scholarly journals Being there: protocol for a scoping review of the medical education literature on grief support training for medical professionals

BMJ Open ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. e022778 ◽  
Author(s):  
Sophie Soklaridis ◽  
Genevieve Ferguson ◽  
Sarah Bonato ◽  
Riley Saikaly ◽  
Pamela J Mosher
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Scoping Review ◽  
Continuing Professional Development ◽  
Academic Journal ◽  
Grief Support ◽  
Full Text Review ◽  
Being There ◽  
Grief Responses ◽  
Family Wellness

IntroductionMedical trainees and professionals do not perceive that they are adequately taught the skills to address issues of grief with their patients. Atypical grief responses can prolong suffering, interrupt normal activities and lead to increased morbidity and mortality. Grief training can help physicians cope with feelings about and responses to suffering, loss and death in a way that improves both physician and patient/family wellness. This scoping review will describe the current landscape of grief training worldwide in medical school and residency and in continuing professional development in the disciplines of paediatrics, family medicine and psychiatry. The ultimate goal is to help physicians support patients experiencing grief.Methods and analysisThe study design has been adapted from Arksey and O’Malley’s review methodology. We will work with an information specialist who will run searches in six multidisciplinary databases. To supplement the search, we will scan the reference lists of included studies. Two levels of screening will take place: a title and abstract review for articles that fit predefined criteria and a full-text review of articles that meet those criteria. To be included in the review, articles must report on grief training for medical residents and professionals in the fields of paediatrics, family medicine and psychiatry. Two investigators will review each article and extract data.Ethics and disseminationResearch ethics approval is not required for this review. We plan to share the findings through national and international medical education conferences and to publish the results in a peer-reviewed academic journal. We have the support of several directors of medical education at our institution who are interested in the growing focus on humanism in medical education as a way of decreasing burnout among medical students, residents and faculty.

scholarly journals Being there: A scoping review of grief support training in medical education

PLoS ONE ◽  
2019 ◽  
Vol 14 (11) ◽  
pp. e0224325 ◽  
Author(s):  
Laura Sikstrom ◽  
Riley Saikaly ◽  
Genevieve Ferguson ◽  
Pamela J. Mosher ◽  
Sarah Bonato ◽  
...  
Keyword(s):  
Medical Education ◽  
Scoping Review ◽  
Grief Support ◽  
Being There

scholarly journals Implementing Competency-Based Medical Education in Family Medicine: A Scoping Review on Residency Programs and Family Practices in Canada and the United States

2020 ◽  
Vol 52 (4) ◽  
pp. 246-254
Author(s):  
Craig Campbell ◽  
Paul Hendry ◽  
Dianne Delva ◽  
Natalia Danilovich ◽  
Simon Kitto
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Scoping Review ◽  
Continuing Professional Development ◽  
The United States ◽  
Competency Based Medical Education ◽  
The North ◽  
Online Databases ◽  
Competency Based ◽  
Pattern Of Implementation

BACKGROUND AND OBJECTIVES: While family medicine has been one of the first specialties to implement competency-based medical education (CBME) in residency, the nature and level of its integration with continuing professional development (CPD) is neither well understood nor well studied. The purpose of this review was to examine the current state of CBME implementation in family medicine residency and CPD programs in the North American education literature, with the aim of identifying implementation concepts and strategies that are generalizable to other medical settings to inform the design and implementation of residency training and CPD. METHODS: Using an Arksey and O’Malley six-step framework, we searched five online databases and the gray literature over the period between January 2000 through April 2017. We included full-text articles that focused on the key words CBME, residency, CPD, and family medicine. RESULTS: Of the articles reviewed, 37 met the inclusion criteria and were selected for full review. Eighty six percent of included articles focused on foundation elements related to designing competency-based curriculum and assessment strategies rather than program evaluation or other outcome measures. Only 19% of the articles were related to CPD that focused only on the implementation at the program and/or institution/organization levels. CONCLUSIONS: Given that the implementation of CBME is in its relative infancy, the pattern of implementation activities described in this scoping review reflected a limited focus on a broad range of issues related to fidelity of implementation of this complex intervention.

scholarly journals A scoping review of medical education research in family medicine

2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Fiona Webster ◽  
Paul Krueger ◽  
Heather MacDonald ◽  
Douglas Archibald ◽  
Deanna Telner ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Family Medicine ◽  
Scoping Review ◽  
Medical Education Research

scholarly journals Implementing Competency-Based Medical Education in Family Medicine: A Narrative Review of Current Trends in Assessment

2021 ◽  
Vol 53 (1) ◽  
pp. 9-22
Author(s):  
Natalia Danilovich ◽  
Simon Kitto ◽  
David W. Price ◽  
Craig Campbell ◽  
Amanda Hodgson ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Thematic Analysis ◽  
Evaluation Studies ◽  
Continuing Professional Development ◽  
Assessment Methods ◽  
Integrated System ◽  
Narrative Review ◽  
Competency Based Medical Education ◽  
Competency Based

Background and Objectives: The implementation of effective competency-based medical education (CBME) relies on building a coherent and integrated system of assessment across the continuum of training to practice. As such, the developmental progression of competencies must be assessed at all stages of the learning process, including continuing professional development (CPD). Yet, much of the recent discussion revolves mostly around residency programs. The purpose of this review is to synthesize the findings of studies spanning the last 2 decades that examined competency-based assessment methods used in family medicine residency and CPD, and to identify gaps in their current practices. Methods: We adopted a modified form of narrative review and searched five online databases and the gray literature for articles published between 2000 and 2020. Data analysis involved mixed methods including quantitative frequency analysis and qualitative thematic analysis. Results: Thirty-seven studies met inclusion criteria. Fourteen were formal evaluation studies that focused on the outcome and impact evaluation of assessment methods. Articles that focused on formative assessment were prevalent. The most common levels of educational outcomes were performance and competence. There were few studies on CBME assessment among practicing family physicians. Thematic analysis of the literature identified several challenges the family medicine educational community faces with CBME assessment. Conclusions: We recommend that those involved in health education systematically evaluate and publish their CBME activities, including assessment-related content and evaluations. The highlighted themes may offer insights into ways in which current CBME assessment practices might be improved to align with efforts to improve health care.’

52. Simulation based training improves resident competence in the performance of critical resuscitation procedures

2007 ◽  
Vol 30 (4) ◽  
pp. 56
Author(s):  
I. Rigby ◽  
I. Walker ◽  
T. Donnon ◽  
D. Howes ◽  
J. Lord
Keyword(s):  
Internal Medicine ◽  
Emergency Medicine ◽  
Medical Education ◽  
Family Medicine ◽  
Training Program ◽  
Correlation Coefficient ◽  
Training Programs ◽  
Self Assessment ◽  
Procedural Skills ◽  
Simulation Based

We sought to assess the impact of procedural skills simulation training on residents’ competence in performing critical resuscitation skills. Our study was a prospective, cross-sectional study of residents from three residency training programs (Family Medicine, Emergency Medicine and Internal Medicine) at the University of Calgary. Participants completed a survey measuring competence in the performance of the procedural skills required to manage hemodynamic instability. The study intervention was an 8 hour simulation based training program focused on resuscitation procedure psychomotor skill acquisition. Competence was criterion validated at the Right Internal Jugular Central Venous Catheter Insertion station by an expert observer using a standardized checklist (Observed Structured Clinical Examination (OSCE) format). At the completion of the simulation course participants repeated the self-assessment survey. Descriptive Statistics, Cronbach’s alpha, Pearson’s correlation coefficient and Paired Sample t-test statistical tools were applied to the analyze the data. Thirty-five of 37 residents (9 FRCPC Emergency Medicine, 4 CCFP-Emergency Medicine, 17 CCFP, and 5 Internal Medicine) completed both survey instruments and the eight hour course. Seventy-two percent of participants were PGY-1 or 2. Mean age was 30.7 years of age. Cronbach’s alpha for the survey instrument was 0.944. Pearson’s Correlation Coefficient was 0.69 (p < 0.001) for relationship between Expert Assessment and Self-Assessment. The mean improvement in competence score pre- to post-intervention was 6.77 (p < 0.01, 95% CI 5.23-8.32). Residents from a variety of training programs (Internal Medicine, Emergency Medicine and Family Medicine) demonstrated a statistically significant improvement in competence with critical resuscitation procedural skills following an intensive simulation based training program. Self-assessment of competence was validated using correlation data based on expert assessments. Dawson S. Procedural simulation: a primer. J Vasc Interv Radiol. 2006; 17(2.1):205-13. Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med. 2004; 11(11):1149-54. Ziv A, Wolpe PR, Small SD, Glick S. Simulation-based medical education: an ethical imperative. Acad Med. 2003; 78(8):783-8.

Small sided games: a scoping review of literature 2006-2016

2019 ◽  
Vol 41 (2) ◽  
pp. 5-31
Author(s):  
Shane Pill ◽  
Deboraha Agnew
Keyword(s):  
Empirical Research ◽  
Scoping Review ◽  
Selection Criteria ◽  
Physiological Responses ◽  
Training Effect ◽  
Review Of Literature ◽  
Academic Journal ◽  
Practice Activity ◽  
Thematic Approach ◽  
Determining Factor

This article reports the findings of a scoping review of the use of small-sided games (SSGs) as a teaching or coaching pedagogy across four game categories. The selection criteria included empirical research available online, published after January 1 2006 and prior to December 31, 2016, in an academic journal. The data were analysed through an inductive thematic approach which generated two themes: Development and Practical considerations. This review found that SSGs can be used as a deliberate pedagogy to elicit physiological responses for a training effect. Given that the variables associated with SSGs include pitch size, game intensity, and number of players, a key determining factor in the implementation of SSGs includes the objective of the practice activity.

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