in Medical Education
2008
Jon Veloski – Methods Used to Measure Physician Performance in Clinical Simulations