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March 27, 2018: Medical Teacher
Sarah Hean, Christopher Green, Elizabeth Anderson, Debra Morris, Carol John, Richard Pitt, Cath O'Halloran
BACKGROUND: Interprofessional curricula have often lacked explicit reference to theory despite calls for a more theoretically informed field that illuminates curricular assumptions and justifies curricular practices. AIM: To review the contributions of theory to the design, delivery, and evaluation of interprofessional curricula. METHODS: Four databases were searched (1988-2015). Studies demonstrating explicit and a high-quality contribution of theory to the design, delivery or evaluation of interprofessional curricula were included...
February 19, 2018: Medical Teacher
Michael L Green, Jeremy J Moeller, Judy M Spak
BACKGROUND: Cognitive psychology studies demonstrate that subjects who attempt to recall information show better learning, retention, and transfer than subjects who spend the same time studying the same material (test-enhanced learning, TEL). We systematically reviewed TEL interventions in health professions education. METHODS: We searched 13 databases, 14 medical education journals, and reference lists. Inclusion criteria included controlled studies of TEL that compared TEL to studying the same material or to a different TEL strategy...
April 2018: Medical Teacher
Rachel H Ellaway, Rebecca Malhi, Sameer Bajaj, Ian Walker, Douglas Myhre
BACKGROUND: Despite a growing focus on the social accountability of medical schools, there has been no substantive review of admissions related to the social mission of medical schools. This paper reports on a critical scoping review of the connections between social mission and medical school admissions. METHODS: Searches of seven bibliographic databases identified 1258 unique articles. After filtering for relevance, 71 articles were considered for final review...
November 26, 2017: Medical Teacher
Fien Mertens, Esther de Groot, Loes Meijer, Johan Wens, Mary Gemma Cherry, Myriam Deveugele, Roger Damoiseaux, Ann Stes, Peter Pype
BACKGROUND: Changes in healthcare practice toward more proactive clinical, organizational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals. METHODS: Following several scoping searches, five electronic bibliographic databases were searched from January 1990 to December 2015 for relevant gray and published literature written in English, French, German and Dutch...
February 2018: Medical Teacher
Julia Huina Sng, Yiying Pei, Ying Pin Toh, Tan Ying Peh, Shirlyn Huishan Neo, Lalit Kumar Radha Krishna
INTRODUCTION: Mentoring relationships are pivotal to the outcome of the mentoring process. This thematic review seeks to study the key aspects of mentoring relationships between senior physicians and junior doctors and/or medical students to inform efforts to improve mentoring programs. METHODS: Literature search was performed on publications across PubMed, ERIC, Cochrane Database of Systematic Reviews, OVID and ScienceDirect databases between 1 January 2000 and 31 December 2015 by three independent reviewers...
May 31, 2017: Medical Teacher
C Dominique Losco, William D Grant, Anthony Armson, Amanda J Meyer, Bruce F Walker
BACKGROUND: Anatomy is a subject essential to medical practice, yet time committed to teaching is on the decline, and resources required to teach anatomy is costly, particularly dissection. Advances in technology are a potential solution to the problem, while maintaining the quality of teaching required for eventual clinical application. AIM: To identify methods used to teach anatomy, including those demonstrated to enhance knowledge acquisition and retention. METHODS: PubMed, CINAHL, ERIC, Academic OneFile, ProQuest, SAGE journals and Scopus were search from the earliest entry of each database to 31 August 2015...
March 2017: Medical Teacher
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...
December 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...
November 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
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