Chan, Teresa

Driessen, Erik

Maggio, Lauren A.

Tolsgaard, Martin

Winston, Kal

PubMed

Maggio, Lauren A

Copenhagen University Research Information System

Supporting open, collaborative, evidence-based scholarship:considering the future of perspectives on medical education

Apollo (Cambridge)

EditorialPerspect Med Educ (2021) 10:317–318https://doi.org/10.1007/s40037-021-00697-2Supporting open, collaborative, evidence-basedscholarship: considering the future of perspectives onmedical educationErik Driessen · Lauren A. Maggio · Teresa Chan · Martin Tolsgaard · Kal WinstonAccepted: 12 November 2021 / Published online: 24 November 2021© The Author(s) 2021‘In my opinion, it is essential that Perspectives achievesan impact factor, as this is likely to entice significantlymore researchers to opt for Perspectives as the platformfor their publications.’ I (Erik) wrote these words inmy first editorial published in January 2014 [1]. Sevenyears later, we are proud to announce that we havefulfilled this ambition, among several others.In 2021, Perspectives on Medical Education (PME)was selected for Web of Science and assigned animpact factor of 2.974 (2021). We thank our manyreaders, (including teachers, researchers, educationaldevelopers and policy makers), and authors who havefound their way to the journal for this achievement.Article downloads have increased from 13,472 (2013)to 474,632 (2020) and manuscript submissions from178 (2013) to 842 (2020). This increased visibilitymay be both a cause and consequence of the jour-Disclaimer The views expressed in this article are those ofthe authors and do not necessarily reflect the official policyor position of the Uniformed Services University, theDepartment of Defense, or the U.S. Government.E. DriessenDepartment of Educational Development and Research,Maastricht University, Maastricht, The NetherlandsL. A. Maggio ()Department of Medicine, Uniformed Services University ofthe Health Sciences, Bethesda, MD, USAlauren.maggio@usuhs.eduT. ChanDepartment of Medicine, McMaster University,Hamilton, Ontario, CanadaM. TolsgaardRigshospitalet, Copenhagen Academy for Medical Educationand Simulation (CAMES), Copenhagen, DenmarkK. WinstonDepartment of Public Health and Primary Care, Universityof Cambridge, Cambridge, UKnal’s selection not only for Web of Science, but alsoMEDLINE, Scopus, and the Directory of Open AccessJournals (DOAJ). We also have our own Wikipediapage (https://en.wikipedia.org/wiki/Perspectives_on_Medical_Education) and several PME articles havebeen featured on the KeyLiME podcast [2].While we are thrilled with this great success, it alsobrings greater responsibility. PME must continue toserve the field by empowering readers and authors,and must do so using a sustainable journal model.In this editorial, we outline our plans for the comingyears.Our plans focus on collaborative scholarship be-tween education researchers and educators, champi-oning open science, taking an evidence-informed ap-proach to running PME, and supporting the develop-ment of junior scholars.Collaborative scholarshipPME will continue supporting scholarly conversationson the cutting edge of educational research and clin-ical education. The journal’s mission is to supportand enrich collaborative scholarship between edu-cation researchers and health professions educators,and to advance new knowledge regarding the educa-tion practices of clinical health professions. We wishto place PME within the overlapping interest areasfor scientists and educators, also known as Pasteur’squadrant [3]. Balancing between ivory tower researchand ‘in the trenches’ studies requires a broad scope[4]. PME’s scope includes papers practically oriented(Edison’s quadrant) and those that are purely the-oretical (Bohr’s quadrant). This interplay betweenresearch paradigms, ambitions and scopes is crucialfor the scientific credibility, educational impact andthereby the journal’s sustainability. We, therefore,publish a variety of papers and publication types. ForConsidering the future of perspectives on medical education 317Editorialexample, Guidelines articles support busy educatorswith their teaching (e.g. Guidelines: The dos, don’tsand don’t knows of remediation in medical education[5]). We also promote excellent writing with the Writ-ers’ Craft series (e.g. Collaborative writing: Strategiesand activities for writing productively together [6]).With the Insiders’ Perspectives papers, we supportthe development of new members in our field (e.g.,Islands and archipelagos: Reconciling programmaticvs. opportunistic research in health professions edu-cation [7]).We are committed to contributing to knowledgetranslation and dissemination of research insightsthrough publishing concise papers written in clearlanguage. Health professions education researchersoften use complex research methods, and complexand abstract theories. Our goal is to ensure thesestudies are reported in articles that are approachablefor every interested teacher willing to look up a fewwords in a dictionary. We have an ambition to movebeyond traditional PDF papers and adopt new formsof scholarly engagement as they emerge by capi-talizing on the affordances that current technologyprovides.Championing open sciencePME will continue to fully support open science. Weare a non-profit open access journal generously sup-ported by the Netherlands Association of Medical Ed-ucation. The journal is free of charge for both authorsand readers, and authors retain their article’s copy-right. We believe that being open access has greatlycontributed to PME’s popularity. However, as we con-tinue to grow, we must continue to investigate sus-tainable publishing models to ensure a robust futurefor PME. For example, we must ensure that we areable to handle our increasing popularity with an eyetowards potentially expanding the number of articleswe can publish. To this end, we are exploring alternatemodels to understand how other open access journalshave navigated these challenges.Beyond open access, we encourage authors todeposit preprints. See our editorial on preprints formore information on this topic [8]. Additionally, weencourage data deposit and submission of replicationstudies.Taking an evidence-informed approachWe believe that an evidence-based journal approachcan support the development of both PME and ourfield. Therefore, we aim to critically examine PME byconducting meta-research both internally (e.g., evalu-ating PME’s review and editorial processes) and exter-nally (e.g., understanding how our articles are used).Thus, in alignment with journals such as BMJ andPLOS, we have instituted a policy to study PME. In2022, we will publish a special issue on meta-research[9].Empowering junior researchersWe want to support junior scholarship not onlythrough publishing papers, but also by offering in-ternships. We believe that fostering the field of healthprofessions education begins by providing opportu-nities for junior scholars to engage in apprenticeshipand on-the-job learning as members of our editorialboard. We will publish the details of this new initiativein 2022.With these plans, we strive to make Perspectives anexciting and thought-provoking journal that caters tothe interests of all those involved in healthcare edu-cation.Open Access This article is licensed under a Creative Com-mons Attribution 4.0 International License, which permitsuse, sharing, adaptation, distribution and reproduction inanymedium or format, as long as you give appropriate creditto the original author(s) and the source, provide a link tothe Creative Commons licence, and indicate if changes weremade. The images or other third party material in this articleare included in the article’sCreativeCommons licence, unlessindicated otherwise in a credit line to thematerial. If materialis not included in the article’s Creative Commons licence andyour intended use is not permitted by statutory regulation orexceeds the permitted use, you will need to obtain permis-sion directly from the copyright holder. To view a copy of thislicence, visit http://creativecommons.org/licenses/by/4.0/.References1. Driessen E. Perspectives: A journal on the cutting edge ofeducational researchanddevelopment. Introduction fromthenewEditor inChief. PerspectMedEduc. 2014;3:1–3.2. Key Literature in Medical Education (KeyLIME). https://keylimepodcast.libsyn.com/. Accessed8Nov2021.3. Stokes DE. Pasteur’s quadrant: Basic science and tech-nological innovation. Washington: Brookings InstitutionPress;1997.4. Tolsgaard MG, Mahan Kulasegaram K, Woods NN, Bry-dges R, Ringsted C, Dyre L. The myth of ivory towerversus practice-oriented research: A systematic reviewof randomised studies in medical education. Med Educ.2021;55:328–35.5. ChouCL,KaletA,CostaMJ,etal. Guidelines: Thedos,don’tsand don’t knows of remediation in medical education.PerspectMedEduc. 2019;8:322–38.6. Lingard L. Collaborative writing: Strategies and activitiesfor writing productively together. Perspect Med Educ.2021;10:163–6.7. RegehrG. Islands and archipelagos: Reconciling program-matic vs. opportunistic research in health professionseducation. PerspectMedEduc. 2020;9:367–9.8. MaggioLA,ArtinoARJr,DriessenEW.Preprints: Facilitatingearly discovery, access, and feedback. PerspectMed Educ.2018;7:287–9.9. Maggio LA,Haustein S, ArtinoAR Jr. Perspectives onmedi-cal educationMeta-research special issue: a call for papersexploringhowresearch isperformed, communicated, veri-fiedandrewarded. PerspectMedEduc. 2021;10:1–2.318 Considering the future of perspectives onmedical education

Supporting open, collaborative, evidence-based scholarship: considering the future of perspectives on medical education

https://www.repository.cam.ac.uk/bitstream/handle/1810/331502/40037_2021_Article_697.pdf?sequence=3&isAllowed=y

Supporting open, collaborative, evidence-based scholarship: considering the future of perspectives on medical education

Abstract

Similar works

Full text

Available Versions

Copenhagen University Research Information System

Apollo (Cambridge)