scholarly journals COVID-19 impact on junior doctor education and training: a scoping review

2021 ◽  
pp. postgradmedj-2020-139575
Author(s):  
Marc Adam Seifman ◽  
Sibon K Fuzzard ◽  
Henry To ◽  
Debra Nestel
Keyword(s):  
Scoping Review ◽  
Medical Staff ◽  
Medical Training ◽  
Descriptive Analysis ◽  
Education And Training ◽  
Clinical Exposure ◽  
Training Requirements ◽  
Training Programmes ◽  
The Impact ◽  
And Training

COVID-19 has had a significant impact on healthcare resources and the medical workforce. Clinically-based medical education is the principal source of learning, and this has been profoundly impacted by restrictions due to COVID-19. It follows that junior medical staff and their education would be significantly impacted due to the altered volume and breadth of their clinical exposure. Some literature has been published regarding the impact to medical training during COVID-19. This study sought to review junior medical staff perceptions and their reported impact of the COVID-19 pandemic on their education and training.Nine databases (three Ovid MEDLINE databases, Embase, Web of Science, Scopus, Cumulative Index to Nursing and Allied Health Literature, Educational Resources Information Centre and PsychINFO) were searched for studies published in 1 January 2020 through 24 August 2020. Via a scoping review protocol, an iterative process was used to perform the identification, review and charting analysis of the reported outcomes and themes. Descriptive analysis was performed using quantitative and qualitative methods.Of the 25 343 sources identified, 32 were included in the review. There were studies published from nearly all continents, predominantly in surgical journals, with a wide spread of specialties. Themes identified included the current impact of the pandemic in relation to continuation of and modifications to training programmes, as well as the future impact due to training requirements and career progression.Junior medical staff report that the COVID-19 pandemic has had a significant impact on their education and training. Whether the changes imposed by the pandemic on education are temporary measures or permanent fixtures, and whether standards of competence may be impacted, is not yet known. This scoping review forms a basis for further investigation in the field.

The Impact of COVID-19 on dental education and training

Dental Update ◽  
2020 ◽  
Vol 47 (6) ◽  
pp. 527-528 ◽  
Author(s):  
Faye Doughty ◽  
Catherine Moshkun
Keyword(s):  
High Risk ◽  
Dental Care ◽  
Dental Education ◽  
Clinical Exposure ◽  
Close Proximity ◽  
Huge Impact ◽  
Training Programmes ◽  
The Uk ◽  
The Impact ◽  
And Training

COVID-19 has had a huge impact on dentistry. Dental care professionals work in close proximity with patients, they are therefore at high risk of contracting coronavirus. As of 25th March, all routine dentistry was postponed. The pandemic has led to clinic closures, university closures and postponement of exams and interviews. This has resulted in a deficit in clinical exposure for undergraduates and trainees. Changes in examination format have been implemented to prevent delays in course completions. The GDC have reassured that measures are being put in place to reduce the effect of COVID-19 on training. CPD/Clinical Relevance: This article aims to explore the impact of SARS-CoV-2 on dental education and dental training programmes in the UK.

scholarly journals The influence of staff training and education on prosthetic and orthotic service quality: A scoping review

2017 ◽  
Vol 42 (3) ◽  
pp. 258-264 ◽  
Author(s):  
Saeed Forghany ◽  
Ebrahim Sadeghi-Demneh ◽  
Ursula Trinler ◽  
Pornsuree Onmanee ◽  
Michael P Dillon ◽  
...  
Keyword(s):  
Service Quality ◽  
Scoping Review ◽  
Education And Training ◽  
Evidence Base ◽  
Training And Education ◽  
Negative Finding ◽  
Full Text Review ◽  
Training Programmes ◽  
Practitioner Education ◽  
And Training

Background: Education and training in prosthetics and orthotics typically comply with International Society for Prosthetics and Orthotics standards based on three categories of prosthetic and orthotic professionals. Objective: This scoping study sought to describe the evidence base available to answer the question, How are prosthetic and orthotic services influenced by the training of staff providing them? Study design: Scoping review. Methods: A structured search of the peer-reviewed literature catalogued in major electronic databases yielded 3039 papers. Following review of title and abstract, 93 articles were considered relevant. Full-text review reduced this number to 25. Results: Only two articles were identified as providing direct evidence of the effects of training and education on service provision. While both suggested that there was an impact, it is difficult to see how the more specific conclusions of either could be generalised. The other 23 articles provide a useful background to a range of issues including the specification of competencies that training programmes should deliver (3 articles), descriptions of a range of training programmes and the effects of training and education on student knowledge and skills. Conclusion: Although it is considered axiomatic, the service quality is dependent on practitioner education and training. There is insufficient evidence to establish whether levels of training and education in prosthetics and orthotics have an effect on the quality of prosthetic and orthotic services. Clinical relevance There is very little evidence about the effects of training and education of prosthetists and orthotists on service quality. While this is a somewhat negative finding, we feel that it is important to bring this to the attention of the prosthetics and orthotics community.

scholarly journals Social work education and training in mental health, addictions and suicide: a scoping review protocol

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e024659 ◽  
Author(s):  
Toula Kourgiantakis ◽  
Karen Sewell ◽  
Sandra McNeil ◽  
Judith Logan ◽  
Eunjung Lee ◽  
...  
Keyword(s):  
Mental Health ◽  
Social Work ◽  
Social Workers ◽  
Scoping Review ◽  
Social Work Education ◽  
Education And Training ◽  
Future Research ◽  
Training Programmes ◽  
Work Education ◽  
And Training

IntroductionSocial workers are among the largest group of professionals in the mental health workforce and play a key role in the assessment of mental health, addictions and suicide. Most social workers provide services to individuals with mental health concerns, yet there are gaps in research on social work education and training programmes. The objective of this scoping review is to examine literature on social work education and training in mental health, addictions and suicide.Methods and analysisUsing a scoping review framework developed by Arksey and O’Malley, we will search for literature through seven academic databases: PsycINFO, Sociological Abstracts, CINAHL Plus, Social Sciences Abstracts, Education Source, ERIC and Social Work Abstracts. Two independent reviewers will screen articles utilising a two-stage process. Titles and abstracts will be reviewed in the first stage and full texts will be reviewed in the second stage. Selected articles that meet inclusion criteria will be charted to extract key themes and they will be analysed using a qualitative thematic analysis approach.Ethics and disseminationThis review will fill a knowledge gap in social work education and training in mental health, addictions and suicide. Ethics approval is not required for this scoping review. Through dissemination in publications and relevant conferences, the results may guide future research and education in social work.

scholarly journals Staying SHARP in times of crisis – The impact of COVID-19 on anaesthesiology residency

2021 ◽  
pp. 201010582199067
Author(s):  
Denise Yan Yin Lim ◽  
Von Vee Ng ◽  
Zihui Tan ◽  
Darren LK Koh
Keyword(s):  
Medical Training ◽  
Postgraduate Medical Education ◽  
National Policy ◽  
Healthcare Sector ◽  
Psychological Burden ◽  
Postgraduate Medical Training ◽  
Residency Programme ◽  
Training Programmes ◽  
The Impact ◽  
And Training

The COVID-19 pandemic is an unprecedented crisis that has taken the world by storm, and it has taken an especially immense toll on the healthcare sector. Although much effort has been made to make changes in key areas such as clinical practice, national policy and research, we believe that it is just as important to evaluate the impact of the crisis on postgraduate medical training. To this end, we would like to share our experience within an anaesthesiology residency programme in Singapore, the SingHealth Anaesthesiology Residency Programme, which we hope will benefit other training programmes and anyone involved in postgraduate medical education as a whole. Key challenges identified include restrictions on teaching events, difficulties in completing core posting requirements, changes in clinical workload, postponement of examinations, exposure risk (particularly in relation to aerosol-generating procedures) and psychological burden. Strategies that have been implemented to tackle these challenges are also described, including the use of online platforms, modifications to posting and promotion requirements, manpower adjustments, provision of protective equipment and training in infectious disease protocols. Ultimately, we believe that a supportive work environment is essential to ensure the wellbeing of residents in times of crisis.

scholarly journals Global Surgery Education and Training Programmes—a Scoping Review and Taxonomy

2021 ◽  
Author(s):  
Eric O’Flynn ◽  
Arbab Danial ◽  
Jakub Gajewski
Keyword(s):  
Scoping Review ◽  
Unmet Need ◽  
Education And Training ◽  
Global Surgery ◽  
Strategic Decision ◽  
Income Country ◽  
Surgical Trainee ◽  
Training Programmes ◽  
Surgery Education ◽  
And Training

AbstractGlobal surgery is an emerging field of study and practice, aiming to respond to the worldwide unmet need for surgical care. As a relatively new concept, it is not clear that there is a common understanding of what constitutes “global surgery education and training”. This study examines the forms that global surgery education and training programmes and interventions take in practice, and proposes a classification scheme for such activities. A scoping review of published journal articles and internet websites was performed according to the PRISMA Extension for Scoping Review guidelines. PubMed MEDLINE, EMBASE and Google were searched for sources that described global surgery education and training programme. Only sources that explicitly referenced a named education programme, were surgical in nature, were international in nature, were self-described as “global surgery” and presented new information were included. Three hundred twenty-seven records were identified and 67 were ultimately included in the review. “Global surgery education and training” interventions described in the literature most commonly involved both a High-Income Country (HIC) institution and a Low- and Middle-Income Country (LMIC) institution. The literature suggests that significant current effort is directed towards academic global surgery programmes in HIC institutions and HIC surgical trainee placements in LMICs. Four categories and ten subcategories of global surgery education and training were identified. This paper provides a framework from which to study global surgery education and training. A clearer understanding of the forms that such interventions take may allow for more strategic decision making by actors in this field.

scholarly journals Evaluasi Pendidikan dan Pelatihan (Diklat) Guru Smk Di Daerah Istimewa Yogyakarta

2019 ◽  
Vol 15 (2) ◽  
pp. 33-42
Author(s):  
Rosidah Rosidah ◽  
Muslikhah Dwihartanti ◽  
Nadia Sasmita Wijayanti
Keyword(s):  
Content Validity ◽  
Training Evaluation ◽  
Descriptive Analysis ◽  
Education And Training ◽  
Vocational High School ◽  
Validity Data ◽  
Performance Quality ◽  
Quality Aspects ◽  
The Impact ◽  
And Training

Evaluasi diklat merupakan upaya mengetahui sejauh mana tujuan diklat  sudah tercapai.  Penelitian ini bertujuan  mengkaji   pelaksanaan pendidikan dan pelatihan guru di Daerah Istimewa Yogyakarta, serta implikasinya dalam pengembangan kualitas guru. Hasil penelitian  memberikan gambaran  kompleks dan detail mengenai dampak diklat terhadap peningkatan karir guru. Pengumpulan data  dilakukan melalui  wawancara dan angket. Validitas datanya menggunakan content validity. Analisis data  melalui analisis deskriptif.  Hasil  penelitian  menunjukkan bahwa a) dilihat dari aspek materi diklat adalah cukup sesuai dengan bidang keahlian guru, b)  diklat yang diikuti guru  sangat  berperan dalam upaya meningkatkan  kualitas pembelajaran, c) kenaikan  pangkat guru sangat dibantu dengan adanya diklat, d) guru profesional dapat diwujudkan melalui peran  diklat,  e) aspek kualitas  nara  sumber  memberi kontribusi  dalam  diklat, f)  durasi waktu menjadi bagian penting yang perlu diperhatikan karena kesesuaian antara  durasi waktu dengan tujuan diklat masih dalam katagori cukup,  g) evaluasi pasca diklat cukup  mendukung  untuk uapaya peningkatan kualitas  kinerja guru.   Kata kunci: Pendidikan dan Pelatihan, Guru Professional, Pembelajaran, Sekolah Menengah Kejuruan, Evaluasi  Abstract: Evaluation Of Education And Training  Of Vocational  Hight School  Teachers In Yogyakarta Private Regions. Training evaluation is an effort to find out how far the goals of education and training have been achieved. This study aims to examine the implementation of teacher education and training in the Special Region of Yogyakarta, as well as its implications in developing teacher quality. The results of the study provide a complex and detailed description of the impact of training on improving teacher careers. Data collection is done through interviews and questionnaires. The data validity uses content validity. Data analysis through descriptive analysis. The results showed that a) viewed from the aspect of training material was sufficient in accordance with the field of teacher expertise, b) the training followed by the teacher was very instrumental in efforts to improve the quality of learning, c) teacher promotion was greatly assisted by training, d) professional teachers could be realized through the role of training, e) the quality aspects of the resource person contribute to the training, f) the duration of time becomes an important part that needs to be considered because the compatibility between the duration of time and the training objectives is still sufficient, g) post-training evaluation is sufficiently supportive to improve performance quality teacher. Keyword: Education and Training, Professional Teachers, Learning, Vocational High School, Evaluation

scholarly journals Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

2021 ◽  
Vol 4 ◽  
pp. 9
Author(s):  
Philip Hardie ◽  
Andrew Darley ◽  
Catherine Redmond ◽  
Attracta Lafferty ◽  
Suzi Jarvis
Keyword(s):  
Communication Skills ◽  
Teaching Strategies ◽  
Scoping Review ◽  
Nurse Educators ◽  
Education And Training ◽  
Future Research ◽  
Educational Practices ◽  
Staff Nurse ◽  
Training Programmes ◽  
And Training

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

scholarly journals Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

2021 ◽  
Vol 4 ◽  
pp. 9
Author(s):  
Philip Hardie ◽  
Andrew Darley ◽  
Catherine Redmond ◽  
Attracta Lafferty ◽  
Suzi Jarvis
Keyword(s):  
Communication Skills ◽  
Teaching Strategies ◽  
Scoping Review ◽  
Nurse Educators ◽  
Education And Training ◽  
Future Research ◽  
Educational Practices ◽  
Staff Nurse ◽  
Training Programmes ◽  
And Training

The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.

scholarly journals Evaluasi dampak pendidikan dan pelatihan pengembangan keprofesian berkelanjutan guru Matematika di PPPPTK Matematika Yogyakarta

2017 ◽  
Vol 21 (2) ◽  
pp. 127-141 ◽  
Author(s):  
Adi Wijaya ◽  
Sumarno Sumarno
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Behavioral Change ◽  
Descriptive Analysis ◽  
Evaluation Research ◽  
Education And Training ◽  
Structured Interviews ◽  
Level Model ◽  
The Impact ◽  
And Training

Penelitian ini bertujuan untuk mendeskripsikan dampak pendidikan dan pelatihan Pengembangan Keprofesian Berkelanjutan (PKB) guru matematika yang diselenggarakan di PPPPTK Matematika tahun 2013 dan 2014 terhadap perubahan perilaku alumni dalam melakukan kegiatan PKB yang meliputi: (1) bentuk kegiatan PKB setelah diklat, dan (2) kendala/hambatan dalam melakukan kegiatan PKB. Penelitian ini merupakan penelitian evaluasi dengan menggunakan model Empat Level Kirkpatrick. Sampel penelitian ini adalah alumni Diklat PKB Guru Matematika tahun 2013 dan 2014. Data dikumpulkan menggunakan kuesioner yang dikirimkan melalui pos, observasi, dan wawancara terstruktur. Data dianalisis menggunakan analisis statistik deskriptif. Hasil penelitian menunjukkan diklat PKB yang diselenggarakan PPPPTK Matematika belum berdampak banyak terhadap perubahan perilaku alumni. AN EVALUATION OF THE IMPACT OF EDUCATION AND TRAINING ON CONTINOUS PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS IN PPPPTK MATHEMATICS OF YOGYAKARTAAbstractThis study aims to describe the impact of education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014 which includes: (1) the form of CPD activities after training, and (2) the reason for not conducting CPD. This study is evaluation research using Kirkpatrick’s Four-Level Model. The sample was participants of education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014. The data were collected using questionnaires sent by mail and structured interviews, and analyzed using the descriptive analysis. The results show that education and training on Continous Professional Development (CPD) of mathematics teachers held by PPPPTK Mathematics of Yogyakarta in 2013 and 2014 do not have much impact on alumni’s behavioral change.

scholarly journals Workforce safety in the remote health sector of Australia: a scoping review

BMJ Open ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. e051345
Author(s):  
Laura Kimberly Wright ◽  
Santosh Jatrana ◽  
David Lindsay
Keyword(s):  
Scoping Review ◽  
Health Workforce ◽  
Education And Training ◽  
Lead Author ◽  
Eligibility Criteria ◽  
Safety Risks ◽  
Wide Range ◽  
The Impact ◽  
And Training ◽  
Remote Health

ObjectivesTo scope the evidence surrounding workplace health and safety risks for the remote health workforce in Australia and to collate the recommendations to address those risks.DesignA five-stage scoping review framework refined by Cooper et al was used for this review. Informit Health Collection, Ovid Emcare, Medline, Web of Science Core Collection, ProQuest and the grey literature were searched in October 2020 using a combination of key words derived from the eligibility criteria. No date restriction was placed on the search. Title and abstract screening, full-text review and data extraction were performed by three reviewers. Data were analysed by the lead author using qualitative thematic analysis.Eligibility criteriaArticles were eligible for inclusion if they were published research or industry reports, focused on safety for the remote health workforce in Australia, identified hazards/safety risks or recommendations to reduce risk, and were written in English.ResultsThe search yielded 312 articles, of which 18 met the inclusion criteria. A wide range of hazards/safety risks and recommendations were identified within the literature, which related to safety culture, isolation, safe environment, and education and training. Some recommendations, such as the use of a risk management approach, good post-incident support, safer clinics and accommodation, and improved access to education and training, had been discussed in the literature for over a decade, with a high level of agreement regarding their importance. Two articles briefly evaluated the impact of some recommendations.ConclusionWhile many recommendations have been developed to improve the safety of the remote health workforce in Australia, there is little evidence of their implementation and evaluation. As many remote health professionals report ongoing or worsening workplace safety issues, there is an urgent need for the implementation and evaluation of the workforce safety strategies recommended in the literature and required by legislation.

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