View in EDS HTML Full Text PDF Full Text

Defining three principles for credible evidence synthesis and reviews in health professions education.

Saved in:
Bibliographic Details
Title: Defining three principles for credible evidence synthesis and reviews in health professions education.
Authors: Daniel, Michelle1 (AUTHOR), Gordon, Morris2 (AUTHOR) mgordon@uclan.ac.uk, Uraiby, Hussein3 (AUTHOR), Boedeker, Peter4 (AUTHOR), Hanson, Janice5 (AUTHOR), Dolmans, Diana6 (AUTHOR), Thammasitboon, Satid4 (AUTHOR)
Source: Medical Teacher. Feb2026, Vol. 48 Issue 2, p171-174. 4p.
Subject Terms: *Allied health education, *Decision making, *Research methodology, *Professional employee training, Middle-income countries, Professional practice, Publishing, Medical research, Evidence-based medicine, Low-income countries
Abstract: As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles – alignment, rigor, and transparency – that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, realist, and narrative reviews. By aligning the research question with the appropriate review methodology, employing rigorous processes for evidence collection and synthesis, and maintaining transparency in methodological reporting, review teams can produce credible, transferable, and dependable findings. Embracing these principles not only enhances the trustworthiness of reviews but also supports stakeholders in applying synthesized knowledge effectively, ultimately advancing evidence-informed decision-making in health professions education. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 191515433
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Defining three principles for credible evidence synthesis and reviews in health professions education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Daniel%2C+Michelle%22">Daniel, Michelle</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gordon%2C+Morris%22">Gordon, Morris</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> mgordon@uclan.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Uraiby%2C+Hussein%22">Uraiby, Hussein</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Boedeker%2C+Peter%22">Boedeker, Peter</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hanson%2C+Janice%22">Hanson, Janice</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dolmans%2C+Diana%22">Dolmans, Diana</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thammasitboon%2C+Satid%22">Thammasitboon, Satid</searchLink><relatesTo>4</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2026, Vol. 48 Issue 2, p171-174. 4p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Allied+health+education%22">Allied health education</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br /><searchLink fieldCode="DE" term="%22Middle-income+countries%22">Middle-income countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Publishing%22">Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+research%22">Medical research</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Low-income+countries%22">Low-income countries</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles – alignment, rigor, and transparency – that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, realist, and narrative reviews. By aligning the research question with the appropriate review methodology, employing rigorous processes for evidence collection and synthesis, and maintaining transparency in methodological reporting, review teams can produce credible, transferable, and dependable findings. Embracing these principles not only enhances the trustworthiness of reviews but also supports stakeholders in applying synthesized knowledge effectively, ultimately advancing evidence-informed decision-making in health professions education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191515433
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2025.2504114
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 171
    Subjects:
      – SubjectFull: Allied health education
        Type: general
      – SubjectFull: Decision making
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Middle-income countries
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Publishing
        Type: general
      – SubjectFull: Medical research
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
      – SubjectFull: Low-income countries
        Type: general
    Titles:
      – TitleFull: Defining three principles for credible evidence synthesis and reviews in health professions education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Daniel, Michelle
      – PersonEntity:
          Name:
            NameFull: Gordon, Morris
      – PersonEntity:
          Name:
            NameFull: Uraiby, Hussein
      – PersonEntity:
          Name:
            NameFull: Boedeker, Peter
      – PersonEntity:
          Name:
            NameFull: Hanson, Janice
      – PersonEntity:
          Name:
            NameFull: Dolmans, Diana
      – PersonEntity:
          Name:
            NameFull: Thammasitboon, Satid
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0142159X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Medical Teacher
              Type: main
ResultId 1