scholarly journals Student support systems for undergraduate medical students during the COVID-19 pandemic: a systematic narrative review of the literature

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ali Ardekani ◽  
Seyed Ali Hosseini ◽  
Parinaz Tabari ◽  
Zahra Rahimian ◽  
Afrooz Feili ◽  
...  
Keyword(s):  
Medical Students ◽  
Support Systems ◽  
Grey Literature ◽  
Student Support ◽  
Future Research ◽  
Undergraduate Medical Students ◽  
Program Outcomes ◽  
Hand Search ◽  
Positive Effects ◽  
Meta Analyses

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students’ vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically. Methods We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation. Conclusion There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.

scholarly journals Student Support Systems for Undergraduate Medical Students During the COVID-19 Pandemic: A Systematic Narrative Review of the Literature

2020 ◽  
Author(s):  
Ali Ardekani ◽  
Seyed Ali Hosseini ◽  
Parinaz Tabari ◽  
Zahra Rahimian ◽  
Afrooz Feili ◽  
...  
Keyword(s):  
Medical Students ◽  
Support Systems ◽  
Grey Literature ◽  
Student Support ◽  
Undergraduate Medical Students ◽  
Online Student ◽  
Hand Search ◽  
Mental Health Support ◽  
Meta Analyses ◽  
Medical Disciplines

Abstract Background: The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students' vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically.Methods: We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles in July 2020. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement.Results: A total of 5347 articles were retrieved from the databases, and 30 additional articles were extracted from other sources. After removing duplicates, we screened 3492 titles and abstracts according to our criteria. Among them, 51 full-text articles were assessed for eligibility, before seven studies were ultimately included for reviewal. We identified two major themes: (a) academic support and (b) mental health support.Conclusion: There are several methods of supporting medical students while they are experiencing unprecedented changes in their educational trajectory. This review showed that, given the novel circumstances after the outbreak of COVID-19, the use of online student support methods had received more attention. Implications for further developments in student support systems in the time of the present pandemic were also discussed.

scholarly journals How effective is undergraduate palliative care teaching for medical students? A systematic literature review

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e036458
Author(s):  
Jason W Boland ◽  
Megan E L Brown ◽  
Angelique Duenas ◽  
Gabrielle M Finn ◽  
Jane Gibbins
Keyword(s):  
Palliative Care ◽  
Clinical Practice ◽  
Medical Students ◽  
Teaching Method ◽  
Data Extraction ◽  
Grey Literature ◽  
Undergraduate Medical Students ◽  
Care Teaching ◽  
Teaching Interventions ◽  
Meta Analyses

Palliative care is central to the role of all clinical doctors. There is variability in the amount and type of teaching about palliative care at undergraduate level. Time allocated for such teaching within the undergraduate medical curricula remains scarce. Given this, the effectiveness of palliative care teaching needs to be known.ObjectivesTo evaluate the effectiveness of palliative care teaching for undergraduate medical students.DesignA systematic review was prepared according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidance. Screening, data extraction and quality assessment (mixed methods and Cochrane risk of bias tool) were performed in duplicate.Data sourcesEmbase, MEDLINE, PsycINFO, Web of Science, ClinicalTrials.gov, Cochrane and grey literature in August 2019. Studies evaluating palliative care teaching interventions with medical students were included.Results1446 titles/abstracts and 122 full-text articles were screened. 19 studies were included with 3253 participants. 17 of the varied methods palliative care teaching interventions improved knowledge outcomes. The effect of teaching on clinical practice and patient outcomes was not evaluated in any study.ConclusionsThe majority of palliative care teaching interventions reviewed improved knowledge of medical students. The studies did not show one type of teaching method to be better than others, and thus no ‘best way’ to provide teaching about palliative care was identified. High quality, comparative research is needed to further understand effectiveness of palliative care teaching on patient care/clinical practice/outcomes in the short-term and longer-term.PROSPERO registration numberCRD42018115257.

scholarly journals Hypnotherapy for Procedural Pain and Distress in Children: A scoping Review Protocol

Pain Medicine ◽  
2021 ◽  
Author(s):  
Daly Geagea ◽  
Zephanie Tyack ◽  
Roy Kimble ◽  
Lars Eriksson ◽  
Vince Polito ◽  
...  
Keyword(s):  
Scoping Review ◽  
Grey Literature ◽  
Cochrane Library ◽  
Procedural Pain ◽  
Future Research ◽  
Theoretical Frameworks ◽  
Eligibility Criteria ◽  
Pharmacological Agents ◽  
Review Protocol ◽  
Meta Analyses

Abstract Objective Inadequately treated pain and distress elicited by medical procedures can put children at higher risks of acute and chronic biopsychosocial sequelae. Children can benefit from hypnotherapy, a psychological tailored intervention, as an adjunct to pharmacological agents to address the multiple components of pain and distress. Despite providing evidence on the effectiveness and potential superiority of hypnotherapy to other psychological interventions, research on hypnotherapy for paediatric procedural pain and distress has been predominantly limited to oncology and needle procedures. Plus, there is a lack of reporting of intervention manuals, factors influencing hypnotic responding, pain unpleasantness outcomes, theoretical frameworks, adverse events, as well as barriers and facilitators to the feasibility of delivering the intervention and study procedures. The proposed review aims to map the range and nature of the evidence on hypnotherapy for procedural pain and distress in children to identify gaps in literature and areas requiring further investigation. Methods This review will follow the Arksey and O'Malley (2005) methodology and incorporate additional scoping review recommendations by The Joanna Briggs Institute and Preferred Reporting Items for Systematic reviews and Meta-Analyses. Relevant studies will be identified through searching published literature databases (PubMed, Cochrane Library, PsycINFO, Embase, CINAHL, Scopus and Web of Science) and grey literature in addition to hand-searching of reference lists and key journals. Two authors will independently screen titles and abstracts of search results followed by full-texts review against eligibility criteria. Conclusion Findings are anticipated to guide future research and inform the development of tailored hypnotic interventions in children.

scholarly journals Avaliação da Eficácia de um Programa de Formação sobre Violência contra Crianças e Adolescentes

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Level Of Training

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals The importance of motivation in selecting undergraduate medical students for extracurricular research programmes

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260193
Author(s):  
Belinda W. C. Ommering ◽  
Floris M. Van Blankenstein ◽  
Merel van Diepen ◽  
Nelleke A. Gruis ◽  
Ada Kool ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Intrinsic Motivation ◽  
Motivational Factors ◽  
Drop Out ◽  
Future Research ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Research Programmes ◽  
Physician Scientists

Introduction Extracurricular research programmes (ERPs) may contribute to reducing the current shortage in physician-scientists, but usually select students based on grades only. The question arises if students should be selected based on their motivation, regardless of their previous academic performance. Focusing on grades and lacking to take motivation into account when selecting students for ERPs might exclude an important target group when aiming to cultivate future physician-scientists. Therefore, this study compared ERP students with lower and higher previous academic performance on subsequent academic performance, ERP performance, and motivational factors. Methods Prospective cohort study with undergraduate medical students who filled in a yearly questionnaire on motivational factors. Two student groups participating in an ERP were compared: students with first-year grade point average (GPA) ≥7 versus <7 on a 10-point grading scale. Linear and logistic regressions analyses were used to compare groups on subsequent academic performance (i.e. third-year GPA, in-time bachelor completion), ERP performance (i.e. drop-out, number of credits), and motivational factors (i.e. intrinsic motivation for research, research self-efficacy beliefs, perceptions of research, curiosity), while adjusting for gender and motivational factors at baseline. Results The <7 group had significantly lower third-year GPA, and significantly higher odds for ERP drop-out than the ≥7 group. However, there was no significant between-group difference on in-time bachelor completion and the <7 group was not inferior to the ≥7 group in terms of intrinsic motivation for research, perceptions of research, and curiosity. Conclusions Since intrinsic motivation for research, perceptions of research, and curiosity are prerequisites of future research involvement, it seems beneficial to focus on motivation when selecting students for ERPS, allowing students with lower current academic performance to participate in ERPs as well.

scholarly journals Exploring wellbeing in first year medical students amidst a curriculum change

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Deborah Merrick ◽  
Yvonne Mbaki ◽  
Margaret K. Pratten ◽  
Timothy G. Simpson
Keyword(s):  
Medical Students ◽  
Curriculum Change ◽  
Improve Patient Care ◽  
Healthcare Setting ◽  
Early Years ◽  
Formative Assessments ◽  
First Year ◽  
Physical And Mental Health ◽  
Undergraduate Medical Students ◽  
Positive Effects

Abstract Background The support of student wellbeing features highly in all higher education institutional agendas. For medical students good physical and mental health can help prevent burnout, equip students for their future healthcare setting and indirectly improve patient care. At the University of Nottingham (UK), we were keen to explore undergraduate medical students perceived wellbeing before, during, and after an early years’ (years 1-3) curriculum change. A restructure of the curriculum enabled personal wellbeing sessions to be embedded and directly linked to the pastoral support system. Methods Students’ perceived wellbeing was assessed through a questionnaire distributed to three cohorts of first year students at the start and end of the autumn semester. Results The data showed a clear improvement of perceived physical health at the end of the first semester following the curriculum change, alongside increased mood and ability to relax. A surprising outcome of this study was that students reported increased stress levels at the end of the semester, which we believe may be attributed to the change in assessment within the new curriculum. Our medical students are now facing end of year summative examinations, but are acutely aware of their progress as they undertake frequent formative assessments during the year. We propose that comparison of performance with peers is having a direct impact on perceived stress in these cohorts. Conclusions The study has shown that embedding wellbeing in the curriculum can have positive effects even within a changing curriculum. The importance of evolving wellbeing provision and support based on the needs of the student population is essential and probably never more in need than at this moment in time.

scholarly journals Evaluation of the Effectiveness of a Training Program on Violence against Children and Adolescents

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Murilo Sabbag Moretti ◽  
Alex Sandro Gomes Pessoa
Keyword(s):  
Medical Students ◽  
Training Program ◽  
Health Professionals ◽  
Intervention Program ◽  
Control Group ◽  
Undergraduate Medical Students ◽  
Postgraduate Students ◽  
Violence Against Children ◽  
Positive Effects ◽  
Post Test

Abstract: Introduction: Assistance in health services is often the first possibility for the identification of cases of Violence Against Children and Teenagers (VACT). Therefore, the aim of this article was to evaluate the effectiveness of an intervention program developed to enable students and health professionals to recognize and report cases of VACT. Additionally, we sought to verify at what level of training (undergraduate, postgraduate or working professional) such intervention would show the greatest effect. Method: This is a quasi-experimental study, of which design was based on the analysis of a non-equivalent Control Group (CG). The research included undergraduate medical students, postgraduate medical students attending pediatric residency and professionals working in health institutions. A total of 105 people participated, of which 89% were women. The participants were subsequently subdivided between the Experimental Group - EG (n = 60) and Control Group - CG (n = 45). A training program on the topic, consisting of 10 sessions (20h in total), was developed and applied with an EG. To assess the effectiveness of the intervention, a questionnaire was applied at previously determined periods (pre-test and post-test). The data were submitted to statistical analysis (descriptive analyses, t test and Tukey’s multiple comparison test), using the software R. Results: The post-test showed statistically significant changes in all dimensions evaluated with the EG, which proves that the intervention resulted in changes regarding the previous conceptions that the participants had about VACT. Additionally, when comparing the responses obtained in the questionnaires between the three EG groups (undergraduate, postgraduate students and working professionals), it was verified that there were no statistical differences between the groups, suggesting that educational programs have positive effects on all levels of training. Conclusions: This study showed that training programs can qualify the conception of students and health professionals, as well as help them feel more prepared to deal with the demands related to VACT. However, a collective effort is needed so that these contents are purposefully incorporated into the training process at all levels, from undergraduate school to continuing education.

scholarly journals Evaluating Healthcare Governance Policies: A Scoping Review Protocol

2021 ◽  
Author(s):  
Heather Finnegan ◽  
Gayle Halas ◽  
Caroline Monnin ◽  
Allie Peckham ◽  
Malcolm Doupe
Keyword(s):  
Scoping Review ◽  
Keyword Search ◽  
Grey Literature ◽  
Future Research ◽  
Research Directions ◽  
Scoping Reviews ◽  
Review Protocol ◽  
Future Research Directions ◽  
Healthcare Interventions ◽  
Meta Analyses

Abstract Background: Governance policies provide structures and processes through which healthcare systems are managed. Existing literature defines strategies to evaluate operational (e.g. program) and clinical (e.g., patient-provider) healthcare interventions; the equivalent strategies to evaluate governance policies are less well developed. The aim of the proposed scoping review is to examine the extent, nature and range of approaches used to evaluate healthcare governance policies.Methods: Informed by the Joanna Briggs Institute guidelines and the Arksey and O’Malley framework, the proposed study will conduct a keyword search of both health and social sciences databases, including Ageline (EBSCOhost 1978-2020), CINAHL with Full Text (EBSCOhost 1981-2020), EconLIT (EBSCOhost 1886-2020), Medline (Ovid 1946-2020), Global Health (Ovid 1973-2020) and Scopus (1970-2020). The grey literature – Public Documents (desLibris), Theses & Dissertations (ProQuest) and Google Advanced – will also be searched to ensure comprehensive identification of studies. Any evaluation of healthcare governance policies published in English will be included. Findings will be presented using Preferred Reporting Items for Systematic Reviews and Meta-analyses: Extension for Scoping Reviews (PRIMSA-ScR). Our cross-disciplinary team will critically assess the identified literature. Discussion: Findings from the proposed scoping review will provide insight into the ways in which healthcare governance policies have been evaluated and offer future research directions. Based on initial literature scans and consultations with policy workers, we expect to demonstrate the need for more robust (i.e., deliberate, methodical) approaches to evaluate healthcare governance policies, which in turn requires meaningful partnerships to enrich the transactional space between research and policy.

scholarly journals Intergenerational Engagement in Residential Settings: A Scoping Review of the Literature

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 851-851
Author(s):  
Andrea Gardiola ◽  
Raza Mirza ◽  
Amanda Bull ◽  
Christopher Klinger ◽  
Jessica Hsieh ◽  
...  
Keyword(s):  
Older Adults ◽  
Health Outcomes ◽  
Scoping Review ◽  
Grey Literature ◽  
Age Groups ◽  
Future Research ◽  
Long Term Effects ◽  
Hand Search ◽  
Intergenerational Interactions ◽  
The Impact

Abstract Intergenerational engagement provides a rich environment for people of different ages to come together and exchange life stories, skills, and knowledge. Today, intergenerational interactions are decreasing, however, these exchanges can have positive implications for seniors in residential care homes (RCHs) and younger persons. A scoping review following Arksey and O’Malley’s five-step framework was conducted to investigate the impact of intergenerational engagement and programs (IGPs) on older adults in RCHs. A systematic search of ten electronic databases and hand search of references was carried out; thematic content analysis to established key themes. A total of 1,183 academic and grey literature sources were reviewed, with 66 full-text studies assessed for eligibility. Of these sources, 35 studies met inclusion criteria. Studies highlighted four main themes: 1. Types of IGPs, 2. Psycho-social benefits for older adults and improved status among elders with cognitive impairments, 3. Younger person benefits, suggesting reduced ageism and improved social and communication skills, and 4. Program recommendations, including the need for enthusiastic program facilitators, coordination between facilities, sensitivity training for younger persons, detailed advertisements, and appropriate activities for different age groups. Findings inform future practice and research, highlighting that IGPs are an effective strategy to alleviate negative health outcomes for seniors in RCHs. Future research is needed to evaluate long-term effects and further health outcomes. IGPs provide an opportunity to facilitate purposeful and reciprocal relationships between generations, fostering intergenerational understanding. By studying IGPs and intergenerational interactions, we can better determine practices that meaningfully engage elders in RCHs in Canada.

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