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Commentary: Patient Safety Forum |

Translational Educational ResearchTranslational Educational Research: A Necessity for Effective Health-care Improvement

William C. McGaghie, PhD; S. Barry Issenberg, MD; Elaine R. Cohen, MEd; Jeffrey H. Barsuk, MD; Diane B. Wayne, MD
Author and Funding Information

From the Center for Education in Medicine and Department of Preventive Medicine (Dr McGaghie) and Department of Medicine (Ms Cohen and Drs Barsuk and Wayne), Northwestern University Feinberg School of Medicine, Chicago, IL; and the Michael S. Gordon Center for Research in Medical Education and Department of Internal Medicine (Dr Issenberg), University of Miami Miller School of Medicine, Miami, FL.

Correspondence to: William C. McGaghie, PhD, Center for Education in Medicine, Northwestern University Feinberg School of Medicine, 1-003 Ward Bldg, 303 E Chicago Ave, Chicago, IL 60611-3008; e-mail: wcmc@northwestern.edu


Reproduction of this article is prohibited without written permission from the American College of Chest Physicians. See online for more details.

Funding/Support: Dr McGaghie is funded by the Jacob R. Suker, MD, Professorship in Medical Education from Northwestern University and by the US National Center for Research Resources, US National Institutes of Health [Grant UL 1 RR 025741].


Chest. 2012;142(5):1097-1103. doi:10.1378/chest.12-0148
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Medical education research contributes to translational science (TS) when its outcomes not only impact educational settings, but also downstream results, including better patient-care practices and improved patient outcomes. Simulation-based medical education (SBME) has demonstrated its role in achieving such distal results. Effective TS also encompasses implementation science, the science of health-care delivery. Educational, clinical, quality, and safety goals can only be achieved by thematic, sustained, and cumulative research programs, not isolated studies. Components of an SBME TS research program include motivated learners, curriculum grounded in evidence-based learning theory, educational resources, evaluation of downstream results, a productive research team, rigorous research methods, research resources, and health-care system acceptance and implementation. National research priorities are served from translational educational research. National funding priorities should endorse the contribution and value of translational education research.


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