Here, we are proposing and testing the use of literature reviews as a method to identify essential competencies for specific fields. This has implications in how educators develop and structure both traditional and competency based curricula. Our focus will be on utilizing this method to identify the most relevant and commonly used techniques in the field of regenerative medicine. This publication review method may be used to develop competency based education (CBE) programs that focus on commonly utilized skills. CBE is an emerging trend in higher education that will greatly enhance student learning experiences. CBE works by providing students with field specific skills and knowledge; thus, it is imperative for educators to identify the most essential competencies in a given field. Therefore, we reason that a literature review of the techniques performed in studies published in prevalent peer reviewed journals for a given field offers an ideal method to identify and rank competencies that should be delivered to students by a respective curriculum. Here, we reviewed recent articles published on topics in the field of regenerative medicine as a proof of concept for the use of literature reviews as a guide for the development of a regenerative medicine CBE curriculum.
It has long been perceived that CBE programs were an excellent approach for enhancing student’s education experience and future success [
The practical benefits of traditional cohort based education from a university’s standpoint are apparent since educators deal with groups of students moving at the same pace rather than individual students moving at their own pace [
If appropriate methods are developed to deliver CBE programs, there is potential to increase the overall efficiency of education. First, a CBE education system allows an institution to take into account a student’s previous learning experience if it proves beneficial to their understanding and performance of a specific competency [
By definition a CBE course or program must have clearly defined, concrete, and measurable objectives [
With the methods for development and delivery of general CBE programs discussed in length in the literature and elsewhere [
Another method is to survey experts in the specific field in which you wish to train students [
The approach implemented here was the identification of the most common and widely used techniques through a literature review of articles published in highly regarded peer reviewed journals. This approach is less tedious and has the potential to be more objective and less biased than other approaches, including surveying experts in the field. Furthermore, this literature review will not be confined by location or willingness of researchers to respond. The primary criteria for identifying articles used in this review will be the relevance of the articles to the field of regenerative medicine and the quality of journal where articles were published. Recent relevant articles were identified by performing a PubMed search for articles that contained the terms “regenerative medicine”, “stem cells”, “biomaterials”, and “tissue engineering” and identifying original research articles that were published in the last year. The journals were screened and utilized in this review only if they had an impact factor or were highly cited but not around long enough to have a designated impact factor. This will allow the identification of the most important and influential competencies utilized in the field and since these articles have been peer reviewed we can be more confident that these competencies are accepted by the field. The focus of this paper is to identify a list of the most relevant and commonly used competencies practiced in the field of regenerative medicine which could be used as a guide to develop a competency based curriculum for regenerative medicine.
Regenerative medicine is a branch of science that utilizes various tools, such as stem cells, biomaterials, and tissue engineering, to replace or regenerate damaged tissues and ultimately restore normal function to patients [
Journals that publish regenerative medicine research articles used in this review.
Topic | Journal name | Impact factor |
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Stem cells | Cell Stem Cell | 23.6 |
Cell Research | 12.4 | |
Developmental Cell | 9.7 | |
Stem Cell Translational Medicine | 5.7 | |
Stem Cell Reports | 5.4 | |
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Biomaterials | Biomaterials | 8.6 |
Acta Biomaterialia | 6.0 | |
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Tissue engineering | Journal of Tissue Engineering and Regenerative Medicine | 5.2 |
Tissue Engineering Part A | 4.6 | |
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General | Nature | 41.5 |
Science | 33.6 | |
Cell | 32.2 | |
Nature Communications | 11.5 | |
Molecular Therapy | 6.8 | |
Chemistry and Biology | 6.7 | |
Scientific Reports | 5.6 | |
Methods | 3.6 | |
Experimental and Molecular Medicine | 3.5 | |
International Journal of Oral Science | 2.5 | |
Molecular Therapy-Methods and Translational Development |
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The regenerative medicine publications we reviewed from the journals listed in Table
Compiled list of techniques used in regenerative medicine publications. A total of 887 data points were collected from a review of over 150 regenerative medicine articles which led to the identification of 169 distinct techniques. Techniques appeared in as many as 90 articles and as few as 1 article. The identified techniques were organized into 7 categories including animal models, cell assays, molecular assays, immunoassays, fluorescence/imaging, and physiological/functional and miscellaneous. A comprehensive list of the techniques identified in this literature review is available in Supplemental Materials.
Of the techniques we identified in this review of regenerative medicine articles the top 20 included, cell culture, mouse studies, immunofluorescence, FACS, histochemistry, cell transfection, Western blot, quantitative polymerase chain reaction (qPCR), cell isolation, cell differentiation, ribonucleic acid (RNA) microarray, physiological studies, confocal microscopy, bromodeoxyuridine (BrDU) assay, scanning electron microscopy (SEM), proliferation assays, scaffold preparation, reverse transcriptase PCR (RTPCR), and RNA sequencing (Figure
Top 20 techniques utilized in the reviewed regenerative medicine publications. The top 20 most common techniques identified through this literature review of regenerative medicine articles are listed in descending order. The most commonly used technique was cell culture which was used in 90 of the studies we investigated in this review. Of the data points collected the top 20 techniques comprised greater than 70% of the techniques used.
The top 20 techniques used in regenerative medicine articles were categorized into four groups. These groups included immunoassays, molecular techniques, cell/animal models, and miscellaneous techniques which could not be classified into a specific group (Figure
Categories represented by the top 15 regenerative medicine techniques. Immunoassays and cell/animal models were each used in 217 and 246 studies, respectively, compared to molecular and miscellaneous techniques which were used in 123 and 76 studies, respectively. The percentages of studies these categories represent are provided in the graph.
CBE will improve the value and accessibility of higher education for many students. In order to provide students with quality CBE programs we must (1) design programs that students can complete at their own pace, (2) develop innovative methods to deliver content to students, and perhaps most importantly (3) provide students with the most relevant and pertinent knowledge and skills associated with a given field. Additionally, CBE programs need to have clearly defined, concrete, and measurable objectives for each competency provided to students. Here we perform a literature review of the techniques used in studies published in top journals for the regenerative medicine field to provide proof of concept that this is an ideal method for identifying the most relevant competencies in a given field. By reviewing recent articles published in top journals in the field of regenerative medicine we were able to identify a list of techniques that are commonly used, thereby providing a roadmap for developing a competency based regenerative medicine curriculum. Identification of techniques through a review of recent literature guarantees that the techniques identified are currently used in regenerative medicine laboratories. Furthermore, the fact that articles are published in distinguished journals in the field ensures that these techniques are performed in successful and productive labs.
This review led to the identification of a large list of techniques utilized by regenerative medicine researchers. Of this list many techniques were only observed in one journal article, whereas the top 20 most commonly used techniques accounted for over 75% of the data points identified in this review. We interpret this as meaning a small set of techniques are utilized very frequently by researchers in the field of regenerative medicine. That being the case, we consider the most frequently used techniques to be among the most important ones for students to know and, therefore, the techniques that should be provided by a competency based regenerative medicine program. It would not benefit students to learn techniques that were only used in one of these studies since it would be unlikely that many employers are looking for those particular skills. Furthermore, even the labs that perform the uncommon techniques also performed many of the commonly used techniques in the large majority of articles reviewed here. This list of techniques will also help institutions prioritize the importance of specific competencies that should be delivered to students. Based on this data, we would emphasize the techniques identified in this review as being the most commonly utilized regenerative medicine techniques. This approach will have a better chance of preparing students with the skills that most employers currently need. In terms of how a competency based regenerative medicine curriculum could be developed based on this data, institutions would include the top 20 techniques in the required course materials and provide uncommon regenerative medicine techniques as optional electives.
The list of techniques provided here serves as an excellent guide for developing a competency based regenerative medicine program. However, it is extremely important for this list to be constantly updated through additional reviews, since the biomedical research field is rapidly advancing and new techniques are frequently developed. With the rapid progress being made in the fields of genomics and gene editing we do expect that these techniques will soon be on the top 20 list of techniques. There are numerous other techniques that are also advancing and becoming more common; therefore updating this list will help in developing programs that provide students with the most up to date and relevant training in their field. Using the literature review method we performed here will allow us to easily identify trending techniques.
There are some limitations associated with this technique including (1) potential selection bias depending on the journals utilized in this review, (2) certain journals that may publish more articles that utilize newer techniques thereby skewing our results, and (3) laboratories utilizing techniques based on availability of equipment or expertise rather than relevance to the field. Perhaps the best approach to identifying the most commonly utilized techniques in a field requires a combination of literature reviews and surveying experts in the field.
The educational landscape is constantly shifting and CBE systems are one-way educators that can adapt to the needs of students and provide efficient and effective programs to train the diverse populations of students entering higher education. Improving the delivery and optimizing the content of CBE are essential to staying ahead of the curve and using the literature review method identified here will be an excellent tool on this front.
The authors declare no conflict of interests.