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Literature on Sharing Big Data in
Health Professions Education
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Arora VM. Harnessing the power of big data to improve graduate medical education: Big idea or bust? Academic Medicine. 2018;93(6):833-834. DOI: 10.1097/ACM.0000000000002209
Asch DA, Nicholson S, Srinivas SK, Herrin J & Epstein, AJ. How do you deliver a good obstetrician? Outcome-based evaluation of medical education. Academic Medicine. 2014;89(1):24-26.
Au-Yong-Oliveira M, Pesqueira A, Sousa MJ, Dal Mas F, Soliman M. The potential of big data research in healthcare for medical doctors’ learning. Journal of Medical Systems. 2021 ;45(1):1-4.
Bates J, Schrewe B, Ellaway RH, Teunissen PW, & Watling C. Embracing standardisation and contextualisation in medical education. Medical Education. 2019;53(1):15-24.
Ben-Porath S, Ben Shahar TH. Introduction: Big data and education: Ethical and moral challenges. Theory and Research in Education. 2017;15(3):243-248. https://doi.org/10.1177/147787851773720
Carroll, S.R., Garba, I., Figueroa-Rodríguez, O.L., Holbrook, J., Lovett, R., Materechera, S., Parsons, M., Raseroka, K., Rodriguez-Lonebear, D., Rowe, R., Sara, R., Walker, J.D., Anderson, J. and Hudson, M., 2020. The CARE Principles for Indigenous Data Governance. Data Science Journal, 19(1), p.43. DOI: http://doi.org/10.5334/dsj-2020-043
Chahine S, Kulasegaram KM, Wright S, Monteiro S, Grierson LE, Barber C, ... & Touchie C. A call to investigate the relationship between education and health outcomes using big data. Academic Medicine. 2018;93(6):829-832. doi: 10.1097/ACM.0000000000002217
Chen X, Liu CY. Big data ethics in education: Connecting practices and ethical awareness. Journal of Educational Technology Development and Exchange (JETDE). 2015;8(2):Article 5. DOI: 10.18785/jetde.0802.05
Cook DA, Andriole DA, Durning SJ, Roberts NK, Triola MM. Longitudinal research databases in medical education: facilitating the study of educational outcomes over time and across institutions. Academic Medicine. 2010;85(8):1340-1346. doi: 10.1097/ACM.0b013e3181e5c050
Ellaway RH, Pusic MV, Galbraith RM, & Cameron T. Developing the role of big data and analytics in health professional education. Medical Teacher. 2014;36(3):216–222.
Ellaway RH, Topps D, & Pusic M. Data, big and small: Emerging challenges to medical education scholarship. Academic Medicine. 2019;94(1):31–36. doi: 10.1097/ACM.0000000000002465
Expert Advisory Group. Pan-Canadian Health Data Strategy: Toward a world-class health data system [Internet]. 2022 May.
Florea D, Florea S. Big data and the ethical implications of data privacy in higher education research. Sustainability. 2020;12(20):8744. https://doi.org/10.3390/su12208744
Floridi L, Taddeo M. What is data ethics? Philisophical Translations of the Royal Society A. 2016;374(2083):1-5. https://doi.org/10.1098/rsta.2016.0360
Gillespie C, Zabar S, Altshuler L, Fox J, Pusic M, Xu J, Kalet A. The Research on MedicalEducation Outcomes (ROMEO) Registry: addressing ethical and practical challenges of using“bigger,” longitudinal educational data. Academic Medicine. 2016;91(5):690-5
Grierson LE, Mercuri M, Brailovsky C, Cole G, Abrahams C, Archibald D, ... & Wong E. Admission factors associated with international medical graduate certification success: a collaborative retrospective review of postgraduate medical education programs in Ontario. CMAJ Open. 2017;5(4):E785.
Hesse A, Glenna L, Hinrichs C, Chiles R, Sachs C. Qualitative research ethics in the big data era. American Behavioral Scientist. 2019;63(5):560-583.
Holmboe ES. Maintenance of Certification, Revalidation and Professional Self-regulation. JCEHP. 2013;33(S1):S63–S66.
Iobst WF, Sherbino J, Cate OT, Richardson DL, Dath D, Swing SR, ... & International CBME Collaborators. Competency-based medical education in postgraduate medical education. Medical Teacher. 2010;32(8):651-656.
Kindel A. Kindel on ‘Research’ strand. Responsible Use of Student Data in Higher Education. 2016. Accessed on March 17 2021.
Komenda M, Víta M, Vaitsis C, Schwarz D, Pokorná A, Zary N, Dušek L. Curriculum mapping with academic analytics in medical and healthcare education. PloS one. 2015;10(12):e0143748.
Lateef FA. Big data: applications in healthcare and medical education. Education in Medicine Journal. 2016;8(1).
Martone M, Nakamura R. Changing the Culture on Data Management and Sharing: Overview and Highlights from a Workshop Held by the National Academies of Sciences, Engineering, and Medicine. 2022. https://doi.org/10.1162/99608f92.44975b62.
McKay T. Creating a learning higher education community. Ithaka S+R. 2016. Accessed March 17 2021.
Meyer MN. Practical tips for ethical data sharing. Advances in methods and practices in psychological science. 2018;1(1):131-44.
Mills KA. What are the threats and potentials of big data for qualitative research? Qualitative Research. 2018;18(6):591-603.
Murdoch TB, Detsky AS. The inevitable application of big data to health care. Jama.2013;309(13):1351-2.
Obermeyer Z, Powers B, Vogeli C, & Mullainathan S. Dissecting racial bias in an algorithm used to manage the health of populations. Science. 2019;366(6464):447-453.
Read KB, Ganshorn H, Rutley S, Scott DR. Data-sharing practices in publications funded by the Canadian Institutes of Health Research: a descriptive analysis. Canadian Medical Association Open Access Journal. 2021;9(4):E980-7.
Regan PM, Jesse J. Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology. 2019;21:167–179.
Reidenberg JR, Schaub F. Achieving big data privacy in education. Theory and Research in Education. 2018;16(3):263-79.
Sabatello M, Martschenko D, Cho M, Brothers K. Data sharing and community-engaged research. 2022;378(6616):141-3. https://doi.org/10.1126/science.abq6851
Samad AA, Arshad MM, Siraj MM. Towards Enhancement of Privacy-Preserving Data Mining Model for Predicting Students Learning Outcomes Performance. In2021 IEEE International Conference on Computing (ICOCO) 2021 (pp. 13-18). IEEE.
Schwartz A, Young R, Hicks PJ, For APPD LEARN. Medical education practice-based research networks: facilitating collaborative research. Medical teacher. 2016;38(1):64-74.
Social Sciences and Humanities Research Council. Definitions of Terms. 2020.
Tamblyn R, Abrahamowicz M, Dauphinee D, Wenghofer E, Jacques A, Klass D, Smee S, Blackmore D, Winslade N, Girard N, Du Berger R, Bartman I, Buckeridge DL, Hanley JA. Physician scores on a national clinical skills examination as predictors of complaints to medical regulatory authorities. JAMA. 2007;298(9):993-1001
Tamminen K, Bohaker H, Bundon A, Gastaldo D, Gladstone B, Krmpotich C, McDonough M, Smith B. Building and Supporting the Use of Digital Research Infrastructure Among Qualitative Researchers. [White Paper]. 2020. NDRIO White Paper Submissions.
Tannenbaum D, Konkin J, Parsons E, Saucier D, Shaw L, Walsh A, & Organek A. Triple C competency-based curriculum. 2011. Report of the Working Group on Postgraduate Curriculum Review—Part 1.
Thelen AE, Kendrick DE, Chen X, Luckoski J, Gupta T, Bandeh-Ahmadi H, Clark M, George BC. Novel method to link surgical trainee performance data to patient outcomes. The American Journal of Surgery. 2021;222(6):1072-8.
Thoma B, Warm E, Hamstra S, Cavalcanti R, Pusic M, Shaw T, Verma A, Frank J, Hauer K. Next Steps in the Implementation of Learning Analytics in Medical Education: Consensus From an International Cohort of Medical Educators. J Grad Med Educ. 2020 Jun; 12(3): 303-311. doi: 10.4300/JGME-D-19-00493.1
Triola MM, Pusic MV. The education data warehouse: A transformative tool for healtheducation research. J Grad Med Educ. 2012:113-115
Vaitsis C, Nilsson G, Zary N. Visual analytics in healthcare education: exploring novel ways to analyze and represent big data in undergraduate medical education. PeerJ. 2014;2:e683
Vaitsis C, Nilsson G, Zary N. Big data in medical informatics: improving education through visual analytics. Ine-Health–For Continuity of Care 2014 (pp. 1163-1167). IOS Press.
Walter M, Kukutai T, Carroll SR, Rodriguez-Lonebear D. (Eds). Indigenous data sovereignty and policy (1st ed.). Routledge. 2020. https://doi.org/10.4324/9780429273957.
Warm E, Carraccio C, Kelleher M, Kinnear B, Schumacher D, Santen S. The Education Passport: connecting programmatic assessment across learning and practice. Canadian Medical Education Journal. 2022;13(4):82-91. https://doi.org/10.36834/cmej.73871.
Wenghofer E, Klass D, Abrahamowicz M, Dauphinee D, Jacques A, Smee S, Blackmore D, Winslade N, Reidel K, Bartman I, Tamblyn R. Doctors scores on national qualifying examinations predict quality of care in future practice. Medical Education. 2009;43(12):1166-1173.
Wenghofer EF, Marlow B, Campbell C, Carter L, Kam S, McCauley W, Hill L. Relationship Between Physician Participation in Continuing Professional Development Programs and Physician In-practice Peer Assessments. Academic Medicine. 2014;89(6):920-927.
Wenghofer EF, Campbell C, Marlow B, Kam S, Carter L, McCauley W. The Effect of Continuing Professional Development on Public Complaints: A case control study. Medical Education. 2015;49(3):264-75.
Wilhite JA, Altshuler L, Zabar S, Gillespie C, Kalet A. Development and maintenance of a medical education research registry. BMC Medical Education. 2020;20(1):1 - 2
Young M, Balmer D, Teal C, Borges N. Coordinating Flight Paths to Facilitate Interorganizational Cooperation, Interdependence, and Autonomy: Considerations for Organizations Supporting Medical Education Research and Scholarship. Academic Medicine. 2022;97(11S): S8-S10. doi: 10.1097/ACM.0000000000004915.
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