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• W2415441527 abstract "We appreciate the interest in our article from Roff and McAleer and from Loo and Byrne. Here, we will attempt to clarify a few points. First, we did not assess the interrater reliability of coding; however, in the few instances when there were differences, discussions took place until consensus. Second, we hoped that readers would not interpret our comments as implying that job training in residency is not an educational pursuit. Instead, we wished to emphasize that residents have evolved from exclusively learners to trainees who are also employees with professional responsibilities. Third, many of the articles that have cited Roff and colleagues’ Dundee Ready Education Environment Measure (DREEM) were excluded from the review because they did not meet inclusion criteria, which were carefully considered by the authorship team and appreciated during the peer review of our article. Only 45 articles about DREEM were published in English in peer-reviewed journals and provided new quantitative data from medical students or residents. Repeated citations of DREEM suggest that it fulfilled an unmet need since its development in the 1990s, and use of the DREEM may reflect the high esteem that the community has for the accomplishments in medical education at Dundee. If validity evidence for the tool were more robust and compelling, it may have been included in more studies. Inclusion criteria also explain why the first article to mention the Postgraduate Hospital Educational Environment Measure (PHEEM)1 was not included in the review. Specifically, no quantitative data were in the article’s Results section, and thus validity evidence could not be established. Therefore, we elected to use the first publication of the PHEEM in which quantitative data were provided for the review.2 Finally, subsequent-use articles did not factor into the validity evidence scores that we generated. Instead, the score was calculated for each tool based upon evidence provided in the first publication with quantitative data. It is not unreasonable to suggest that subsequent publications may provide additional validation and that these may be a proxy for acceptability within the educational community. Another review could be conducted to investigate the entire body of validity evidence associated with each scale. Although it would be interesting to see if validity evidence is strengthened with subsequent publications, some threshold of evidence is needed in the first article presenting a new tool to justify publication. Additionally, if ample validity evidence is not provided in the initial publication, how might scholars and educators know whether the tool should be subsequently used or not? Jorie M. Colbert-Getz, PhD Assistant professor, Department of Internal Medicine Administration, and director, Medical Education Research, University of Utah School of Medicine, Salt Lake City, Utah; [email protected] Robert B. Shochet, MD Associate professor, Department of Medicine, and director, Colleges Advisory Program, Johns Hopkins University School of Medicine, Baltimore, Maryland. Scott M. Wright, MD Professor and division chief, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center, Johns Hopkins University School of Medicine, Baltimore, Maryland." @default.
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• W2415441527 date "2015-06-01" @default.
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• W2415441527 title "In Reply to Roff and McAleer and to Loo and Byrne" @default.
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• W2415441527 doi "https://doi.org/10.1097/acm.0000000000000726" @default.
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