scholarly journals A Systematic Scoping Review on Pedagogical Strategies of Interprofessional Communication for Physicians in Emergency Medicine

2021 ◽  
Vol 8 ◽  
pp. 238212052110417
Author(s):  
Zhi H. Ong ◽  
Lorraine H. E. Tan ◽  
Haziratul Z. B. Ghazali ◽  
Yun T. Ong ◽  
Jeffrey W. H. Koh ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Scoping Review ◽  
Full Text ◽  
Assessment Tools ◽  
Interprofessional Communication ◽  
Pedagogical Strategies ◽  
Research Teams ◽  
Competency Based ◽  
Longitudinal Support ◽  
Host Organization

Background Interprofessional communication (IPC) is integral to interprofessional teams working in the emergency medicine (EM) setting. Yet, the coronavirus disease 2019 pandemic has laid bare gaps in IPC knowledge, skills and attitudes. These experiences underscore the need to review how IPC is taught in EM. Purpose A systematic scoping review is proposed to scrutinize accounts of IPC programs in EM. Methods Krishna's Systematic Evidence-Based Approach (SEBA) is adopted to guide this systematic scoping review. Independent searches of ninedatabases (PubMed, Embase, CINAHL, Scopus, PsycINFO, ERIC, JSTOR, Google Scholar and OpenGrey) and “negotiated consensual validation” were used to identify articles published between January 1, 2000 and December 31, 2020. Three research teams reviewed the data using concurrent content and thematic analysis and independently summarized the included articles. The findings were scrutinized using SEBA's jigsaw perspective and funneling approach to provide a more holistic picture of the data. Results In total 18,809 titles and abstracts were identified after removal of duplicates, 76 full-text articles reviewed, and 19 full-text articles were analyzed. In total, four themes and categories were identified, namely: (a) indications and outcomes, (2) curriculum and assessment methods, (3) barriers, and (4) enablers. Conclusion IPC training in EM should be longitudinal, competency- and stage-based, underlining the need for effective oversight by the host organization. It also suggests a role for portfolios and the importance of continuing support for physicians in EM as they hone their IPC skills. Highlights • IPC training in EM is competency-based and organized around stages. • IPC competencies build on prevailing knowledge and skills. • Longitudinal support and holistic oversight necessitates a central role for the host organization. • Longitudinal, robust, and adaptable assessment tools in the EM setting are necessary and may be supplemented by portfolio use.

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

2020 ◽  
Vol 20 (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.

scholarly journals Assessment of emergency medicine residents: a systematic review

2017 ◽  
Vol 8 (1) ◽  
pp. e106-122 ◽  
Author(s):  
Isabelle N Colmers-Gray ◽  
Kieran Walsh ◽  
Teresa M Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Direct Observation ◽  
Full Text ◽  
Assessment Tools ◽  
Competency Based Medical Education ◽  
Mesh Terms ◽  
Competency Based ◽  
Resident Assessment ◽  
Assessment Frequency

Background: Competency-based medical education is becoming the new standard for residency programs, including Emergency Medicine (EM). To inform programmatic restructuring, guide resources and identify gaps in publication, we reviewed the published literature on types and frequency of resident assessment.Methods: We searched MEDLINE, EMBASE, PsycInfo and ERIC from Jan 2005 - June 2014. MeSH terms included “assessment,” “residency,” and “emergency medicine.” We included studies on EM residents reporting either of two primary outcomes: 1) assessment type and 2) assessment frequency per resident. Two reviewers screened abstracts, reviewed full text studies, and abstracted data. Reporting of assessment-related costs was a secondary outcome.Results: The search returned 879 articles; 137 articles were full-text reviewed; 73 met inclusion criteria. Half of the studies (54.8%) were pilot projects and one-quarter (26.0%) described fully implemented assessment tools/programs. Assessment tools (n=111) comprised 12 categories, most commonly: simulation-based assessments (28.8%), written exams (28.8%), and direct observation (26.0%). Median assessment frequency (n=39 studies) was twice per month/rotation (range: daily to once in residency). No studies thoroughly reported costs.Conclusion: EM resident assessment commonly uses simulation or direct observation, done once-per-rotation. Implemented assessment systems and assessment-associated costs are poorly reported. Moving forward, routine publication will facilitate transitioning to competency-based medical education.

scholarly journals Interprofessional Communication (IPC) for Medical Students: A Scoping Review

2020 ◽  
Author(s):  
Chermaine Bok ◽  
Cheng Han Ng ◽  
Jeffery Wei Heng Koh ◽  
Zhi Hao Ong ◽  
Haziratul Zakirah 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.

scholarly journals Assessing competence in emergency medicine trainees: an overview of effective methodologies

CJEM ◽  
2008 ◽  
Vol 10 (04) ◽  
pp. 365-371 ◽  
Author(s):  
Jonathan Sherbino ◽  
Glen Bandiera ◽  
Jason R. Frank
Keyword(s):  
Emergency Medicine ◽  
Core Competencies ◽  
Assessment Tools ◽  
Competency Based Education ◽  
Physician Competence ◽  
Competency Based

ABSTRACTHow do we define competence in emergency medicine (EM), and how do we know when a resident has achieved it? In recent years, the idea of physician competence has become widely recognized as being multidimensional. This has resulted in an emphasis on competency-based education and assessment. We describe an up-to-date model to assess competence in EM. An overview of appropriate EM assessment tools is provided, along with their significant strengths and limitations. Sample behaviours representative of core competencies commonly assessed in EM training are matched to appropriate assessment tools. This review may serve as an introductory resource for EM clinicians, teachers and educators involved in EM trainee assessment.

scholarly journals Interprofessional Communication (IPC) for Medical Students: A Scoping Review

2020 ◽  
Author(s):  
Chermaine Bok ◽  
Cheng Han Ng ◽  
Jeffery Wei Heng Koh ◽  
Zhi Hao Ong ◽  
Haziratul Zakirah Binte Ghazali ◽  
...  
Keyword(s):  
Medical Students ◽  
Scoping Review ◽  
Full Text ◽  
Faculty Training ◽  
Interprofessional Communication ◽  
Training Stage ◽  
Healthcare Professions ◽  
Effective Assessment ◽  
Medical Specialities ◽  
Training Modalities

Abstract BACKGROUND Interprofessional communication (IPC) improves patient care, cost efficiency and improves teamwork among healthcare professionals. For medical students IPC training is crucial to navigating complex healthcare practices yet there is little consistency to IPC training. This scoping review looks at IPC training approaches for medical students to improve preparedness for clinical practice.METHODS Arksey and O’Malley (2005) framework for scoping review was used to guide this review of articles on IPC training for medical students published between 1 January 2000 to 31 December 2017 in PubMed, ScienceDirect, JSTOR, Google Scholar, ERIC, Embase, Scopus, PsycINFO, Mednar and OpenGrey. A ‘split approach’ that sees concurrent independent use of a directed content analysis and Braun and Clarke’s approach to thematic approach was employed by different members of the research team to scrutinize the data.RESULTS 17,493 titles and abstracts were found, 250 full-text articles were reviewed and 70 full text articles were included. The ‘split approach’ to analysis forwarded similar themes that corresponded with the different levels of Miller’s Pyramid. These were “Knows”, “Knows How”, “Shows how” and “Does”. Each stage involves particular training modalities and context appropriate modes of assessments to measure medical students’ competency levels. IPC training was found to be well received, positive, increased students’ understanding and practice of communication. Obstacles to IPC training include scheduling constraints, inexperienced and untrained teachers, and initial anxiety and adjustment for students.CONCLUSIONS This scoping review reveals IPC training to be competency and assessment based, and dependent upon learning objectives and a clear alignment of expectations. Faculty training, a conducive learning environment tailored to the learner, and effective assessment methods at each training stage are crucial to the success of IPC training. Further evaluations are recommended to ensure the translatability of these findings to other medical specialities and other healthcare professions.

scholarly journals Assessment Tools for Executive Function and Adaptive Function Following Brain Pathology Among Children in Developing Country Contexts: a Scoping Review of Current Tools

2021 ◽  
Author(s):  
Kwabena Kusi-Mensah ◽  
Nana Dansoah Nuamah ◽  
Stephen Wemakor ◽  
Joel Agorinya ◽  
Ramata Seidu ◽  
...  
Keyword(s):  
Executive Function ◽  
Scoping Review ◽  
Full Text ◽  
Validation Studies ◽  
Assessment Tools ◽  
Adaptive Behaviour ◽  
Adaptive Function ◽  
Middle Income ◽  
Vineland Adaptive Behaviour Scales ◽  
Low And Middle Income

AbstractSeveral tools have been developed to assess executive function (EFs) and adaptive functioning, although in mainly Western populations. Information on tools for low-and-middle-income country children is scanty. A scoping review of such instruments was therefore undertaken.We followed the Preferred Reporting Items for Systematic Review and Meta-Analysis- Scoping Review extension (PRISMA-ScR) checklist (Tricco et al., in Annals of Internal Medicine 169(7), 467–473, 2018). A search was made for primary research papers of all study designs that focused on development or adaptation of EF or adaptive function tools in low-and-middle-income countries, published between 1st January 1894 to 15th September 2020. 14 bibliographic databases were searched, including several non-English databases and the data were independently charted by at least 2 reviewers.The search strategy identified 5675 eligible abstracts, which was pruned down to 570 full text articles. These full-text articles were then manually screened for eligibility with 51 being eligible. 41 unique tools coming in 49 versions were reviewed. Of these, the Behaviour Rating Inventory of Executive Functioning (BRIEF- multiple versions), Wisconsin Card Sorting Test (WCST), Go/No-go and the Rey-Osterrieth complex figure (ROCF) had the most validations undertaken for EF tests. For adaptive functions, the tools with the most validation studies were the Vineland Adaptive Behaviour Scales (VABS- multiple versions) and the Child Function Impairment Rating Scale (CFIRS- first edition).There is a fair assortment of tests available that have either been developed or adapted for use among children in developing countries but with limited range of validation studies. However, their psychometric adequacy for this population was beyond the scope of this paper.

scholarly journals Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

2020 ◽  
Vol 7 ◽  
pp. 238212052095515
Author(s):  
Kuang Teck Tay ◽  
Shea Ng ◽  
Jia Min Hee ◽  
Elisha Wan Ying Chia ◽  
Divya Vythilingam ◽  
...  
Keyword(s):  
Scoping Review ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Medical Professionalism ◽  
Culturally Appropriate ◽  
Scoping Reviews ◽  
Competency Based ◽  
Specific Competency ◽  
Context Specific ◽  
Patient Relationships

Background: Medical professionalism enhances doctor-patient relationships and advances patient-centric care. However, despite its pivotal role, the concept of medical professionalism remains diversely understood, taught and thus poorly assessed with Singapore lacking a linguistically sensitive, context specific and culturally appropriate assessment tool. A scoping review of assessments of professionalism in medicine was thus carried out to better guide its understanding. Methods: Arksey and O’Malley’s (2005) approach to scoping reviews was used to identify appropriate publications featured in four databases published between 1 January 1990 and 31 December 2018. Seven members of the research team employed thematic analysis to evaluate the selected articles. Results: 3799 abstracts were identified, 138 full-text articles reviewed and 74 studies included. The two themes identified were the context-specific nature of assessments and competency-based stages in medical professionalism. Conclusions: Prevailing assessments of professionalism in medicine must contend with differences in setting, context and levels of professional development as these explicate variances found in existing assessment criteria and approaches. However, acknowledging the significance of context-specific competency-based stages in medical professionalism will allow the forwarding of guiding principles to aid the design of a culturally-sensitive and practical approach to assessing professionalism.

Diagnostic Radiology Residency Assessment Tools: A Scoping Review

2021 ◽  
pp. 084653712098158
Author(s):  
Wendy Tu ◽  
Rebecca Hibbert ◽  
Mario Kontolemos ◽  
Wilfred Dang ◽  
Tim Wood ◽  
...  
Keyword(s):  
Scoping Review ◽  
Rating Scale ◽  
The United States ◽  
Resident Training ◽  
Assessment Tools ◽  
Diagnostic Radiology ◽  
Radiology Resident ◽  
Radiology Residency ◽  
Competency Based ◽  
Definition Of

Purpose: The multifaceted nature of learning in diagnostic radiology residency requires a variety of assessment methods. However, the scope and quality of assessment tools has not been formally examined. A scoping review was performed to identify assessment tools available for radiology resident training and to evaluate the validity of these tools. Methods: A literature search was conducted through multiple databases and on-line resources. Inclusion criteria were defined as any tool used in assessment of radiology resident competence. Data regarding residents, evaluators and specifics of each tool was extracted. Each tool was subjected through a validation process with a customized rating scale using the 5 categories of validity: content, response process, internal structure, relations to other variables, and consequences. Results: The initial search returned 447 articles; 35 were included. The most evaluated competency being overall knowledge (31%), most common published journal was Academic Radiology (24%) ; evaluations were most commonly set in the United States (57%). In terms of validation, we found low adherence to modern integrated validity, with 34% of studies including a definition of validity. When specifically examining the 5 domains of validation evidence presented, most were either absent or of low rigor (70%). Only one study presented a modern definition of validation (3%, 1/35). Conclusion: We identified 35 evaluation tools covering a variety of competency areas. However, few of these tools have been validated. Development of new validated assessment tools or validation of existing tools is essential for the ongoing transition to a competency-based curriculum.

scholarly journals Research on Artificial Intelligence and Primary Care: A Scoping Review

2019 ◽  
Author(s):  
Jacqueline K. Kueper ◽  
Amanda L. Terry ◽  
Merrick Zwarenstein ◽  
Daniel J. Lizotte
Keyword(s):  
Artificial Intelligence ◽  
Primary Care ◽  
Scoping Review ◽  
Full Text ◽  
Interdisciplinary Research ◽  
The Body ◽  
Supervised Machine Learning ◽  
List Type ◽  
End User ◽  
Research Teams

ABSTRACTObjectiveThe purpose of this study was to assess the nature and extent of the body of research on artificial intelligence (AI) and primary care.MethodsWe performed a scoping review, searching 11 published and grey literature databases with subject headings and key words pertaining to the concepts of 1) AI and 2) primary care: MEDLINE, EMBASE, Cinahl, Cochrane Library, Web of Science, Scopus, IEEE Xplore, ACM Digital Library, MathSciNet, AAAI, arXiv. Screening included title and abstract and then full text stages. Final inclusion criteria: 1) research study of any design, 2) developed or used AI, 3) used primary care data and/or study conducted in a primary care setting and/or explicit mention of study applicability to primary care; exclusion criteria: 1) narrative, editorial, or textbook chapter, 2) not applicable to primary care population or settings, 3) full text inaccessible in the English Language. We extracted and summarized seven key characteristics of included studies: overall study purpose(s), author appointments, primary care functions, author intended target end user(s), target health condition(s), location of data source(s) (if any), subfield(s) of AI.ResultsOf 5,515 non-duplicate documents, 405 met our eligibility criteria. The body of literature is primarily focused on creating novel AI methods or modifying existing AI methods to support physician diagnostic or treatment recommendations, for chronic conditions, using data from higher income countries. Meaningfully more studies had at least one author with a technology, engineering, or math appointment than with a primary care appointment (57 (14%) compared to 217 (54%)). Predominant AI subfields were supervised machine learning and expert systems.DiscussionOverall, AI research associated with primary care is at an early stage of maturity with respect to widespread implementation in practice settings. For the field to progress, more interdisciplinary research teams with end-user engagement and evaluation studies are needed.SUMMARY BOXESSection 1: What is already known on this topicAdvancements in technology and the availability of health data have increased opportunities for artificial intelligence to be used for primary care purposes.No comprehensive review of research on artificial intelligence associated with primary care has been performed.Section 2: What this study addsThe body of research on artificial intelligence and primary care is driven by authors without appointments in primary care departments and is focused on developing artificial intelligence methods to support diagnostic and treatment decisions.There is a need for more interdisciplinary research teams and evaluation of artificial intelligence projects in ‘real world’ practice settings.

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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