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Johnson CD, Green BN, Arar I, Holzinger W, Kolberg C, Naidoo S, Snow GJ, Wong YK. Global status of chiropractic education research: a scoping review protocol. JBI Evid Synth 2024; 22:1401-1407. [PMID: 38482894 DOI: 10.11124/jbies-23-00226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/11/2024]
Abstract
OBJECTIVE The objective of this scoping review is to map the volume and nature (topics, study designs, regions) of chiropractic education research relating to chiropractic learners and programs worldwide. INTRODUCTION Education of the health workforce is critical to reach population health goals. Chiropractic educational programs are expanding globally; however, the state of chiropractic education research is not known. A better understanding of the volume and nature of chiropractic education research will inform education research priorities and development of chiropractic programs, and assist with preparing a stronger chiropractic workforce to address world health goals. INCLUSION CRITERIA This scoping review will consider articles that study students, faculty, administration, staff, graduates, and programs in any chiropractic education setting, including graduate, clinical, postgraduate, and specialty training, in any country. Articles on non-educational topics or clinical research will be excluded. METHODS This review will follow the JBI scoping review methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). The databases to be searched include PubMed, Scopus, CINAHL, Index to Chiropractic Literature, Biblioteca Virtual em Saúde, and Educational Resources Information Center, from their inception. All languages will be considered. Two reviewers will independently screen records using predefined eligibility criteria and extract data using tables. Data extracted from eligible articles will include study design, participants, region, and topics. The results will be presented in a narrative summary, with data presented in tabular and diagrammatic formats. REVIEW REGISTRATION Open Science Framework https://osf.io/9b3ap.
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Affiliation(s)
- Claire D Johnson
- Journals Department, National University of Health Sciences, Lombard, IL, United States
| | - Bart N Green
- Journals Department, National University of Health Sciences, Lombard, IL, United States
| | - Ilija Arar
- Department of Foundational Sciences, Northeast College of Health Sciences, Seneca Falls, NY, United States
| | - Weston Holzinger
- Doctor of Chiropractic Department, Logan University, Chesterfield, MO, United States
| | - Carolina Kolberg
- Director of Academic, Educational and Scientific Affairs of the Brazilian Chiropractic Association, Novo Hamburgo, Brazil
| | - Sharné Naidoo
- Department of Chiropractic, Faculty of Health Sciences, University of Johannesburg, Auckland Park, Johannesburg, South Africa
| | - Gregory J Snow
- Academic Affairs/President's Office, Palmer College of Chiropractic West, San Jose, CA, United States
| | - Yi Kai Wong
- Chiropractic Program, International Medical University, Kuala Lumpur, Malaysia
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Jin R, Addison S, Kitchin V, Golden DW, Tam V, Ingledew PA. Assessing the Landscape in Medical Education Literature in Medical Oncology: A Scoping Review. JCO Oncol Pract 2024; 20:558-565. [PMID: 38315938 DOI: 10.1200/op.23.00711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Accepted: 12/29/2023] [Indexed: 02/07/2024] Open
Abstract
PURPOSE Medical oncology and medical education (ME) have both expanded exponentially over the past 50 years; thus, it is important to understand the current status of postgraduate medical oncology education and develop ways to advance this field. This study undertakes a scoping review of ME literature in medical oncology to inform future scholarship in this area. METHODS MEDLINE, Embase, ERIC, and Web of Science were searched to find peer-reviewed English language articles on postgraduate ME in medical oncology published from 2009 to 2020. Established scoping review methodologies were used in study design; articles were classified by specialty, learner training level, region of authorship, institution type, year of publication, journal type, study methodology, and research topic. Curriculum intervention, scholarship, and domain(s) of physician competency were also assessed. The results were interpreted using descriptive statistics and collated using predetermined conceptual frameworks. RESULTS A total of 2,959 references were initially found across four databases. After title and abstract screening, 305 articles remained; after full-text review, 144 articles were included in final analysis. Postgraduate medical oncology education research is increasing, with the majority of articles published in North America. Quantitative studies were most common, primarily survey approaches. For physician competencies, professionalism and medical expertise comprised the large majority of article focuses, whereas very few articles addressed leadership or health advocacy. Curriculum development, professional development, and communication skills were dominant research themes while no articles discussed teacher training. CONCLUSION Although areas such as professionalism and communication skills are well-studied, medical oncology ME research is lacking in leadership, health advocacy, and teacher training. This study provides valuable guidance for future ME research in medical oncology and establishes a benchmark to examine changes in educational scholarship over time.
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Affiliation(s)
- Ruijia Jin
- Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada
| | - Sean Addison
- Department of Medical Oncology, BC Cancer, Victoria, BC, Canada
| | | | - Daniel W Golden
- Department of Radiation Oncology, University of Chicago, Faculty of Medicine, Chicago, IL
- University of Chicago Medicine Comprehensive Cancer Center at Silver Cross Hospital, New Lenox, IL
| | - Vincent Tam
- Department of Oncology, University of Calgary, Calgary, AB, Canada
- Department of Medical Oncology, Tom Baker Cancer Centre, Calgary, AB, Canada
| | - Paris-Ann Ingledew
- Department of Surgery, Division of Radiation Oncology, University of British Columbia, Faculty of Medicine, Vancouver, BC, Canada
- Department of Radiation Oncology, BC Cancer, Vancouver, BC, Canada
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Vestergaard SK, Bjerre-Christensen U, Morcke AM, Risor T. Surrendering to the Process: Innovation in Developing CPD for General Practice. JOURNAL OF CME 2023; 12:2164141. [PMID: 36969490 PMCID: PMC10031773 DOI: 10.1080/28338073.2022.2164141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
In CME/CPD, a significant part of research is about effectiveness. Attention to the development process can be vital to understand how it impacts progress and results. This study aims to explore an innovative process of applying a combined approach using design-based research, collaborative innovation, and program theory to develop CPD about type 2 diabetes for GPs and clinic nurses with a group of interprofessional stakeholders. In particular, the development process of the combined approach and how it impacts the progress and the activities. We applied two qualitative methods. First, we analysed 159 documents from the development process, and second, eight semi-structured key informant interviews. Data were deductively analysed using 15 predefined elements derived from the combined approach combined with open coding analyses. The analysis showed how the combined approach structured the process. And the interviews broadened our understanding of the relationship between the process and the activities. Four additional themes were constructed from the open coding, including surrender to the process. Surrendering was a central part of the interviewees' participation in the process. The combined approach facilitated this unfamiliar experience of surrender. By supporting participants to surrender, the combined approach enabled an expansion of interprofessional collaboration and the development of innovative activities and learning methods in CPD on type 2 diabetes.
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Affiliation(s)
- Stense Kromann Vestergaard
- Section of Education, Steno Diabetes Center Copenhagen, Capital Region of Copenhagen, Herlev, Denmark
- Section of General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Copenhagen, Denmark
| | - Ulla Bjerre-Christensen
- Section of Education, Steno Diabetes Center Copenhagen, Capital Region of Copenhagen, Herlev, Denmark
| | - Anne Mette Morcke
- Centre for Educational Development, Aarhus University, Aarhus, Denmark
| | - Torsten Risor
- Section of General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Copenhagen, Denmark
- Research Unit for General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Copenhagen, Denmark
- Department of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
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Ohta R, Sano C. Enhancing the Comprehensive Integration of General Medicine Education in Rural Japan: A Thematic Analysis. Cureus 2023; 15:e50874. [PMID: 38249198 PMCID: PMC10799234 DOI: 10.7759/cureus.50874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/20/2023] [Indexed: 01/23/2024] Open
Abstract
Introduction The dynamism inherent in general medicine, particularly since its recognition as a distinct specialty in 2019, necessitates constant revision and refinement of the curriculum. As general medicine programs proliferate throughout Japan, understanding the revision processes, especially concerning the pivotal concept of lateral integrations, becomes critical. Lateral integrations, which pertain to the interconnectedness between learning contents and contexts, ensure a cohesive learning experience for medical students. In this study, we sought to explore the intricacies and experiences of revising these integrations within the general medicine curriculum. Methods A qualitative thematic analysis rooted in relativist ontology and constructivist epistemology was conducted. The research was carried out at the Unnan City Hospital, Shimane Prefecture, focusing on trainees transitioning between diverse medical settings. Semi-structured interviews were employed to gauge perceptions regarding these transitions, and thematic analysis was used to interpret the data. Reflexivity was ensured by the diverse expertise of the research team, with rigorous discussions to mitigate biases. Results The following four themes emerged from the analysis: (1) confusion due to the transition from acute to chronic clinical settings, with trainees feeling overwhelmed and resistant to focus solely on chronic care; (2) monotony due to the loss of some clinical experiences, indicating challenges in maintaining motivation after transitioning to clinics; (3) disconnection between learning contexts, where participants desired stronger links to their primary training hospitals; and (4) anxiety as community leaders, highlighting the need for instilling leadership skills and a deeper understanding of diverse community healthcare professions. Conclusion This study shed light on the tangible challenges faced by general medicine trainees during transitions between different learning environments. These insights are valuable for educators in refining curriculum structures, ensuring smooth transitions, and enhancing lateral integrations. Addressing these challenges will bolster the quality and relevance of general medicine education in Japan, fostering the creation of adaptable, well-rounded physicians who are attuned to the multifaceted needs of their communities.
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Affiliation(s)
| | - Chiaki Sano
- Community Medicine Management, Shimane University Faculty of Medicine, Izumo, JPN
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Perez A, Green J, Moharrami M, Gianoni-Capenakas S, Kebbe M, Ganatra S, Ball G, Sharmin N. Active learning in undergraduate classroom dental education- a scoping review. PLoS One 2023; 18:e0293206. [PMID: 37883431 PMCID: PMC10602256 DOI: 10.1371/journal.pone.0293206] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/07/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. METHODS The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. RESULTS In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. CONCLUSION Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.
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Affiliation(s)
- Arnaldo Perez
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | | | - Silvia Gianoni-Capenakas
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Kebbe
- Faculty of Kinesiology, University of New Brunswick, Fredericton, New Brunswick, Canada
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Geoff Ball
- Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Nazlee Sharmin
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Ohta R, Katsube T, Sano C. Importance of Inclusive Education in General Medicine Through the Perception of Medical Trainees: A Thematic Analysis. Cureus 2023; 15:e47585. [PMID: 38021937 PMCID: PMC10666900 DOI: 10.7759/cureus.47585] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/24/2023] [Indexed: 12/01/2023] Open
Abstract
Background General medical education plays a pivotal role in ensuring holistic care in the context of rapidly aging populations. Japan's demographic trends underscore the significance of general medicine in elevating community care standards. Understanding and catering to the aspirations, perceptions, and ideals of medical students and residents can significantly augment the effectiveness of general medicine education. This research aimed to explore the perspectives of medical students on the ideal tenets of general medicine education in rural Japan. Method A qualitative approach was employed, focusing on medical students and residents with a keen interest in general medicine, all of whom underwent training at a rural-based Japanese hospital. Through semi-structured interviews, insightful data were garnered and subsequently subjected to a comprehensive thematic analysis. Results The thematic analysis unearthed three core themes: commitment of educators in valuing learner diversity, promotion and understanding of general medicine, and inclusivity and diversity in educational institutions. The first highlighted the centrality of educators' sincerity, emphasizing the importance of genuine, sustained interactions that foster mutual respect and collaborative learning. The second theme underscored the need to elucidate the intrinsic value and modern-day relevance of general medicine, emphasizing its deep roots in community-based practices and its continuity with long-standing medical traditions. The third theme spotlighted the crucial role of comprehensive medical education in fostering enriching dialogues, embracing varied learning experiences, and capitalizing on the distinctive strengths of educational institutions. Conclusion These findings underscore the pivotal shift required in pedagogical approaches to comprehensive medical education. A genuine collaborative educator-learner relationship, the reframing of general medicine's significance rooted in community welfare, and a strong emphasis on inclusivity and dialogue form the cornerstones of these insights. This study provides a touchstone for restructuring educational strategies, aiming for a more integrated, genuine, and encompassing framework that is particularly vital for the effective propagation of general medicine in regions such as Japan.
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Affiliation(s)
| | | | - Chiaki Sano
- Community Medicine Management, Faculty of Medicine, Shimane University, Izumo, JPN
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Arghittu A, Castiglia P, Dettori M. Family Medicine and Primary Healthcare: The Past, Present and Future. Healthcare (Basel) 2023; 11:2128. [PMID: 37570369 PMCID: PMC10418407 DOI: 10.3390/healthcare11152128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Revised: 07/24/2023] [Accepted: 07/25/2023] [Indexed: 08/13/2023] Open
Abstract
As defined by the World Health Organisation in the conference held in Alma Ata, Kazakhstan, in 1978, "Primary health care is essential health care based on practical, scientifically sound, and socially acceptable methods and technology made universally accessible to individuals and families in the community through their full participation and at a cost that the community and country can afford to maintain at every stage of their development in the spirit of self-reliance and self-determination" [...].
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Affiliation(s)
- Antonella Arghittu
- Department of Medicine, Surgery and Pharmacy, University of Sassari, 07100 Sassari, Italy; (A.A.); (P.C.)
| | - Paolo Castiglia
- Department of Medicine, Surgery and Pharmacy, University of Sassari, 07100 Sassari, Italy; (A.A.); (P.C.)
- University Hospital of Sassari, 07100 Sassari, Italy
| | - Marco Dettori
- Department of Medicine, Surgery and Pharmacy, University of Sassari, 07100 Sassari, Italy; (A.A.); (P.C.)
- University Hospital of Sassari, 07100 Sassari, Italy
- Department of Restorative, Pediatric and Preventive Dentistry, University of Bern, 3012 Bern, Switzerland
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Schumann Scheel L, Kjaer NK, Marnie C, Peters MDJ. Reflection in the training of general practitioners in clinical practice settings: a scoping review protocol. JBI Evid Synth 2023:02174543-990000000-00130. [PMID: 36727248 DOI: 10.11124/jbies-22-00210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
OBJECTIVE The objective of this scoping review is to explore formalized methods of reflection that are used in clinical settings in general practice when training medical students, postgraduate trainees, general practitioners, and family physicians. INTRODUCTION Medical professionals are increasingly required to demonstrate competency in their ability to reflect on clinical practice. To accommodate this, the teaching of reflection is common in medical programs; however, there is a lack of clarity in the literature on how reflection is taught. INCLUSION CRITERIA This review will seek evidence describing the tools and approaches to reflection used by medical students, postgraduate trainees, and other registered medical professionals in general practice. The review will also include any evidence from those who teach reflection in a general practice setting. Evidence regarding reflection in training programs for other medical specialties will not be considered for inclusion. METHODS This review will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), and the JBI methodology for scoping reviews. Databases to be searched will include MEDLINE (Ovid), Emcare (Ovid), Embase (Ovid), Web of Science, Scopus, and the Cochrane Database of Systematic Reviews. Extracted evidence will be presented using figurative, tabular, and accompanying narrative synthesis in line with the review questions. SCOPING REVIEW DETAILS Open Science Framework https://osf.io/uxw7d.
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Affiliation(s)
- Linda Schumann Scheel
- Danish Centre of Systematic Reviews: A JBI Centre of Excellence, University of Aalborg, Denmark
| | - Niels Kristian Kjaer
- The Faculty of Health Sciences, Department of Public Health, Research Unit of General Practice, University of Southern Denmark, Odense, Denmark
| | - Casey Marnie
- UniSA Clinical & Health Sciences, Rosemary Bryant AO Research Centre, University of South Australia, South Australia, Australia
| | - Micah D J Peters
- UniSA Clinical & Health Sciences, Rosemary Bryant AO Research Centre, University of South Australia, South Australia, Australia.,Adelaide Nursing School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, South Australia, Australia.,The Centre for Evidence-based Practice South Australia (CEPSA): A Joanna Briggs Institute Centre of Excellence
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Lingard L, Colquhoun H. The story behind the synthesis: writing an effective introduction to your scoping review. PERSPECTIVES ON MEDICAL EDUCATION 2022; 11:289-294. [PMID: 35960445 PMCID: PMC9582165 DOI: 10.1007/s40037-022-00719-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 06/09/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Lorelei Lingard
- Centre for Education Research & Innovation, and Department of Medicine, Schulich School of Medicine & Dentistry and Faculty of Education, Western University, London, Canada.
| | - Heather Colquhoun
- Department of Occupational Science & Occupational Therapy, University of Toronto, Toronto, Canada
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Sud A, Molska GR, Salamanca-Buentello F. Evaluations of Continuing Health Provider Education Focused on Opioid Prescribing: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:286-299. [PMID: 34074902 PMCID: PMC8781229 DOI: 10.1097/acm.0000000000004186] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Continuing health provider education (HPE) is an important intervention supported by health policy to counter the opioid epidemic; knowledge regarding appropriate program design and evaluation is lacking. The authors aim to provide a comprehensive understanding of evaluations of opioid-related continuing HPE programs and their appropriateness as interventions to improve population health. METHOD In January 2020, the authors conducted a systematic search of 7 databases, seeking studies of HPE programs on opioid analgesic prescribing and overdose prevention. Reviewers independently screened the titles and abstracts of all studies and then assessed the full texts of all studies potentially eligible for inclusion. The authors extracted a range of data using categories for evaluating complex programs: the use of theory, program purpose, inputs, activities, outputs, outcomes, and industry involvement. Results were reported in a narrative synthesis. RESULTS Thirty-nine reports on 32 distinct HPE programs met inclusion criteria. Of these 32, 31 (97%) were U.S./Canadian programs and 28 (88%) were reported after 2010. Measurements of changes in knowledge and confidence were common. Performance outcomes were less common and typically self-reported. Most studies (n = 27 [84%]) used concerns of opioid-related harms at the population health level to justify the educational intervention, but only 5 (16%) measured patient- or population-level outcomes directly related to the educational programs. Six programs (19%) had direct or indirect opioid manufacturer involvement. CONCLUSIONS Continuing HPE has been promoted as an important means of addressing population-level opioid-related harms by policymakers and educators, yet published evaluations of HPE programs focusing on opioid analgesics inadequately evaluate patient- or population-level outcomes. Instead, they primarily focus on self-reported performance outcomes. Conceptual models are needed to guide the development and evaluation of continuing HPE programs intended to have population health benefits.
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Affiliation(s)
- Abhimanyu Sud
- A. Sud is assistant professor, Department of Family and Community Medicine, University of Toronto, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0001-8354-6153
| | - Graziella R. Molska
- G.R. Molska was research coordinator, Bridgepoint Collaboratory for Research and Innovation, Lunenfeld-Tanenbaum Research Institute, Toronto, Ontario, Canada at the time this work was completed
| | - Fabio Salamanca-Buentello
- F. Salamanca-Buentello is a postdoctoral fellow, Bridgepoint Collaboratory for Research and Innovation, Lunenfeld-Tanenbaum Research Institute, Toronto, Ontario, Canada; ORCID: https://orcid.org/0000-0002-3666-7785
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Maggio LA, Larsen K, Thomas A, Costello JA, Artino AR. Scoping reviews in medical education: A scoping review. MEDICAL EDUCATION 2021; 55:689-700. [PMID: 33300124 PMCID: PMC8247025 DOI: 10.1111/medu.14431] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 11/19/2020] [Accepted: 12/04/2020] [Indexed: 05/12/2023]
Abstract
OBJECTIVES Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities. METHOD The authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA-ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review. RESULTS One hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA-ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal. CONCLUSIONS Scoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.
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Affiliation(s)
- Lauren A. Maggio
- Department of MedicineUniformed Services University of the Health SciencesBethesdaMDUSA
| | - Kelsey Larsen
- Department of Politics, Security, and International AffairsUniversity of Central FloridaOrlandoFLUSA
| | - Aliki Thomas
- School of Physical and Occupational TherapyInstitute of Health Sciences EducationFaculty of MedicineMcGill UniversityMontrealQCCanada
| | | | - Anthony R. Artino
- Department of Health, Human Function, and Rehabilitation SciencesThe George Washington University School of Medicine and Health SciencesWashingtonDCUSA
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Grierson L, Vanstone M. The rich potential for education research in family medicine and general practice. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:753-763. [PMID: 32986222 DOI: 10.1007/s10459-020-09994-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Accepted: 09/21/2020] [Indexed: 06/11/2023]
Abstract
Medical education is a rapidly growing field of research, incorporating diverse disciplinary perspectives to assist physician trainees in developing the complex skills needed for practice. Education science is happening in many medical specialties; however, Family Medicine or General Practice settings have not seen a proportional share of theory-driven education research. The limited nature of education research in Family Medicine is surprising, given that there are several aspects of general practice that make it a particularly unique and interesting context to study issues of general importance to medical education, and there is a particular need for education research to further the discipline of Family Medicine. It is important that the community of medical education researchers in Family Medicine have a strong understanding and perspective on the breadth and potential impact of their work, and what this means for the training that occurs within and for the discipline. This Reflection aims to inform strategic thinking, collaboration, and innovation in medical education research as it pertains to Family Medicine. It does so by discussing four hallmarks of Family Medicine practice and outlining their independent and interactive potential for medical education research.
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Affiliation(s)
- Lawrence Grierson
- Department of Family Medicine, McMaster University, 100 Main St. W, Hamilton, ON, L8P 1H6, USA.
- McMaster FHS Program for Education Research, Innovation, and Theory (MERIT), McMaster University, Hamilton, USA.
| | - Meredith Vanstone
- Department of Family Medicine, McMaster University, 100 Main St. W, Hamilton, ON, L8P 1H6, USA
- McMaster FHS Program for Education Research, Innovation, and Theory (MERIT), McMaster University, Hamilton, USA
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Thomas A, Lubarsky S, Varpio L, Durning SJ, Young ME. Scoping reviews in health professions education: challenges, considerations and lessons learned about epistemology and methodology. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2020; 25:989-1002. [PMID: 31768787 DOI: 10.1007/s10459-019-09932-2] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2019] [Accepted: 10/14/2019] [Indexed: 05/21/2023]
Abstract
Scoping reviews are increasingly used in health professions education to synthesize research and scholarship, and to report on the depth and breadth of the literature on a given topic. In this Perspective, we argue that the philosophical stance scholars adopt during the execution of a scoping review, including the meaning they attribute to fundamental concepts such as knowledge and evidence, influences how they gather, analyze, and interpret information obtained from a heterogeneous body of literature. We highlight the principles informing scoping reviews and outline how epistemology-the aspect of philosophy that "deals with questions involving the nature of knowledge, the justification of beliefs, and rationality"-should guide methodological considerations, toward the aim of ensuring the production of a high-quality review with defensible and appropriate conclusions. To contextualize our claims, we illustrate some of the methodological challenges we have personally encountered while executing a scoping review on clinical reasoning and reflect on how these challenges could have been reconciled through a broader understanding of the methodology's philosophical foundation. We conclude with a description of lessons we have learned that might usefully inform other scholars who are considering undertaking a scoping review in their own domains of inquiry.
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Affiliation(s)
- Aliki Thomas
- School of Physical and Occupational Therapy, McGill University, 3654 Sir William Osler, Room 45, Montreal, QC, H3G 1Y5, Canada.
- Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC, Canada.
- Institute of Health Sciences Education, McGill University, Montreal, QC, Canada.
| | - Stuart Lubarsky
- Institute of Health Sciences Education, McGill University, Montreal, QC, Canada
- Department of Neurology, Faculty of Medicine, Montreal, QC, Canada
| | - Lara Varpio
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Steven J Durning
- Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD, USA
| | - Meredith E Young
- Institute of Health Sciences Education, McGill University, Montreal, QC, Canada
- Department of Medicine, McGill University, Montreal, QC, Canada
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Monrouxe LV, Liu GRJ, Yau SY, Babovič M. A scoping review examining funding trends in health care professions education research from Taiwan (2006–2017). Nurs Outlook 2020; 68:417-429. [DOI: 10.1016/j.outlook.2020.02.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2019] [Revised: 02/23/2020] [Accepted: 02/23/2020] [Indexed: 12/14/2022]
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Zou C, Liao X. Transforming a medical curriculum development into an education research. Fam Med Community Health 2020; 7:e000214. [PMID: 32154798 PMCID: PMC6910758 DOI: 10.1136/fmch-2019-000214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2019] [Accepted: 07/31/2019] [Indexed: 02/05/2023] Open
Affiliation(s)
- Chuan Zou
- Department of General Medicine, Chengdu Fifth People's Hospital, Chengdu, China
| | - Xiaoyang Liao
- Department of General Medicine, Sichuan University West China Hospital, Chengdu, China
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Lee CH, Chen PJ, Lai HY, Lee CY, Fan KH, Tsang NM, Chang JTC. A scoping review of medical education research for residents in radiation oncology. BMC MEDICAL EDUCATION 2020; 20:13. [PMID: 31931783 PMCID: PMC6958614 DOI: 10.1186/s12909-020-1927-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2019] [Accepted: 01/06/2020] [Indexed: 05/10/2023]
Abstract
BACKGROUND Both medical education and radiation oncology have progressed significantly in the past decade, but a generalized overview of educational research for radiation oncology residents has not been produced. This study examines recent research trends in medical education for residents in radiation oncology through a scoping review. METHODS We conducted a scoping review of medical education research for residents in radiation oncology to survey the research trends. We used publications available on MEDLINE, PubMed, and Scopus to conduct this scoping review. RESULTS We screened 221 full-text articles, 146 of which met our inclusion criteria. These publications showed increased activity in medical education research for residents, most involving affiliations in the United States. We identified persistent interest in training-, contouring-, and technology-related issues. An increase in research related to career, treatment quality, and multidisciplinary training was also observed. However, no research about teacher training was identified. CONCLUSIONS This scoping review presents the trends in study interests among stakeholders of medical education research in radiation oncology. With an investigation of existing studies, this research identifies areas of high priority and a lack of studies about teacher training. This study provides potential future directions for medical education research for residents in radiation oncology.
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Affiliation(s)
- Ching-Hsin Lee
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Po-Jui Chen
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Hung-Yi Lai
- Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
- Department of Neurosurgery, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Ching-Yi Lee
- Chang Gung Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
- Department of Neurosurgery, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Kang-Hsing Fan
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Ngan-Ming Tsang
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
| | - Joseph Tung-Chieh Chang
- Department of Radiation Oncology, Proton and Radiation Therapy Center, Chang Gung Memorial Hospital at Linkou, No.5, Fuxing St., Guishan Dist, Taoyuan City, 333 Taiwan
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Armson H, Perrier L, Roder S, Shommu NS, Wakefield J, Shaw E, Zahorka S, Elmslie T, Lofft M. Assessing Unperceived Learning Needs in Continuing Medical Education for Primary Care Physicians: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2020; 40:257-267. [PMID: 33284177 DOI: 10.1097/ceh.0000000000000300] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
INTRODUCTION Assessing needs before developing continuing medical education/continuing professional development (CME/CPD) programs is a crucial step in the education process. A previous systematic literature review described a lack of objective evaluation for learning needs assessments in primary care physicians. This scoping review updates the literature on uses of objective evaluations to assess physicians' unperceived learning needs in CME/CPD. Identifying and understanding these approaches can inform the development of educational programs that are relevant to clinical practice and patient care. The study objectives were to (1) scope the literature since the last systematic review published in 1999; (2) conduct a comprehensive search for studies and reports that explore innovative tools and approaches to identify physicians' unperceived learning needs; (3) summarize, compare, and classify the identified approaches; and (4) map any gaps in the literature to identify future areas of research. METHODS A scoping review was used to "map" the literature on current knowledge regarding approaches to unperceived needs assessment using conceptual frameworks for planning and assessing CME/CPD activities. RESULTS Two prominent gaps were identified: (1) performance-based assessment strategies are highly recommended in nonresearch articles yet have low levels of implementation in published studies and (2) analysis of secondary data through patient input or environmental scanning is emphasized in grey literature implementation strategies more so than in peer-reviewed theoretical and research articles. DISCUSSION Future evaluations should continue to incorporate multiple strategies and focus on making unperceived needs assessments actionable by describing strategies for resource management.
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Affiliation(s)
- Heather Armson
- Dr. Armson: Assistant Dean, Continuing Medical Education and Professional Development and Professor, Department of Family Medicine, University of Calgary; Research Director, The Foundation for Medical Practice Education, McMaster University. Dr. Perrier: Research Data Management Librarian, University of Toronto Libraries, University of Toronto. Dr. Roder: Research Program Coordinator, The Foundation for Medical Practice Education, McMaster University. Dr. Shommu: Research Coordinator, Department of Medicine, Cumming School of Medicine, University of Calgary. Dr. Wakefield: Professor Emeritus, Department of Family Medicine, McMaster University; Senior Editor, Module Development, The Foundation for Medical Practice Education, McMaster University. Dr. Shaw: Professor; Associate Chair of Education, Department of Family Medicine; Director, Module Development, The Foundation for Medical Practice Education, McMaster University. Ms. Zahorka: Education Coordinator, The Foundation for Medical Practice Education, McMaster University. Dr. Elmslie: Professor Emeritus, Department of Family Medicine, University of Ottawa; Executive Director, The Foundation for Medical Practice Education, McMaster University. Ms. Lofft: Research Assistant, The Foundation for Medical Practice Education, McMaster University
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Thai TTN, Pham TT, Nguyen KT, Nguyen PM, Derese A. Can a family medicine rotation improve medical students' knowledge, skills and attitude towards primary care in Vietnam? A pre-test-post-test comparison and qualitative survey. Trop Med Int Health 2019; 25:264-275. [PMID: 31674702 DOI: 10.1111/tmi.13326] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
OBJECTIVES Well-designed studies on the impact of a family medicine rotation on medical students are rare, and very few studies include a qualitative component. This study aimed to determine the improvement of medical students' knowledge, communication skills and attitude towards primary care and explore their perceptions after rotations, in comparison with a control group. METHODS We used a mixed-methods design, comprising a pre-test-post-test comparison between a sample of trained students who took family medicine rotations and a control group and a qualitative survey. The measurement of improvement included (i) multiple choice question testing, (ii) objective structured checklist examinations, (iii) self-reporting and (iv) interviews and focus group discussions. Data were collected from August 2017 to June 2018. RESULTS There were 696 students in the trained group and 617 controls. The two groups' baseline scores in knowledge, communication skills and attitude were not significantly different. Knowledge covering five domains of family medicine (Pearson's r from 0.6 to 0.9) improved significantly, as did attitudes towards primary care in the trained group. There were no differences in communication and counselling skills between the two groups for four situations, but for two-health check-ups and mental health care-skills were significantly improved (Pearson's r from 0.28 to 0.43). The qualitative survey showed highly positive feedback from trained students. CONCLUSIONS The family medicine rotation significantly improved students' knowledge and attitude towards primary care and some communication skills. Further studies should investigate students' interest in and career choice for this discipline.
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Affiliation(s)
- Thuy T N Thai
- Department of Family Medicine, Faculty of Medicine, Can Tho University of Medicine and Pharmacy, Can Tho, Vietnam
| | - Tam T Pham
- Faculty of Public Health, Can Tho University of Medicine and Pharmacy, Can Tho, Vietnam
| | - Kien T Nguyen
- Faculty of Medicine, Can Tho University of Medicine and Pharmacy, Can Tho, Vietnam
| | - Phuong M Nguyen
- Faculty of Medicine, Can Tho University of Medicine and Pharmacy, Can Tho, Vietnam.,Skills Training Unit, Can Tho University of Medicine and Pharmacy, Can Tho, Vietnam
| | - Anselme Derese
- Department of Public Health and Primary Care, Ghent University, Ghent, Belgium
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Palermo C, King O, Brock T, Brown T, Crampton P, Hall H, Macaulay J, Morphet J, Mundy M, Oliaro L, Paynter S, Williams B, Wright C, E Rees C. Setting priorities for health education research: A mixed methods study. MEDICAL TEACHER 2019; 41:1029-1038. [PMID: 31141390 DOI: 10.1080/0142159x.2019.1612520] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Introduction: Identifying priority research topics that meet the needs of multiple stakeholders should maximize research investment. Aim: To identify priorities for health education research. Methods: A three-stage sequential mixed methods study was conducted. Priorities for health education research were identified through a qualitative survey with 104 students, patients, academics, and clinicians across five health sciences and 12 professions (stage 1). These findings were analyzed using framework analysis and transposed into a quantitative survey whereby 780 stakeholders rated and ranked the identified priorities. Descriptive statistics identified priorities, exploratory factor analysis grouped priorities and differences between stakeholders were determined using Mann-Whitney U tests (stage 2). Six individual or group interviews with 16 participants (stage 3) further explicated the results from previous stages. Results: Of 30 priorities identified, the top were: how best to ensure students develop the required skills for work; how to promote resiliency and well-being in students; and ensuring the curriculum prepares students for work. For the majority of priorities, no significant differences were found between different stakeholder groups. Conclusions: These findings will be used to inform health educational research strategy both locally and nationally. Further research should explore if setting priorities can be translated effectively into education research policy and practice.
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Affiliation(s)
- Claire Palermo
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
| | - Olivia King
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
| | - Tina Brock
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University , Parkville , VIC , Australia
| | - Ted Brown
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Occupational Therapy, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Paul Crampton
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Health Professions Education Unit, Hull York Medical School , York , UK
| | - Helen Hall
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Nursing and Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Janet Macaulay
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- School of Biomedical Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Julia Morphet
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Nursing and Midwifery, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Matthew Mundy
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- School of Psychological Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Louise Oliaro
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Social Work, Faculty of Medicine Nursing and Health Sciences, Monash University , Caulfield , VIC , Australia
| | - Sophie Paynter
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Physiotherapy, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Brett Williams
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine Nursing and Health Sciences, Monash University , Frankston , VIC , Australia
| | - Caroline Wright
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
- Department of Medical Imaging & Radiation Sciences, Faculty of Medicine Nursing and Health Sciences, Monash University , Clayton , VIC , Australia
| | - Charlotte E Rees
- Faculty of Medicine Nursing and Health Sciences, Monash Centre for Scholarship in Health Education, Monash University , Clayton , VIC , Australia
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Brown J, Bearman M, Kirby C, Molloy E, Colville D, Nestel D. Theory, a lost character? As presented in general practice education research papers. MEDICAL EDUCATION 2019; 53:443-457. [PMID: 30723929 DOI: 10.1111/medu.13793] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2018] [Revised: 10/17/2018] [Accepted: 11/19/2018] [Indexed: 05/17/2023]
Abstract
OBJECTIVES The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. METHODS This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. RESULTS A total of 23 papers were selected. Theories of 'reflective learning', 'communities of practice' and 'adult learning' were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper 'stories'. CONCLUSIONS Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.
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Affiliation(s)
- James Brown
- Monash Institute for Health and Clinical Education, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
- Eastern Victoria GP Training, Churchill, Victoria, Australia
| | - Margaret Bearman
- Centre for Research in Assessment and Digital Learning, Office of the Deputy Vice Chancellor (Education), Deakin University, Geelong, Victoria, Australia
| | - Catherine Kirby
- Eastern Victoria GP Training, Churchill, Victoria, Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Churchill, Victoria, Australia
| | - Elizabeth Molloy
- Department of Medical Education, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia
| | - Deborah Colville
- University Department of Medicine, Royal Melbourne Hospital, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia
| | - Debra Nestel
- Monash Institute for Health and Clinical Education, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Victoria, Australia
- Department of Surgery, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Victoria, Australia
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Lai HY, Chen MM, Chen CT, Chang TW, Lee ST, Lee CY. A Scoping Review of Medical Education Research in Neurosurgery. World Neurosurg 2019; 126:e1293-e1301. [PMID: 30898758 DOI: 10.1016/j.wneu.2019.03.080] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2019] [Revised: 03/07/2019] [Accepted: 03/08/2019] [Indexed: 11/27/2022]
Abstract
BACKGROUND Little is known about the state of medical education (ME) research in neurosurgery. As ME started to develop in neurosurgery in recent years, it is important to understand the current status and develop the theory for advancement in neurosurgery. The aim of this study was to undertake a scoping review of neurosurgery literature on ME research. METHODS MEDLINE, SCOPUS, and PubMed databases were searched. Inclusion criteria were full-text articles in English published from January 2006 to December 2017. Research aspects included country of publication, annual number of publications, journal types, type of participants, frequently researched topics, and research design. Search terms included neurosurgery, medical education, teaching, training, learning, and curriculum. RESULTS A total of 9863 references were found across 3 databases. After duplicate removal and further screening, 533 references remained for coding analysis. ME research activity in neurosurgery is increasing and commonly observed in Western countries. Identified articles were mostly quantitative, with curriculum, assessment (especially simulation), and teaching and learning being the most dominant research themes. CONCLUSIONS This study highlights the need for enhanced quantity and quality of ME research in neurosurgery. It identifies areas of highest priority and aspects to be improved and provides us with a rationale for future development in ME in neurosurgery. These findings reveal future education research direction and programmatic research areas, while also establishing a benchmark to assess changes in educational scholarship over time.
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Affiliation(s)
- Hung-Yi Lai
- Department of Neurosurgery, Chang-Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan; Chang Gung Medical Education Research Center, Taoyuan, Taiwan
| | - Mi-Mi Chen
- Chang Gung Medical Education Research Center, Taoyuan, Taiwan
| | - Chun-Ting Chen
- Department of Neurosurgery, Chang-Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Ting-Wei Chang
- Department of Neurosurgery, Chang-Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Shih-Tseng Lee
- Department of Neurosurgery, Chang-Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Ching-Yi Lee
- Department of Neurosurgery, Chang-Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan; Chang Gung Medical Education Research Center, Taoyuan, Taiwan.
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Abstract
Several HIV testing models have been implemented in sub-Saharan Africa (SSA) to improve access to HIV testing, but uptake remains poor. HIV Self-Testing (HIVST) is now available, and may serve to overcome barriers of current testing models which include stigma, discrimination and non-confidential testing environments. A scoping study was conducted to provide an overview of the current literature in SSA, as well as identify future research needs to scale-up HIVST and increase HIV testing uptake. The outcome of the review indicated only 11 reported studies to date, showing variable acceptability (22.3-94%) of HIVST, with acceptability of HIVST higher among men than women in SSA. We conclude that research around HIVST in SSA is still in its infancy, and further implementation research and interventions are required to improve acceptability of HIVST among diverse study populations, failing which policy adoption and scale-up may be hindered.
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Hayes V, Bing-You R, Varaklis K, Trowbridge R, Kemp H, McKelvy D. The research contributions of predominantly North American Family Medicine educators to medical learner feedback: a descriptive analysis following a scoping review. EDUCATION FOR PRIMARY CARE 2018; 29:144-150. [PMID: 29366382 DOI: 10.1080/14739879.2018.1424566] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
BACKGROUND AND OBJECTIVES In 2016, we performed a scoping review as a means of mapping what is known in the literature about feedback to medical learners. In this descriptive analysis, we explore a subset of the results to assess the contributions of predominantly North American family medicine educators to the feedback literature. METHODS Nineteen articles extracted from our original scoping review plus six articles identified from an additional search of the journal Family Medicine are described in-depth. RESULTS The proportion of articles involving family medicine educators identified in our scoping review is small (n=19/650, 3%) and the total remains low (25) after including additional articles (n=6) from a Family Medicine search. They encompass a broad range of feedback methods and content areas. They primarily originated in the United States (n=19) and Canada (n=3) within Family Medicine Departments (n=20) and encompass a variety of scientific and educational research methodologies. CONCLUSIONS The contributions of predominantly North American Family Medicine educators to the literature on feedback to learners are sparse in number and employ a variety of focus areas and methodological approaches. More studies are needed to assess for areas of education research where family physicians could make valuable contributions.
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Pfarrwaller E, Audétat MC, Sommer J, Maisonneuve H, Bischoff T, Nendaz M, Baroffio A, Junod Perron N, Haller DM. An Expanded Conceptual Framework of Medical Students' Primary Care Career Choice. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:1536-1542. [PMID: 28379931 DOI: 10.1097/acm.0000000000001676] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
In many countries, the number of graduating medical students pursuing a primary care career does not meet demand. These countries face primary care physician shortages. Students' career choices have been widely studied, yet many aspects of this process remain unclear. Conceptual models are useful to plan research and educational interventions in such complex systems.The authors developed a framework of primary care career choice in undergraduate medical education, which expands on previously published models. They used a group-based, iterative approach to find the best way to represent the vast array of influences identified in previous studies, including in a recent systematic review of the literature on interventions to increase the proportion of students choosing a primary care career. In their framework, students enter medical school with their personal characteristics and initial interest in primary care. They complete a process of career decision making, which is subject to multiple interacting influences, both within and outside medical school, throughout their medical education. These influences are stratified into four systems-microsystem, mesosystem, exosystem, and macrosystem-which represent different levels of interaction with students' career choices.This expanded framework provides an updated model to help understand the multiple factors that influence medical students' career choices. It offers a guide for the development of new interventions to increase the proportion of students choosing primary care careers and for further research to better understand the variety of processes involved in this decision.
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Affiliation(s)
- Eva Pfarrwaller
- E. Pfarrwaller is lecturer, Primary Care Unit, Faculty of Medicine, University of Geneva, Geneva, Switzerland. M.-C. Audétat is senior lecturer, Primary Care Unit and Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland. J. Sommer is professor of primary care medicine and head, Primary Care Unit, Faculty of Medicine, University of Geneva, Geneva, Switzerland. H. Maisonneuve is primary care physician and senior lecturer, Primary Care Unit, Faculty of Medicine, University of Geneva, Geneva, Switzerland. T. Bischoff is professor of primary care medicine and former head, Institute of General Practice, University of Lausanne, Lausanne, Switzerland. M. Nendaz is professor of internal medicine and medical education, Unit of Development and Research in Medical Education and General Internal Medicine Service, Faculty of Medicine, University of Geneva, Geneva, Switzerland. A. Baroffio is professor of medical education, Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland. N. Junod Perron is primary care physician and senior lecturer, Division of Primary Care Medicine, Geneva University Hospitals, and Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland. D.M. Haller is primary care physician and senior lecturer, Primary Care Unit, Faculty of Medicine, University of Geneva, Geneva, Switzerland, and clinical associate professor, Department of General Practice, University of Melbourne, Melbourne, Australia
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25
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Webster F, Bremner S, Oosenbrug E, Durant S, McCartney CJ, Katz J. From Opiophobia to Overprescribing: A Critical Scoping Review of Medical Education Training for Chronic Pain. PAIN MEDICINE (MALDEN, MASS.) 2017; 18:1467-1475. [PMID: 28371881 PMCID: PMC5914373 DOI: 10.1093/pm/pnw352] [Citation(s) in RCA: 46] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
BACKGROUND Chronic pain is a significant health problem strongly associated with a wide range of physical and mental health problems, including addiction. The widespread prevalence of pain and the increasing rate of opioid prescriptions have led to a focus on how physicians are educated about chronic pain. This critical scoping review describes the current literature in this important area, identifying gaps and suggesting avenues for further research starting from patients' standpoint. METHODS A search of the ERIC, MEDLINE, and Social Sciences Abstracts databases, as well as 10 journals related to medical education, was conducted to identify studies of the training of medical students, residents, and fellows in chronic noncancer pain. RESULTS The database and hand-searches identified 545 articles; of these, 39 articles met inclusion criteria and underwent full review. Findings were classified into four inter-related themes. We found that managing chronic pain has been described as stressful by trainees, but few studies have investigated implications for their well-being or ability to provide empathetic care. Even fewer studies have investigated how educational strategies impact patient care. We also note that the literature generally focuses on opioids and gives less attention to education in nonpharmacological approaches as well as nonopioid medications. DISCUSSION The findings highlight significant discrepancies between the prevalence of chronic pain in society and the low priority assigned to educating future physicians about the complexities of pain and the social context of those afflicted. This suggests the need for better pain education as well as attention to the "hidden curriculum."
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Affiliation(s)
- Fiona Webster
- Institute of Health Policy Management and Evaluation and Wilson Centre for Education Research, University of Toronto, Toronto, ON, Canada
| | - Samantha Bremner
- Michael G. DeGroote School of Medicine, McMaster University, Hamilton, ON, Canada
| | - Eric Oosenbrug
- Department of Psychology, York University, Toronto, ON, Canada
| | - Steve Durant
- Institute of Health Policy Management and Evaluation and Wilson Centre for Education Research, University of Toronto, Toronto, ON, Canada
| | | | - Joel Katz
- Department of Anesthesiology, University of Ottawa, Ottawa, ON, Canada
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Varpio L, Meyer H. A Lesson From the Qualitative Rip Out Series: Let Go of Expectations for Universally Applicable "Gold Standards" for Qualitative Research. J Grad Med Educ 2017; 9:154-156. [PMID: 28439344 PMCID: PMC5398128 DOI: 10.4300/jgme-d-17-00014.1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
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Thomas A, Lubarsky S, Durning SJ, Young ME. Knowledge Syntheses in Medical Education: Demystifying Scoping Reviews. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2017; 92:161-166. [PMID: 27782918 DOI: 10.1097/acm.0000000000001452] [Citation(s) in RCA: 99] [Impact Index Per Article: 14.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
An unprecedented rise in health professions education (HPE) research has led to increasing attention and interest in knowledge syntheses. There are many different types of knowledge syntheses in common use, including systematic reviews, meta-ethnography, rapid reviews, narrative reviews, and realist reviews. In this Perspective, the authors examine the nature, purpose, value, and appropriate use of one particular method: scoping reviews. Scoping reviews are iterative and flexible and can serve multiple main purposes: to examine the extent, range, and nature of research activity in a given field; to determine the value and appropriateness of undertaking a full systematic review; to summarize and disseminate research findings; and to identify research gaps in the existing literature. Despite the advantages of this methodology, there are concerns that it is a less rigorous and defensible means to synthesize HPE literature. Drawing from published research and from their collective experience with this methodology, the authors present a brief description of scoping reviews, explore the advantages and disadvantages of scoping reviews in the context of HPE, and offer lessons learned and suggestions for colleagues who are considering conducting scoping reviews. Examples of published scoping reviews are provided to illustrate the steps involved in the methodology.
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Affiliation(s)
- Aliki Thomas
- A. Thomas is assistant professor, School of Physical and Occupational Therapy, and research scientist, Centre for Medical Education, Faculty of Medicine, McGill University, and Centre for Interdisciplinary Research in Rehabilitation, Montreal, Quebec, Canada. S. Lubarsky is assistant professor of neurology and core member, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada. S.J. Durning is professor of medicine and pathology, Uniformed Services University of the Heath Sciences, Bethesda, Maryland. M.E. Young is assistant professor, Department of Medicine, and research scientist, Centre for Medical Education, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
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Harpe SE. Design, analysis, and conclusions: Telling a consistent causal story. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:121-136. [PMID: 29180145 DOI: 10.1016/j.cptl.2016.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Revised: 09/11/2016] [Accepted: 09/13/2016] [Indexed: 06/07/2023]
Abstract
Pharmacy educators are dedicated to providing the best education to student pharmacists and post-graduate trainees. This involves developing and evaluating new educational approaches or activities, as well as working to understand better other factors that may affect student and program outcomes. Although we may not realize it, the idea of causality, or the presence of a cause-and-effect relationship, is embedded in much of what we do when engaging in pharmacy educational scholarship. Saying that an educational intervention is effective at improving test scores implies that the intervention caused the increase. Perhaps more subtly, a cause-and-effect relationship is implied when identifying poor interviewing skills as a factor that reduces the likelihood that a student will obtain a pharmacy practice residency. The extent to which causal claims can be made depends on appropriate study design and analysis. Similarly, the language used to present these claims is related to study design and analysis. Unfortunately, study designs used when evaluating educational approaches do not always align with the language used to report the results. This review provides a brief overview of current thinking related to causal inference. The role of study design and analysis in causal inference is also discussed along with recommendations for study design and analysis to facilitate making appropriate causal claims. After reading this article, readers should be able to select a study design that best aligns with their particular research question and report their findings in ways that are faithful to the strengths of the study design.
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Affiliation(s)
- Spencer E Harpe
- Midwestern University Chicago College of Pharmacy, Downers Grove, IL.
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