Institute of Education Sciences (IES) Society for Research on Educational Effectiveness (SREE)

This guide describes key issues that education researchers should consider when deciding which study data to share, how to organize the data, what documentation to include, and where to share their final dataset.

SEER recommends:
- Pre-register studies
- Make findings, methods, and data open
- Address inequities in learners' opportunities, access to resources, and outcomes
- Identify interventions' components
- Document treatment implementation and contrast
- Analyze interventions' costs
- Use high-quality outcome measures
- Facilitate generalization of study findings
- Support scaling of promising interventions

Enhancing the QUAlity and Transparency Of health Research reporting guidelines for main study types

Blanco, M., Prunuske, J., DiCorcia, M., Learman, L. A., Mutcheson, B., & Huang, G. C. (2022). The DoCTRINE Guidelines: Defined Criteria To Report INnovations in Education. Academic medicine : journal of the Association of American Medical Colleges, 97(5), 689–695.

Ogrinc, G., Armstrong, G. E., Dolansky, M. A., Singh, M. K., & Davies, L. (2019). SQUIRE-EDU (Standards for QUality Improvement Reporting Excellence in Education): Publication Guidelines for Educational Improvement. Academic medicine : journal of the Association of American Medical Colleges, 94(10), 1461–1470.

Phillips, A. C., Lewis, L. K., McEvoy, M. P., Galipeau, J., Glasziou, P., Moher, D., Tilson, J. K., & Williams, M. T. (2016). Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC medical education, 16(1), 237.

Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report.American Psychologist, 73(1), 3–25.

The Methods Group of the Campbell Collaboration. Methodological expectations of Campbell Collaboration intervention reviews: Reporting standards Campbell Policies and Guidelines Series No. 4. DOI: 10.4073/cpg.2016.4

Topor, M., Pickering, J. S., Barbosa Mendes, A., Bishop, D. V. M., Büttner, F. C., Elsherif, M. M., … Westwood, S. J. (2020, December 14). An integrative framework for planning and conducting Non-Intervention, Reproducible, and Open Systematic Reviews (NIRO-SR).

Research projects that identify the Deans, Associate Deans, or other administrators at AAVMC member institutions as the survey population should be reviewed by the AAVMC Educational Research Committee before seeking Institutional Review Board (IRB) approval.

REAPPRAISED – Research governance, ethics, productivity, plagiarism, research conduct, analysis and methods, image manipulation, statistics and data, errors, data duplication and reporting

Reed DA, Cook DA, Beckman TJ, Levine RB, Kern DE, Wright SM. Association between funding and quality of published medical education research. JAMA 2007;298:1002–9.

Al Asmri, M., Haque, M.S. & Parle, J. A Modified Medical Education Research Study Quality Instrument (MMERSQI) developed by Delphi consensus. BMC Med Educ 23, 63 (2023). https://doi.org/10.1186/s12909-023-04033-6

Cook DA, Reed DA. Appraising the quality of medical education research methods: the Medical Education Research Study Quality Instrument and the Newcastle-Ottawa Scale–Education. Acad Med 2015;90:1067–76.

Sterne, J. A. et al. (2016). ROBINS-I: a tool for assessing risk of bias in non-randomised studies of interventions. BMJ https://doi.org/10.1136/bmj.i4919

Available for Qualitative Research