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Fundamentals of randomized designs: AMEE Guide No. 128

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  1. How to conduct cost and value analyses in health professions education: AMEE Guide No. 139

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  2. How we make choices and sacrifices in medical education during the COVID-19 pandemic

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  3. Response to: Patient-centred medical education: A proposed definition

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  4. AMEE Guide No. 123 - How to read studies of educational costs

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  1. Simulation-Based Ultrasound Training in Obstetrics and Gynecology: A Systematic Review and Meta-Analysis

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

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  3. Ultrasound education in the context of COVID-19: challenges and way forward

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  4. Valid and Reliable Assessment of Upper Respiratory Tract Specimen Collection Skills during the COVID-19 Pandemic

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  5. How to conduct cost and value analyses in health professions education: AMEE Guide No. 139

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This AMEE Guide summarizes fundamentals of a major experimental design option for medical education researchers: the randomised study. Medical education researchers face an overwhelming taxonomy of study design options; given the breadth of information on experimental design, the purpose of this Guide is to offer a resource for medical education researchers wishing to equip themselves with helpful information for when to match a study's objective and the use of randomised designs. Once a research question has been formulated study design is the cornerstone of the intricate, nested activities of any research project. Researchers negotiate many decisions in the pursuit of choosing an appropriate design approach; failure to do so can undermine a project's capacity to, for example, sufficiently test a hypothesis or theory. Written as an introduction, this Guide is intended for medical education researchers seeking to build on and synthesise the existing corpus of literature on experimental and quasi-experimental design approaches. While not comprehensive, presented are key concepts alongside relevant examples from the field of health professions education.

Original languageEnglish
JournalMedical Teacher
Volume42
Issue number5
Pages (from-to)486-492
Number of pages7
ISSN0142-159X
DOIs
Publication statusPublished - May 2020

ID: 59295216