{"title":"客观结构化临床检查领域的知识图谱和全球趋势:文献计量和视觉分析(2004-2023 年)》。","authors":"Hongjun Ba, Lili Zhang, Xiufang He, Shujuan Li","doi":"10.2196/57772","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The Objective Structured Clinical Examination (OSCE) is a pivotal tool for assessing health care professionals and plays an integral role in medical education.</p><p><strong>Objective: </strong>This study aims to map the bibliometric landscape of OSCE research, highlighting trends and key influencers.</p><p><strong>Methods: </strong>A comprehensive literature search was conducted for materials related to OSCE from January 2004 to December 2023, using the Web of Science Core Collection database. Bibliometric analysis and visualization were performed with VOSviewer and CiteSpace software tools.</p><p><strong>Results: </strong>Our analysis indicates a consistent increase in OSCE-related publications over the study period, with a notable surge after 2019, culminating in a peak of activity in 2021. The United States emerged as a significant contributor, responsible for 30.86% (1626/5268) of total publications and amassing 44,051 citations. Coauthorship network analysis highlighted robust collaborations, particularly between the United States and the United Kingdom. Leading journals in this domain-BMC Medical Education, Medical Education, Academic Medicine, and Medical Teacher-featured the highest volume of papers, while The Lancet garnered substantial citations, reflecting its high impact factor (to be verified for accuracy). Prominent authors in the field include Sondra Zabar, Debra Pugh, Timothy J Wood, and Susan Humphrey-Murto, with Ronaldo M Harden, Brian D Hodges, and George E Miller being the most cited. The analysis of key research terms revealed a focus on \"education,\" \"performance,\" \"competence,\" and \"skills,\" indicating these are central themes in OSCE research.</p><p><strong>Conclusions: </strong>The study underscores a dynamic expansion in OSCE research and international collaboration, spotlighting influential countries, institutions, authors, and journals. These elements are instrumental in steering the evolution of medical education assessment practices and suggest a trajectory for future research endeavors. Future work should consider the implications of these findings for medical education and the potential areas for further investigation, particularly in underrepresented regions or emerging competencies in health care training.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e57772"},"PeriodicalIF":3.2000,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474118/pdf/","citationCount":"0","resultStr":"{\"title\":\"Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023).\",\"authors\":\"Hongjun Ba, Lili Zhang, Xiufang He, Shujuan Li\",\"doi\":\"10.2196/57772\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>The Objective Structured Clinical Examination (OSCE) is a pivotal tool for assessing health care professionals and plays an integral role in medical education.</p><p><strong>Objective: </strong>This study aims to map the bibliometric landscape of OSCE research, highlighting trends and key influencers.</p><p><strong>Methods: </strong>A comprehensive literature search was conducted for materials related to OSCE from January 2004 to December 2023, using the Web of Science Core Collection database. Bibliometric analysis and visualization were performed with VOSviewer and CiteSpace software tools.</p><p><strong>Results: </strong>Our analysis indicates a consistent increase in OSCE-related publications over the study period, with a notable surge after 2019, culminating in a peak of activity in 2021. The United States emerged as a significant contributor, responsible for 30.86% (1626/5268) of total publications and amassing 44,051 citations. Coauthorship network analysis highlighted robust collaborations, particularly between the United States and the United Kingdom. Leading journals in this domain-BMC Medical Education, Medical Education, Academic Medicine, and Medical Teacher-featured the highest volume of papers, while The Lancet garnered substantial citations, reflecting its high impact factor (to be verified for accuracy). Prominent authors in the field include Sondra Zabar, Debra Pugh, Timothy J Wood, and Susan Humphrey-Murto, with Ronaldo M Harden, Brian D Hodges, and George E Miller being the most cited. The analysis of key research terms revealed a focus on \\\"education,\\\" \\\"performance,\\\" \\\"competence,\\\" and \\\"skills,\\\" indicating these are central themes in OSCE research.</p><p><strong>Conclusions: </strong>The study underscores a dynamic expansion in OSCE research and international collaboration, spotlighting influential countries, institutions, authors, and journals. These elements are instrumental in steering the evolution of medical education assessment practices and suggest a trajectory for future research endeavors. Future work should consider the implications of these findings for medical education and the potential areas for further investigation, particularly in underrepresented regions or emerging competencies in health care training.</p>\",\"PeriodicalId\":36236,\"journal\":{\"name\":\"JMIR Medical Education\",\"volume\":\"10 \",\"pages\":\"e57772\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-09-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11474118/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JMIR Medical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2196/57772\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JMIR Medical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2196/57772","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
摘要
背景:客观结构化临床考试(OSCE)是评估医疗保健专业人员的重要工具,在医学教育中发挥着不可或缺的作用:本研究旨在绘制 OSCE 研究的文献计量图,突出研究趋势和主要影响因素:方法:使用 Web of Science Core Collection 数据库对 2004 年 1 月至 2023 年 12 月期间与 OSCE 相关的资料进行了全面的文献检索。使用 VOSviewer 和 CiteSpace 软件工具进行了文献计量分析和可视化:我们的分析表明,在研究期间,与欧安组织相关的出版物持续增加,2019 年后明显激增,2021 年达到活动高峰。美国是重要的贡献者,发表的论文占论文总数的30.86%(1626/5268),引用次数达44051次。合作网络分析凸显了强大的合作关系,尤其是美国和英国之间的合作。该领域的主要期刊--《BMC Medical Education》、《Medical Education》、《Academic Medicine》和《Medical Teacher》--发表的论文数量最多,而《柳叶刀》则获得了大量引用,反映出其影响因子较高(准确性有待核实)。该领域的著名作者包括 Sondra Zabar、Debra Pugh、Timothy J Wood 和 Susan Humphrey-Murto,其中 Ronaldo M Harden、Brian D Hodges 和 George E Miller 的论文被引用次数最多。对关键研究术语的分析表明,研究重点是 "教育"、"表现"、"能力 "和 "技能",这表明这些是欧安组织研究的核心主题:本研究强调了欧安组织研究和国际合作的动态扩展,突出了有影响力的国家、机构、作者和期刊。这些因素有助于引导医学教育评估实践的发展,并为未来的研究工作指明了方向。未来的工作应考虑这些发现对医学教育的影响以及进一步研究的潜在领域,尤其是在代表性不足的地区或医疗培训的新兴能力方面。
Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023).
Background: The Objective Structured Clinical Examination (OSCE) is a pivotal tool for assessing health care professionals and plays an integral role in medical education.
Objective: This study aims to map the bibliometric landscape of OSCE research, highlighting trends and key influencers.
Methods: A comprehensive literature search was conducted for materials related to OSCE from January 2004 to December 2023, using the Web of Science Core Collection database. Bibliometric analysis and visualization were performed with VOSviewer and CiteSpace software tools.
Results: Our analysis indicates a consistent increase in OSCE-related publications over the study period, with a notable surge after 2019, culminating in a peak of activity in 2021. The United States emerged as a significant contributor, responsible for 30.86% (1626/5268) of total publications and amassing 44,051 citations. Coauthorship network analysis highlighted robust collaborations, particularly between the United States and the United Kingdom. Leading journals in this domain-BMC Medical Education, Medical Education, Academic Medicine, and Medical Teacher-featured the highest volume of papers, while The Lancet garnered substantial citations, reflecting its high impact factor (to be verified for accuracy). Prominent authors in the field include Sondra Zabar, Debra Pugh, Timothy J Wood, and Susan Humphrey-Murto, with Ronaldo M Harden, Brian D Hodges, and George E Miller being the most cited. The analysis of key research terms revealed a focus on "education," "performance," "competence," and "skills," indicating these are central themes in OSCE research.
Conclusions: The study underscores a dynamic expansion in OSCE research and international collaboration, spotlighting influential countries, institutions, authors, and journals. These elements are instrumental in steering the evolution of medical education assessment practices and suggest a trajectory for future research endeavors. Future work should consider the implications of these findings for medical education and the potential areas for further investigation, particularly in underrepresented regions or emerging competencies in health care training.