Clinical placement models for undergraduate health professions students: a scoping review

Abstract Background Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

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Clinical placement models for undergraduate health professions students: A scoping review

10.21203/rs.3.rs-276110/v1 ◽

2021 ◽

Author(s):

Champion N. Nyoni ◽

Lizemari Hugo- Van Dyk ◽

Yvonne Botma

Keyword(s):

Student Perceptions ◽

Undergraduate Students ◽

Scoping Review ◽

Health Professions ◽

Health Professions Education ◽

Clinical Placement ◽

Clinical Learning ◽

Optimal Learning ◽

Online Databases ◽

Clinical Environments

Abstract Background: Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance optimal learning in the clinical environments for undergraduate health professions students.Objectives: This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design: A scoping review methodology was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results: Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions.Conclusions: As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.

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Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

Canadian Medical Education Journal ◽

10.36834/cmej.61649 ◽

2020 ◽

Author(s):

Lindsay Beavers ◽

Voula Christofilos ◽

Christinne Duclos ◽

Kelly McMillen ◽

Jasmine Sheehan ◽

...

Keyword(s):

Focus Groups ◽

Learning Experiences ◽

Health Professions ◽

Health Professions Education ◽

Clinical Placement ◽

Clinical Learning ◽

Applied Learning ◽

Clinical Placements ◽

Support Unit ◽

Preceptor Training

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

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Situated learning theory in health professions education research: a scoping review

Advances in Health Sciences Education ◽

10.1007/s10459-019-09900-w ◽

2019 ◽

Vol 25 (2) ◽

pp. 483-509 ◽

Cited By ~ 9

Author(s):

Bridget C. O’Brien ◽

Alexis Battista

Keyword(s):

Education Research ◽

Learning Theory ◽

Situated Learning ◽

Scoping Review ◽

Health Professions ◽

Health Professions Education ◽

Situated Learning Theory

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Exploring the cost of eLearning within the field of health professions education: key findings from a Systematic Scoping Review (Preprint)

10.2196/preprints.13681 ◽

2019 ◽

Author(s):

Edward Meinert ◽

Scott Reeves ◽

Jesse Eerens ◽

Christina Banks ◽

Stephen Maloney ◽

...

Keyword(s):

Scoping Review ◽

Health Professions ◽

Health Professions Education ◽

Sufficient Evidence ◽

Cost Calculation ◽

Publication Date ◽

Face To Face ◽

Mesh Terms ◽

Face To Face Instruction ◽

The Impact

BACKGROUND Existing research on the costs of delivering courses online courses is limited. The way in which these learning platforms compare in cost to face-to-face learning is also poorly understood. This lack of data has made it difficult to evaluate whether the investments spent by organisations on online learning are effective in comparison to face-to-face instruction. OBJECTIVE The key aim of this scoping literature review is to better understand the state of evidence about whether eLearning demonstrates cost advantages over face-to-face instruction and report the results of a research question centred on: What data exists to define cost calculations related to eLearning? Specifically, we investigate the extent to which the literature can provide details for calculation of the costs for eLearning design, development, and delivery. METHODS Scoping review using a search strategy of MeSH terms and related keywords centred on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references to cost following screening. Full-text review resulted in 168 studies being excluded, with 42 studies providing data and analysis of the impact of cost and value in health professions education. A further 22 studies provided details of costing approaches for the production and delivery of eLearning. CONCLUSIONS There is an emerging body of studies capturing costs in eLearning. However, costs in these studies were collected inconsistently and in relation to a wide variety of factors or had an alternate study-related focus. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable and data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction. CLINICALTRIAL N/A

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Microlearning in Health Professions Education: Scoping Review

JMIR Medical Education ◽

10.2196/13997 ◽

2019 ◽

Vol 5 (2) ◽

pp. e13997 ◽

Cited By ~ 11

Author(s):

Jennie Chang De Gagne ◽

Hyeyoung Kate Park ◽

Katherine Hall ◽

Amanda Woodward ◽

Sandra Yamane ◽

...

Keyword(s):

Scoping Review ◽

Health Professions ◽

Health Professions Education

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The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Advances in Health Sciences Education ◽

10.1007/s10459-021-10028-z ◽

2021 ◽

Author(s):

Jenny Moffett ◽

Jennifer Hammond ◽

Paul Murphy ◽

Teresa Pawlikowska

Keyword(s):

Scoping Review ◽

Teaching And Learning ◽

Clinical Teaching ◽

Social Research ◽

Health Professions ◽

Evidence Base ◽

Health Professions Education ◽

Learning Approaches ◽

Related Factors ◽

Case Presentations

AbstractAlthough the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

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Virtue and Care Ethics & Humanism in Medical Education: A Scoping Review

10.21203/rs.3.rs-956632/v1 ◽

2021 ◽

Author(s):

David J. Doukas ◽

David T. Ozar ◽

Martina Darragh ◽

Janet M. de Groot ◽

Brian S. Carter ◽

...

Keyword(s):

Health Care ◽

Medical Education ◽

Virtue Ethics ◽

Scoping Review ◽

Care Ethics ◽

Health Professions ◽

Health Professions Education ◽

Exclusion Criteria ◽

Health Ethics ◽

English Articles

Abstract PURPOSE:This scoping review explores how virtue and care ethics are incorporated into health professions education and how these factors may relate to the development of humanistic patient care.METHOD:Our team identified citations in the literature emphasizing virtue ethics and care ethics (in PubMed, NLM Catalog, WorldCat, EthicsShare, EthxWeb, Globethics.net, Philosopher’s Index, and ProQuest Central) lending themselves to constructs of humanism curricula. Our exclusion criteria consisted of non-English articles, those not addressing virtue and care ethics and humanism in medical pedagogy, and those not addressing aspects of character in health ethics. We examined in a stepwise fashion whether citations: 1) Contained definitions of virtue and care ethics; 2) Implemented virtue and care ethics in health care curricula; and 3) Evidenced patient-directed caregiver humanism.RESULTS: 811 citations were identified, 88 intensively reviewed, and the final 25 analyzed in-depth. We identified multiple key themes with relevant metaphors associated with virtue/care ethics, curricula, and humanism education.CONCLUSIONS:This research sought to better understand how virtue and care ethics can potentially promote humanism and identified themes that facilitate and impede this mission.

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