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BEME Guide

Sharon Buckley, Lucy Ambrose, Elizabeth Anderson, Jamie J Coleman, Marianne Hensman, Christine Hirsch, James Hodson, David Morley, Sarah Pittaway, Jonathan Stewart
INTRODUCTION: Calls for the inclusion of standardized protocols for information exchange into pre-registration health professions curricula have accompanied their introduction into clinical practice. In order to help clinical educators respond to these calls, we have reviewed educational interventions for pre-registration students that incorporate one or more of these ?tools for structured communication?. METHODS: Searches of 10 databases (1990?2014) were supplemented by hand searches and by citation searches (to January 2015)...
October 2016: Medical Teacher
Aileen Barrett, Rose Galvin, Yvonne Steinert, Albert Scherpbier, Ann O'Shaughnessy, Mary Horgan, Tanya Horsley
INTRODUCTION: The extent to which workplace-based assessment (WBA) can be used as a facilitator of change among trainee doctors has not been established; this is particularly important in the case of underperforming trainees. The aim of this review is to examine the use of WBA in identifying and remediating performance among this cohort. METHODS: Following publication of a review protocol a comprehensive search of eight databases took place to identify relevant articles published prior to November 2015...
September 14, 2016: Medical Teacher
Monica Yepes-Rios, Nancy Dudek, Rita Duboyce, Jerri Curtis, Rhonda J Allard, Lara Varpio
BACKGROUND: Many clinical educators feel unprepared and/or unwilling to report unsatisfactory trainee performance. This systematic review consolidates knowledge from medical, nursing, and dental literature on the experiences and perceptions of evaluators or assessors with this failure to fail phenomenon. METHODS: We searched the English language literature in CINAHL, EMBASE, and MEDLINE from January 2005 to January 2015. Qualitative and quantitative studies were included...
September 7, 2016: Medical Teacher
Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward, Diana Dolmans
BACKGROUND: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS: This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices...
August 2016: Medical Teacher
Scott Reeves, Simon Fletcher, Hugh Barr, Ivan Birch, Sylvain Boet, Nigel Davies, Angus McFadyen, Josette Rivera, Simon Kitto
BACKGROUND: Interprofessional education (IPE) aims to bring together different professionals to learn with, from, and about one another in order to collaborate more effectively in the delivery of safe, high-quality care for patients/clients. Given its potential for improving collaboration and care delivery, there have been repeated calls for the wider-scale implementation of IPE across education and clinical settings. Increasingly, a range of IPE initiatives are being implemented and evaluated which are adding to the growth of evidence for this form of education...
July 2016: Medical Teacher
Martin A Cake, Melinda A Bell, Julie C Williams, Fiona J L Brown, Marshall Dozier, Susan M Rhind, Sarah Baillie
BACKGROUND: Despite the growing prominence of professional (non-technical) competencies in veterinary education, the evidence to support their importance to veterinary graduates is unclear. AIM: To summarize current evidence within the veterinary literature for the importance of professional competencies to graduate success. METHODS: A systematic search of electronic databases was conducted (CAB Abstracts, Web of Science, PubMed, PsycINFO, ERIC, Australian and British Education Index, Dissertations & Theses) from 1988 to 2015 and limited to the veterinary discipline (veterinar* term required)...
June 2016: Medical Teacher
Eliot L Rees, Ashley W Hawarden, Gordon Dent, Richard Hays, Joanna Bates, Andrew B Hassell
BACKGROUND: In the 11 years since its development at McMaster University Medical School, the multiple mini-interview (MMI) has become a popular selection tool. We aimed to systematically explore, analyze and synthesize the evidence regarding MMIs for selection to undergraduate health programs. METHODS: The review protocol was peer-reviewed and prospectively registered with the Best Evidence Medical Education (BEME) collaboration. Thirteen databases were searched through 34 terms and their Boolean combinations...
May 2016: Medical Teacher
Sarah Catherine Walpole, David Pearson, Jonathan Coad, Stefi Barna
BACKGROUND: Human health is fundamentally determined by the health of ecosystems. Guidance is lacking about how to address the topic of ecosystems within medical education. AIMS: To determine the nature of discussions around ecosystems in the educational, medical and medical education literature. To identify learning needs of tomorrow's doctors. METHODS: A narrative synthesis approach was used. Systematic searches were completed in 14 databases...
2016: Medical Teacher
R H Ellaway, L O'Gorman, R Strasser, D C Marsh, L Graves, P Fink, C Cervin
BACKGROUND: The relationships between medical schools and communities have long inspired and troubled medical education programmes. Successive models of community-oriented, community-based and community-engaged medical education have promised much and delivered to varying degrees. A two-armed realist systematic review was undertaken to explore and synthesize the evidence on medical school-community relationships. METHOD: One arm used standard outcomes criteria (Kirkpatrick levels), the other a realist approach seeking out the underlying contexts, mechanisms and outcomes...
2016: Medical Teacher
Rabia Ahmed, Ameer Farooq, Dale Storie, Lisa Hartling, Anna Oswald
BACKGROUND/PURPOSE: There is a growing desire for health professions educators to generate high-quality education research; yet, few of them encounter the training to do so. In response, health professions faculties have increasingly been devoting resources to provide members with the skills necessary for education research. The form and impact of these efforts have not been reviewed, though such a synthesis could be useful for practice. The objectives of this systematic review were to (1) identify interventions aimed at building capacity for education research among health professions clinical educators and (2) review the outcomes of these interventions...
2016: Medical Teacher
Sophie J Querido, David Vergouw, Lode Wigersma, Ronald S Batenburg, Marlies E J De Rond, Olle T J Ten Cate
INTRODUCTION: Due to the lack of a theoretically embedded overview of the recent literature on medical career decision-making, this study provides an outline of these dynamics. Since differences in educational routes to the medical degree likely affect career choice dynamics, this study focuses on medical career decision-making in educational systems with a Western European curriculum structure. METHODS: A systematic search of electronic databases (Medline, Embase) was conducted from January 2008 to November 2014...
2016: Medical Teacher
Sophie Park, Nada F Khan, Mandy Hampshire, Richard Knox, Alice Malpass, James Thomas, Betsy Anagnostelis, Mark Newman, Peter Bower, Joe Rosenthal, Elizabeth Murray, Steve Iliffe, Carl Heneghan, Amanda Band, Zoya Georgieva
BACKGROUND: General practice is increasingly used as a learning environment in undergraduate medical education in the UK. AIM: The aim of this project was to identify, summarise and synthesise research about undergraduate medical education in general practice in the UK. METHODS: We systematically identified studies of undergraduate medical education within a general practice setting in the UK from 1990 onwards. All papers were summarised in a descriptive report and categorised into two in-depth syntheses: a quantitative and a qualitative in-depth review...
May 6, 2015: Medical Teacher
Mohamed Mostafa Al-Eraky
Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking...
2015: Medical Teacher
Morris Gordon, Trevor Gibbs
BACKGROUND: Evidence synthesis techniques in healthcare education have been enhanced through the activities of experts in the field and the Best Evidence Medical Education (BEME) collaborative. Despite this, significant heterogeneity in techniques and reporting of healthcare education systematic review still exist and limit the usefulness of such reports. The aim of this project was to produce the STORIES (STructured apprOach to the Reporting In healthcare education of Evidence Synthesis) statement to offer a guide for reporting evidence synthesis in health education for use by authors and journal editors...
2014: BMC Medicine
Mim Fatmi, Lisa Hartling, Tracey Hillier, Sandra Campbell, Anna E Oswald
BACKGROUND: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions education. METHODS: A peer-reviewed systematic review protocol was registered with the Best Evidence in Medical Education (BEME) organization...
December 2013: Medical Teacher
Melvyn Jones, Patrick Hutt, Sophie Eastwood, Surinder Singh
INTRODUCTION: Intercalated BScs (iBScs) are an optional part of undergraduate (UG) medicine courses in UK, Eire, Australia, New Zealand, the West Indies, Hong Kong, South Africa and Canada, consisting of advanced study into a particular field of medicine, often combined with research. They potentially improve students' skills and allow exploration of specific areas of interest. They are, however, expensive for institutions and students and delay workforce entry. There is conflicting evidence about their impact...
October 2013: Medical Teacher
Ivette Motola, Luke A Devine, Hyun Soo Chung, John E Sullivan, S Barry Issenberg
Over the past two decades, there has been an exponential and enthusiastic adoption of simulation in healthcare education internationally. Medicine has learned much from professions that have established programs in simulation for training, such as aviation, the military and space exploration. Increased demands on training hours, limited patient encounters, and a focus on patient safety have led to a new paradigm of education in healthcare that increasingly involves technology and innovative ways to provide a standardized curriculum...
October 2013: Medical Teacher
Jermaine Goveia, Feikje Van Stiphout, Zing Cheung, Bharti Kamta, Carolina Keijsers, Gerlof Valk, Edith Ter Braak
BACKGROUND: Electronic health records (EHRs) are increasingly available and this was expected to reduce healthcare costs and medical errors. This promise has not been realized because healthcare professionals are unable to use EHRs in a manner that contributes to significant improvements in care, i.e. meaningful. Policymakers now acknowledge that training healthcare professionals in meaningful use is essential for successful EHR implementation. To help educators and policymakers design evidence based educational interventions (i...
November 2013: Medical Teacher
J E Thistlethwaite, Emma Bartle, Amy Ai Ling Chong, Marie-Louise Dick, David King, Sarah Mahoney, Tracey Papinczak, George Tucker
BACKGROUND: Traditionally, clinical learning for medical students consists of short-term and opportunistic encounters with primarily acute-care patients, supervised by an array of clinician preceptors. In response to educational concerns, some medical schools have developed longitudinal placements rather than short-term rotations. Many of these longitudinal placements are also integrated across the core clinical disciplines, are commonly termed longitudinal integrated clerkships (LICs) and often situated in rural locations...
August 2013: Medical Teacher
Hudson Birden, Nel Glass, Ian Wilson, Michelle Harrison, Tim Usherwood, Duncan Nass
INTRODUCTION: We undertook a systematic review to identify the best evidence for how professionalism in medicine should be taught. METHODS: Eligible studies included any articles published between 1999 and 2009 inclusive. We reviewed papers presenting viewpoints and opinions as well as empirical research. We performed a comparative and thematic synthesis on all papers meeting inclusion criteria in order to capture the best available evidence on how to teach professionalism...
July 2013: Medical Teacher
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