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

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

10.21203/rs.2.20046/v2 ◽

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.

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

10.21203/rs.2.20046/v1 ◽

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.

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

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211041794 ◽

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.

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A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Journal of General Internal Medicine ◽

10.1007/s11606-021-07024-9 ◽

2021 ◽

Author(s):

Shiva Sarraf-Yazdi ◽

Yao Neng Teo ◽

Ashley Ern Hui How ◽

Yao Hao Teo ◽

Sherill Goh ◽

...

Keyword(s):

Medical Students ◽

Identity Development ◽

Medical School ◽

Professional Identity ◽

Identity Formation ◽

Scoping Review ◽

Medical Schools ◽

Professional Identity Formation ◽

Enabling Factors ◽

Content Analyses

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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Self-Assessment of Problem Solving Disposition in Medical Students

Journal of Biomedical Education ◽

10.1155/2014/161204 ◽

2014 ◽

Vol 2014 ◽

pp. 1-6

Author(s):

Silvia Lizett Olivares-Olivares ◽

Mildred Vanessa López-Cabrera

Keyword(s):

Health Care ◽

Medical Education ◽

Medical Students ◽

Problem Solving ◽

Medical Schools ◽

Self Assessment ◽

Competency Based Education ◽

Competency Based ◽

Future Demands ◽

Disposition Model

Medical schools are committed to both students and society to develop capabilities required to succeed in health care environments. Present diagnosis and treatment methods become obsolete faster, demanding that medical schools incorporate competency-based education to keep pace with future demands. This study was conducted to assess the problem solving disposition of medical students. A three-subcategory model of the skill is proposed. The instrument was validated on content by a group of 17 experts in medical education and applied to 135 registered students on the sixth year of the M.D. Physician Surgeon program at a private medical school. Cronbach’s alpha indicated an internal consistency of 0.751. The findings suggest that selected items have both homogeneity and validity. The factor analysis resulted in components that were associated with three problem-solving subcategories. The students’ perceptions are higher in the pattern recognition and application of general strategies for problem solving subcategories of the Problem solving disposition model.

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Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

Canadian Urological Association Journal ◽

10.5489/cuaj.3679 ◽

2016 ◽

Vol 10 (7-8) ◽

pp. 281

Author(s):

Kristen McAlpine ◽

Stephen Steele

Keyword(s):

Medical Students ◽

Clinical Training ◽

Clinical Skills ◽

Medical Schools ◽

Clinical Settings ◽

Undergraduate Medical Students ◽

Canadian Medical School ◽

Competency Based ◽

English Speaking ◽

And Training

Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

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Implementing internet-delivered cognitive behavioural therapy for patients with cardiovascular disease and psychological distress: a scoping review

European Journal of Cardiovascular Nursing ◽

10.1177/1474515119833251 ◽

2019 ◽

Vol 18 (5) ◽

pp. 346-357 ◽

Cited By ~ 1

Author(s):

Margit Neher ◽

Annette Nygårdh ◽

Per Nilsen ◽

Anders Broström ◽

Peter Johansson

Keyword(s):

Cardiovascular Disease ◽

Content Analysis ◽

Psychological Distress ◽

Cognitive Behavioural Therapy ◽

Scoping Review ◽

Full Text ◽

Qualitative Content Analysis ◽

Behavioural Therapy ◽

Implementation Framework ◽

Cognitive Behavioural

Background: Comorbid psychological distress (i.e. insomnia and depression) is experienced by 20–40% of patients with cardiovascular disease. This has a considerable impact on their health and quality of life, leading to frequent re-hospitalisations, higher healthcare costs and a shorter life expectancy. Internet-based cognitive behavioural therapy shows great potential for treating psychological distress in cardiovascular disease. Effective and feasible treatments can, however, only benefit patients if they are fully implemented in clinical care. Aim: This scoping review aimed to explore the literature for internet-based cognitive behavioural therapy in cardiovascular disease and for strategies to implement the intervention. Methods: We searched electronic databases, journals and internet sources to find original studies about internet-based cognitive behavioural therapy in cardiovascular disease, adhering to scoping methodology guidelines. After identifying 267 titles, we screened 40 abstracts and chose 11 full-text articles for full-text screening. The results sections in four articles were searched for outcomes that related to the effectiveness and implementation of internet-based cognitive behavioural therapy by directed qualitative content analysis using an implementation framework. Results: Three of the four articles fulfilling the inclusion criteria concerned internet-based cognitive behavioural therapy for treating mild to moderate depressive symptoms in cardiovascular disease, and none focused on insomnia. The studies showed evidence for the effectiveness of internet-based cognitive behavioural therapy, and/or described patient factors influencing clinical effectiveness. Our qualitative content analysis showed that many implementation aspects and stakeholder perspectives remain unexplored. Conclusions: Internet-based cognitive behavioural therapy promises to alleviate patient suffering in cardiovascular disease. There is, however, little research about internet-based cognitive behavioural therapy for cardiovascular disease, and about how this evidence-based intervention is implemented.

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A systematic scoping review on the impact of the COVID-19 quarantine on the psychological wellbeing of medical students.

10.1101/2021.11.28.21266956 ◽

2021 ◽

Author(s):

Divya Vythilingam ◽

William Atiomo

Keyword(s):

Medical Students ◽

Scoping Review ◽

Full Text ◽

Negative Impact ◽

Research Question ◽

Psychological Wellbeing ◽

Bibliographic Databases ◽

Cross Sectional ◽

The Impact ◽

Published Research

Background The impact of social isolation, on the psychological wellbeing of medical students, who had to quarantine due to the COVID19 pandemic, is uncertain. A scoping review of the literature was therefore conducted to assess the extent of the published research in this area. Methods The PRISMA ScR guideline, was used to structure this study. A search strategy was carried out across six bibliographic databases. Data from the selected studies were extracted, and the following variables recorded. First author and year of publication, country of study, study design, sample size, focus group, mode of analysing impact of quarantine from COVID19 on mental health and results of the studies. Results A total of 223 articles were identified across the six databases, from which 69 duplicates were excluded resulting in 154 full text articles. Of these, 29 met the inclusion criteria. Following a review of the abstracts of these 29, ten full text articles were identified all of which were cross sectional studies. Sample sizes ranged from 182 to 860 students and all studies used a variety of self administered questionnaires to measure psychological wellbeing. Eight of the 10 articles showed that quarantine had a negative impact on the psychological wellbeing of medical students. Conclusion. The evidence is small but growing. Quarantine because of the COVID19 pandemic appears to have had a negative impact on the psychological wellbeing of medical students. There is a need for more studies to further evaluate this research question.

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Was there a change in perception of medical students of what good doctors are and what it would take to train them across a 14-year span? A mixed methods panel

Revista Brasileira de Educação Médica ◽

10.1590/1981-52712015v42n2rb20160112 ◽

2018 ◽

Vol 42 (3) ◽

pp. 201-213

Author(s):

Liliana Wahba ◽

Francisco Lotufo

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Curriculum Development ◽

Medical Training ◽

Medical Schools ◽

Sao Paulo ◽

São Paulo ◽

Training Process ◽

Good Doctor ◽

The University

ABSTRACT Background Although overall cultural differences exist between individuals from the X and Y generations, to our knowledge few previous studies have contrasted their expectations regarding what good doctors are, and their perceptions on the training processes they undergo. Aims To conduct a study exploring perceptions on what good doctors are and their perceptions about training among a sample of Brazilian medical students at the University of Sao Paulo Medical School, comparing groups from 2000 and 2014. We aimed to provide information that can be used to guide curriculum development in medical schools. Methods We conducted a mixed methods study of a series of open questions asked to medical students from the University of São Paulo, Brazil, in 2000 and 2014. This qualitative analysis focused on uncovering emerging themes related to students’ perceptions regarding what good doctors are and how they see their training process. A subsequent quantitative analysis through Natural Language Processing was undertaken. Results Gender distribution was balanced between the 2000 and 2014 groups, with most students being in the early 20s. Our main emerging concepts involved four themes: Skills and qualities of a good doctor, positive and negative aspects of the curriculum, as well as expectations related to students’ future career. From a qualitative perspective, the 2014 group focused their criticisms on the School of Medicine itself and the study overload, while the 2000 group focused its criticism on the faculty and competition. Therefore, the 2014 group experienced more criticism and less idealization in relation to the School and the medical training process. There were no statistically significant differences between the 2000 and 2014 groups, as well as across genders. Discussion Students in this sample have demonstrated little change over time in relation to their characterization of what good doctors are and how they should be trained. Their preferences for a practical, patient-centered education should guide future curriculum development in medical schools.

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Protocol for a scoping review to understand what is known about how GPs make decisions with, for and on behalf of patients who lack capacity

BMJ Open ◽

10.1136/bmjopen-2020-038032 ◽

2020 ◽

Vol 10 (10) ◽

pp. e038032

Author(s):

Simon Jack Ogden ◽

Richard Huxtable ◽

Jonathan Ives

Keyword(s):

Primary Care ◽

Content Analysis ◽

Scoping Review ◽

Healthcare Professionals ◽

Research Question ◽

Best Interests ◽

England And Wales ◽

Directed Content Analysis ◽

Allied Healthcare ◽

Made In

IntroductionGeneral Practitioners (GPs) and allied healthcare professionals working in primary care are regularly required to make decisions with, for and on behalf of patients who lack capacity. In England and Wales, these decisions are made for incapacitated adult patients under the Mental Capacity Act 2005, which primarily requires that decisions are made in the patient’s ‘best interests’. Regarding children, decisions are also made in their best interests but are done so under the Children Act 1989, which places paramount importance on the welfare of the child. Decisions for children are usually made by parents, but a GP may become involved if he or she feels a parent is not acting in the best interests of the child. Internationally, including elsewhere in the UK, different approaches are taken. We hypothesise that, despite the legislation and professional guidelines, there are many different approaches taken by GPs and allied healthcare professionals in England and Wales when making these complex decisions with, for and on behalf of patients who lack capacity. To better understand what is known about how these decisions are made, we plan to undertake a scoping review and directed content analysis of the literature. While the majority of decisions made in primary care are made by GPs, for completeness, this review will include all allied healthcare professionals working in primary care.Methods and analysisTo ensure a wide breadth of literature is captured, a scoping review will be undertaken as described by Arksey and O’Malley (2005). A five-stage approach will be taken when conducting this review: (1) identifying the research question; (2) identifying relevant papers; (3) study selection; (4) data extraction and (5) summarising and synthesis. The final stage will include a directed content analysis of the data to help establish the cross-cutting themes.Ethics and disseminationThe scoping review will be disseminated through conferences and peer-reviewed publications. This scoping review is the first (mapping) phase in a proposed larger study to explore how GPs make decisions with, for and on behalf of those who lack capacity. Qualitative research with GPs, patients and their families will follow, before all the results are synthesised using an ‘empirical bioethics’ methodology.

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