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Research Letter
December 4, 2013

Publication of Results of Abstracts Presented at Medical Education Conferences

Author Affiliations
  • 1Wilson Centre, University of Toronto, Toronto, Ontario, Canada
  • 2University of Toronto, Toronto, Ontario, Canada
JAMA. 2013;310(21):2307-2309. doi:10.1001/jama.2013.281671

Conferences represent an important forum for presentation of scholarly activity; however, dissemination beyond meeting registrants is limited. Peer-reviewed publication facilitates knowledge translation,1 and failure to publish may lead to unnecessary duplication and publication bias that can compromise future scholarship.2 This study aimed to determine the rate and time course of peer-reviewed journal publication of abstracts presented at the 2 largest North American medical education conferences (Research in Medical Education Conference [RIME] and the Canadian Conference on Medical Education [CCME]) and to identify characteristics associated with publication.

All 455 abstracts from the 2005 and 2006 RIME and CCME conferences were reviewed. Six were excluded (4 withdrawn, 1 missing, 2 published before abstract deadline). Blinded to publication status, 2 investigators (C.M.W. and M.F.) extracted the following information: format (oral or poster), type of scholarship (research, evaluation of a program or innovation, or other), methods (quantitative, qualitative, or mixed), completion status (completed or work in progress), number of centers involved, and degrees and institutions of the authors.

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