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

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.

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 Structure and processes of emergency observation units with a geriatric focus: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Pieter Heeren ◽  
Annabelle Hendrikx ◽  
Janne Ceyssens ◽  
Els Devriendt ◽  
Mieke Deschodt ◽  
...  
Keyword(s):  
Scoping Review ◽  
Emergency Care ◽  
Older Patients ◽  
Clinical Care ◽  
Care Needs ◽  
Post Discharge ◽  
Care Services ◽  
Observation Units ◽  
Primary Care Services ◽  
Healthcare Professions

Abstract Background Combining observation principles and geriatric care concepts is considered a promising strategy for risk-stratification of older patients with emergency care needs. We aimed to map the structure and processes of emergency observation units (EOUs) with a geriatric focus and explore to what extent the comprehensive geriatric assessment (CGA) approach was implemented in EOUs. Methods The revised scoping methodology framework of Arksey and O’Malley was applied. Manuscripts reporting on dedicated areas within hospitals for observation of older patients with emergency care needs were eligible for inclusion. Electronic database searches were performed in MEDLINE, EMBASE and CINAHL in combination with backward snowballing. Two researchers conducted data charting independently. Data-charting forms were developed and iteratively refined. Data inconsistencies were judged by a third researcher or discussed in the research team. Quality assessment was conducted with the Methodological Index for Non-Randomized Studies. Results Sixteen quantitative studies were included reporting on fifteen EOUs in seven countries across three continents. These units were located in the ED, immediately next to the ED or remote from the ED (i.e. hospital-based). All studies reported that staffing consisted of at least three healthcare professions. Observation duration varied between 4 and 72 h. Most studies focused on medical and functional assessment. Four studies reported to assess a patients’ medical, functional, cognitive and social capabilities. If deemed necessary, post-discharge follow-up (e.g. community/primary care services and/or outpatient clinics) was provided in eleven studies. Conclusion This scoping review documented that the structure and processes of EOUs with a geriatric focus are very heterogeneous and rarely cover all elements of CGA. Further research is necessary to determine how complex care principles of ‘observation medicine’ and ‘CGA’ can ideally be merged and successfully implemented in clinical care.

scholarly journals A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

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.

scholarly journals The impact of death and dying on the personhood of medical students: a systematic scoping review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Chong Yao Ho ◽  
Cheryl Shumin Kow ◽  
Chin Howe Joshua Chia ◽  
Jia Ying Low ◽  
Yong Hao Melvin Lai ◽  
...  
Keyword(s):  
Medical Students ◽  
Scoping Review ◽  
Death And Dying ◽  
Support Mechanism ◽  
Resource Limited ◽  
Dying Patients ◽  
Concurrent Use ◽  
Effective Training ◽  
Longitudinal Support ◽  
The Impact

Abstract Background The re-introduction of medical students into healthcare systems struggling with the COVID-19 pandemic raises concerns as to whether they will be supported when confronted with death and dying patients in resource-limited settings and with reduced support from senior clinicians. Better understanding of how medical students respond to death and dying will inform educationalists and clinicians on how to best support them. Methods We adopt Krishna’s Systematic Evidence Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on the impact of death and dying on medical students. This structured search process and concurrent use of thematic and directed content analysis of data from six databases (Split Approach) enhances the transparency and reproducibility of this review. Results Seven thousand six hundred nineteen were identified, 149 articles reviewed and 52 articles included. The Split Approach revealed similar themes and categories that correspond to the Innate, Individual, Relational and Societal domains in the Ring Theory of Personhood. Conclusion Facing death and dying amongst their patients affect how medical students envisage their personhood. This underlines the need for timely, holistic and longitudinal support systems to ensure that problems faced are addressed early. To do so, there must be effective training and a structured support mechanism.

Interprofessional initiatives between the human health professions and veterinary medical students: a scoping review

2014 ◽  
Vol 28 (4) ◽  
pp. 323-330 ◽  
Author(s):  
Molly Courtenay ◽  
Pat Conrad ◽  
Michael Wilkes ◽  
Roberto La Ragione ◽  
Noel Fitzpatrick
Keyword(s):  
Medical Students ◽  
Human Health ◽  
Scoping Review ◽  
Health Professions ◽  
Veterinary Medical Students

Irritant-Induced Chronic Cough Triggers: A Scoping Review and Clinical Checklist

2021 ◽  
pp. 1-31
Author(s):  
Mary J. Sandage ◽  
Elizabeth S. Ostwalt ◽  
Lauren H. Allison ◽  
Grace M. Cutchin ◽  
Mariah E. Morton ◽  
...  
Keyword(s):  
Scoping Review ◽  
Full Text ◽  
Chronic Cough ◽  
English Language ◽  
Meta Analysis ◽  
Occupational Exposures ◽  
Unique Contribution ◽  
International Scope ◽  
Scoping Reviews ◽  
Full Text Review

Purpose The primary aim of this review was to identify environmental irritants known to trigger chronic cough through the life span and develop a comprehensive clinically useful irritant checklist. Method A scoping review was conducted using the Preferred Reporting Items for Systematic Review and Meta-Analysis Extension for Scoping Reviews, checklist, and explanation. English-language, full-text resources were identified through Medline, PsycINFO, SPORTDiscus, Web of Science, and ProQuest Dissertations and Theses Global. Results A total of 1,072 sources were retrieved; of these, 109 were duplicates. Titles of abstracts of 963 articles were screened, with 295 selected for full-text review. Using the exclusion and inclusion criteria listed, 236 articles were considered eligible and 214 different triggers were identified. Triggers were identified from North America, Europe, Africa, Asia, and Australia. Occupational exposures were also delineated. Conclusions A clinically useful checklist of both frequently encountered triggers and idiosyncratic or rare triggers was developed. The clinical checklist provides a unique contribution to streamline and standardize clinical assessment of irritant-induced chronic cough. The international scope of this review extends the usefulness of the clinical checklist to clinicians on most continents.

PELATIHAN PEER COUNSELOR DAN PENGENALAN MEDIA PROMOTIF UNTUK PEER COUNSELOR

2021 ◽  
Vol 2 (3) ◽  
pp. 103-107
Author(s):  
Resti Rahmadika Akbar ◽  
Rahma Triyana ◽  
Prima Adelin
Keyword(s):  
Medical Students ◽  
First Year ◽  
Guidance And Counseling ◽  
Guidance Services ◽  
Peer Counselors ◽  
Training Stage ◽  
Post Test ◽  
Peer Counselor ◽  
Selection Stage

Medical students as early adults have different challenges from high school, especially medical students. Based on the results of the previous study, it was found that medical students experienced anxiety, stress, and even depression with various levels. Ranging from mild to moderate-severe. Various efforts have been made, starting with increasing early detection of students from the first year, to the training stage to increase the role of academic advisory lecturers, to solving student problems that are sent to the counseling guidance section. The purpose of this training is that peer guidance services can be used as a form of guidance and counseling services provided to adolescents or early adults who have low social interaction. Before the training, it was started with the selection stage for peer counselors using an empathy questionnaire, based on the results of the questionnaire 28 students were found to be candidates for peer counselors. The training begins with a pretest then presentation material and case discussions then end with a post-test. Based on the results of the pre-test and post-test, there was an increase in knowledge about peer counselors, their roles, the benefits of counseling, and media that can be used as promotions as part of the peer counselor's duties. It is hoped that from this training, students can increase the role of assistance to students from the early stages so that severe cases experienced by students both in terms of academic and non-academic can be resolved.

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