A Scoping Review on adaptations of clinical education for medical students during COVID-19

Abstract Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

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The impact of death and dying on the personhood of medical students: a systematic scoping review

BMC Medical Education ◽

10.1186/s12909-020-02411-y ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Chong Yao Ho ◽

Cheryl Shumin Kow ◽

Chin Howe Joshua Chia ◽

Jia Ying Low ◽

Yong Hao Melvin Lai ◽

...

Keyword(s):

Medical Students ◽

Scoping Review ◽

Death And Dying ◽

Support Mechanism ◽

Resource Limited ◽

Dying Patients ◽

Concurrent Use ◽

Effective Training ◽

Longitudinal Support ◽

The Impact

Abstract Background The re-introduction of medical students into healthcare systems struggling with the COVID-19 pandemic raises concerns as to whether they will be supported when confronted with death and dying patients in resource-limited settings and with reduced support from senior clinicians. Better understanding of how medical students respond to death and dying will inform educationalists and clinicians on how to best support them. Methods We adopt Krishna’s Systematic Evidence Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on the impact of death and dying on medical students. This structured search process and concurrent use of thematic and directed content analysis of data from six databases (Split Approach) enhances the transparency and reproducibility of this review. Results Seven thousand six hundred nineteen were identified, 149 articles reviewed and 52 articles included. The Split Approach revealed similar themes and categories that correspond to the Innate, Individual, Relational and Societal domains in the Ring Theory of Personhood. Conclusion Facing death and dying amongst their patients affect how medical students envisage their personhood. This underlines the need for timely, holistic and longitudinal support systems to ensure that problems faced are addressed early. To do so, there must be effective training and a structured support mechanism.

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Interprofessional initiatives between the human health professions and veterinary medical students: a scoping review

Journal of Interprofessional Care ◽

10.3109/13561820.2014.895979 ◽

2014 ◽

Vol 28 (4) ◽

pp. 323-330 ◽

Cited By ~ 10

Author(s):

Molly Courtenay ◽

Pat Conrad ◽

Michael Wilkes ◽

Roberto La Ragione ◽

Noel Fitzpatrick

Keyword(s):

Medical Students ◽

Human Health ◽

Scoping Review ◽

Health Professions ◽

Veterinary Medical Students

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Evaluation of the geriatric curriculum implemented at Shiraz University of Medical Sciences, Iran, since 2017: A qualitative study

F1000Research ◽

10.12688/f1000research.16040.2 ◽

2019 ◽

Vol 8 ◽

pp. 417 ◽

Cited By ~ 1

Author(s):

Faezeh Jaafari ◽

Somayeh Delavari ◽

Leila Bazrafkan

Keyword(s):

Medical Students ◽

Clinical Education ◽

Group Discussion ◽

Geriatric Medicine ◽

General Medicine ◽

Ambulatory Setting ◽

Field Observations ◽

Medical Sciences ◽

Structured Interviews ◽

The University

Background: Recently, there has been an increase in life expectancy due to improvements in nutrition, health, and sanitation. The aim of this study was to evaluate the geriatric curriculum in the field of general medicine at Shiraz University of Medical Sciences (SUMS), Iran to improve the quality of services provided to this population in the community. Methods: This was a qualitative study. Six educational hospitals and ambulatory centers of Shiraz University of Medical Sciences participated in this study. Within these centers, 15 medical education faculty members and educational experts, 6 medical students, 6 elderly patients and 6 nurses working in the university related to the geriatric field were selected using purposive sampling. Data were gathered through semi-structured interviews, focus group discussion and field observations in the teaching hospital and ambulatory setting of SUMS from June 2017 to May 2018. Based on the qualitative research, the data underwent conventional content analysis and the main themes were developed from this. Results: Three main themes were extracted from the data: effective clinical education, geriatrics curriculum challenges and promotion strategies for geriatric medicine. Subcategories that emerged were a competent curriculum teacher, a challenging program, management of resources, promotion of the program, and the revision required in the curriculum, which were related to other concepts and described in the real-world situation of the geriatric curriculum in the university, as observed in field observations. Conclusions: This study identified three concepts as main themes that can be used to explain how to implement a geriatric curriculum in a medical university. The main contributing factor to different views of the participants was identified as the revision required to the curriculum for integrative care in a geriatric patient. This should be taken into consideration while planning any programs and decisions aimed at education of medical students on this topic.

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Quantitative Influence and Performance Analysis of VR Laparoscopic Surgical Training System

10.21203/rs.3.rs-462363/v1 ◽

2021 ◽

Author(s):

Peng Yu ◽

Junjun Pan ◽

Zhaoxue Wang ◽

Yang Shen ◽

Jialun Li ◽

...

Keyword(s):

Medical Students ◽

Performance Analysis ◽

Cognitive Load ◽

Surgical Training ◽

Clinical Education ◽

Training System ◽

Physiological Data ◽

Flow Experience ◽

And Performance ◽

Quantitative Influence

Abstract Background VR surgery training becomes a trend in clinical education. Many research papers validate the effectiveness of VR based surgical simulators in training surgeons. However, most existing papers employ subjective methods to study the residents’ surgical skills improvement. Few of them investigates how to substantially improve the surgery skills on speciﬁc dimensions.Methods In this paper, we resort to physiological approaches to objectively research quantitative inﬂuence and performance analysis of VR laparoscopic surgical training system for medical students. 41 participants were recruited from a pool of medical students. They conducted four pre and post experiments in the training box. In the middle of pre and post experiments, they were trained on VR laparoscopic surgery simulators (VRLS). When conducting pre and post experiments, their operation process and physiological data (heart rate and electroencephalogram) are recorded. Their performance is graded by senior surgeons using newly designed hybrid standards for fundamental tasks and GOALS standards for colon resection tasks. Finally, the participants were required to ﬁll the questionnaires about their cognitive load and ﬂow experience.Results The results show that the VRLS could highly improve medical students' performance (p < 0.01) especially in depth perception and enable the participants to obtain flow experience with a lower cognitive load.Conclusion The performance of participants is negatively correlated with cognitive load through quantitatively physiological analysis. This might provide a new way of assessing skill acquirement.

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Interprofessional communication (IPC) for medical students: a scoping review

BMC Medical Education ◽

10.1186/s12909-020-02296-x ◽

2020 ◽

Vol 20 (1) ◽

Cited By ~ 1

Author(s):

Chermaine Bok ◽

Cheng Han Ng ◽

Jeffery Wei Heng Koh ◽

Zhi Hao Ong ◽

Haziratul Zakirah Binte Ghazali ◽

...

Keyword(s):

Content Analysis ◽

Medical Students ◽

Scoping Review ◽

Full Text ◽

Healthcare Professionals ◽

Medical Schools ◽

Training Process ◽

Interprofessional Communication ◽

Competency Based ◽

Evidenced Based

Abstract Background Effective Interprofessional Communication (IPC) between healthcare professionals enhances teamwork and improves patient care. Yet IPC training remains poorly structured in medical schools. To address this gap, a scoping review is proposed to study current IPC training approaches in medical schools. Methods Krishna’s Systematic Evidence Based Approach (SEBA) was used to guide a scoping review of IPC training for medical students published between 1 January 2000 to 31 December 2018 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus and PsycINFO. The data accrued was independently analysed using thematic and content analysis to enhance the reproducibility and transparency of this SEBA guided review. Results 17,809 titles and abstracts were found, 250 full-text articles were reviewed and 73 full text articles were included. Directed Content analysis revealed 4 categories corresponding to the levels of the Miller’s Pyramid whilst thematic analysis revealed 5 themes including the indications, stages of trainings and evaluations, content, challenges and outcomes of IPC training. Many longitudinal programs were designed around the levels of Miller’s Pyramid. Conclusion IPC training is a stage-wise, competency-based learning process that pivots on a learner-centric spiralled curriculum. Progress from one stage to the next requires attainment of the particular competencies within each stage of the training process. Whilst further studies into the dynamics of IPC interactions, assessment methods and structuring of these programs are required, we forward an evidenced based framework to guide design of future IPC programs.

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Clinical Education and the Computer: A Proposed Model for Computer-Aided Learning in the Medical Curriculum

Australasian Psychiatry ◽

10.3109/10398569709082087 ◽

1997 ◽

Vol 5 (1) ◽

pp. 19-22 ◽

Cited By ~ 1

Author(s):

Tim J. Lambert ◽

Kenneth C. Kirkby ◽

John C. Dunn

Keyword(s):

Medical Students ◽

Teaching Strategies ◽

Clinical Education ◽

Interactive Multimedia ◽

Medical Curriculum ◽

Undergraduate Medical Students ◽

Proposed Model ◽

Computer Aided ◽

Computer Aided Learning

The aim of this paper is to examine the proposition that computer-aided learning (CAL), which utilises interactive multimedia-based teaching strategies, positively enhances the acquisition of selected clinical recognition skills by undergraduate medical students.

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The status of ward-based clinical education: the medical students’ opinion

Advances in Medical Education and Practice ◽

10.2147/amep.s120443 ◽

2016 ◽

Vol Volume 7 ◽

pp. 571-573 ◽

Cited By ~ 1

Author(s):

Farzana Begum ◽

Farah Jaffar ◽

Doaa Kerwat ◽

Salma Marouf ◽

Hiral Rana ◽

...

Keyword(s):

Medical Students ◽

Clinical Education ◽

The Status

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Understanding the impact of academic difficulties among medical students: A scoping review

Medical Education ◽

10.1111/medu.14624 ◽

2021 ◽

Author(s):

David Kirtchuk ◽

Geoffrey Wells ◽

Tom Levett ◽

Clare Castledine ◽

Richard Visser

Keyword(s):

Medical Students ◽

Scoping Review ◽

Academic Difficulties ◽

The Impact

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The Effectiveness of Bioskills Training for Simulated Open Lumbar Laminectomy

Global Spine Journal ◽

10.1177/2192568217703337 ◽

2017 ◽

Vol 7 (8) ◽

pp. 794-800 ◽

Cited By ~ 8

Author(s):

Barrett S. Boody ◽

Brett D. Rosenthal ◽

Tyler J. Jenkins ◽

Alpesh A. Patel ◽

Jason W. Savage ◽

...

Keyword(s):

Medical Students ◽

Clinical Education ◽

Medical Center ◽

Academic Medical Center ◽

Intervention Group ◽

Training Session ◽

Senior Resident ◽

Control Group ◽

Junior Resident ◽

Training Module

Study Design: Randomized, prospective study within an orthopedic surgery resident program at a large urban academic medical center. Objectives: To develop an inexpensive, user-friendly, and reproducible lumbar laminectomy bioskills training module and evaluation protocol that can be readily implemented into residency training programs to augment the clinical education of orthopedic and neurosurgical physicians-in-training. Methods: Twenty participants comprising senior medical students and orthopedic surgical residents. Participants were randomized to control (n = 9) or intervention (n = 11) groups controlling for level of experience (medical students, junior resident, or senior resident). The intervention group underwent a 40-minute bioskills training module, while the control group spent the same time with self-directed study. Pre- and posttest performance was self-reported by each participant (Physician Performance Diagnostic Inventory Scale [PPDIS]). Objective outcome scores were obtained from a blinded fellowship-trained attending orthopedic spine surgeon using Objective Structured Assessment of Technical Skills (OSATS) and Objective Decompression Score metrics. Results: When compared with the control group, the intervention group yielded a significant mean improvement in OSATS ( P = .022) and PPDIS ( P = .0001) scores. The Objective Decompression Scores improved in the intervention group with a trend toward significance ( P = .058). Conclusions: We conclude that a concise lumbar laminectomy bioskills training session can be a useful educational tool for to augment clinical education. Although no direct clinical correlation can be concluded from this study, the improvement in trainee’s technical and procedural skills suggests that Sawbones training modules can be an efficient and effective tool for teaching fundamental spine surgical skills outside of the operating room.

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