BEME

Best Evidence Medical and Health Professional Education

McGill University, Institute of Health Sciences Education, Montreal, Canada 

BICC Contact Information

BICC leader: Yvonne Steinert
BICC member: Aliki Thomas

http://www.mcgill.ca/   (McGill University)

http://www.mcgill.ca/medicine/  (Faculty of Medicine)

https://www.mcgill.ca/ihse/   (Institute of Health Sciences Education)

 

BICC Background

The McGill BICC is situated within the Institute of Health Sciences Education at McGill University. Our BICC strongly believes in the importance of research informing educational practice and policy and vice versa, such that knowledge production and use are linked and mutually beneficial. As one of the five original BICCs, we have been actively involved in supporting the BEME mission since its inception. We have also conducted and reviewed a number of systematic reviews in health professions education and supported other individuals and units as they become involved in BEME initiatives. More recently, and through the programmatic research of one of the BICC co-leaders, we have conducted innovative research in KT and implementation science. Moreover, through an AMEE funded research project, and using a KT theoretical approach, we explored the determinants of evidence-informed Health Professions Education (HPE).  Our BICC is also a leader in several areas of HPE scholarship as listed below. 

Main areas of interest/expertise


Contributions made to BEME


      Update and Information Reports

      1. Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J, Gelula, M., & Prideaux, D. (2006) A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher, 28(6), 497-526. doi: 10.1080/01421590600902976
      2. Hammick, M., Dornan, T., & Steinert, Y.  (2010) Conducting a best evidence systematic review. Part 1: From idea to data coding. BEME Guide No. 13. Medical Teacher, 32, 3-15. doi: 10.3109/01421590903414245
      3. Steinert, Y., Naismith. L., & Mann K. (2012) Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher, 34(6), 483-503. doi: 10.3109/0142159X.2012.6809
      4. Barrett, A., Galvin, R., Steinert, Y., Scherpbier, A., O'Shaughnessy, A., Horgan, M., & Horsley, T. (2015) A BEME (Best Evidence in Medical Education) systematic review of the use of workplace-based assessment in identifying and remediating poor performance among postgraduate medical trainees. Systematic Reviews, 8 (4), 65. doi: 10.1186/s13643-015-0056-9
      5. Steinert, Y., Mann, K., Anderson, B., Barnett, B.M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D.  (2016) A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical Teacher, 38 (8), 769-786.  doi.10.1080/0142159X.2016.1181851
      6. Thomas, A., & Bussières, A. (2016). (Invited paper for series entitled: Last Page). Towards a greater understanding of implementation science in health professions education. Academic Medicine, 91(12), e19. doi: 10.1097/ACM.0000000000001441
      7. Thomas, A., & Bussières, A. (2016). (Invited paper for series entitled: Last Page). Knowledge translation and implementation science in health professions education: Time for clarity? Academic Medicine, 91(12), e20. doi: 10.1097/ACM.0000000000001396
      8. Steinert, Y., & Thomas, A. (2016). When I say… Literature reviews. Medical Education, 50(4), 398-399. doi: 10.1111/medu.12998
      9. Barrett, A., Galvin, R., Steinert, Y., Scherpbier, A., O'Shaughnessy, A., Horgan, M., & Horsley, T. (2016) A BEME (Best Evidence in Medical Education) review of the use of workplace-based assessment in identifying and remediating underperformance among postgraduate medical trainees: BEME Guide No. 43. Medical Teacher, 38(12), 1188-1198. doi:10.1080/0142159X.2016.121541
      10. Thomas, A., Lubarsky, S., Durning, S., & Young, M. (2017) Knowledge syntheses in medical education: Demystifying scoping reviews. Academic Medicine, 92(2):161-166.
      11. Thomas, A., Gruppen, L., Van der Vleuten, C., Chilingaryan, G., Amari, F., & Steinert, Y. (2019). Use of evidence in health professions education: Attitudes, practices, barriers and supports. Medical Teacher, 41 (9), 1012-1022.
      12. Thomas, A., Lubarsky, S., Varpio, L., & Young, M. (2019). Scoping reviews in health professions education: Challenges, considerations and lessons learned about epistemology and methodology. Advances in Health Sciences Education, 25(4), 989-1002.
      13. Mortaz-Hejri, S., Jalili, M., Masoomi, R., Shirazi, M., Nediat, S. and Norcini, J. (2020). The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59.  Medical Teacher, 42(2): 125-142.    
      14. Horsley, T., Steinert, Y., Leslie, K., Oswald, A., Friesen, F. and Ellaway R. The use of BEME reviews in the medical education literature. (2020). Medical Teacher, 42(10):1171-1178
      15. Maggio, A. L., Larsen, L.K., Thomas, A., Costello, J. A., & Artino, J. A. (2020). Scoping reviews in medical education: A scoping review. Medical Education. doi.org/10.1111/medu.14431
      16. Thomas, A. & Bussières, A. Leveraging knowledge translation and implementation science in the pursuit of evidence-informed health professions education.  Advances in Health Sciences Education (in press).

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