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 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 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.

Understanding Student Support

2018 ◽  
pp. 307-324
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

Understanding Student Support

2021 ◽  
pp. 1515-1532
Author(s):  
Tabitha Rangara-Omol
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Support Systems ◽  
Student Support ◽  
Faculty Training ◽  
Online Student ◽  
Online Technologies ◽  
Self Reliance ◽  
Use Of Technology

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.

scholarly journals Interventions designed to improve vaccination uptake: Scoping review of systematic reviews and meta-analyses - protocol (version 1)

2021 ◽  
Author(s):  
Carl Heneghan ◽  
Annette Pluddemann ◽  
Elizabeth A Spencer ◽  
Jon Brassey ◽  
Cecilia Rosca ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Scoping Review ◽  
Vaccine Coverage ◽  
Grey Literature ◽  
Vaccine Uptake ◽  
Middle Income ◽  
Hand Search ◽  
Vaccination Uptake ◽  
Meta Analyses ◽  
The Impact

Abstract Background Vaccine uptake varies substantially, and resources to promote the uptake of vaccines differ widely by country and income level. As a result, immunization rates are often suboptimal. There is a need to understand what works, particularly in low- and middle-income countries and other settings where resources are scarce. Methods: We plan to conduct a scoping review of interventions designed to increase vaccination uptake We will include systematic reviews and meta-analyses of interventional studies that address the question of vaccine uptake. We will search the following electronic databases: MEDLINE, Cochrane Database of Systematic Reviews, EMBASE, Epistemonikos, Google Scholar, LILACs and TRIP database (which covers guidelines and the grey literature) until 01 July 2021 and hand-search the reference lists of included articles. We will include systematic reviews that comprise studies of all ages if they report quantitative data on the impact on vaccine uptake. To assess the quality, we will use a modified AMSTAR score and ate the quality of the evidence in included reviews using the "Grade of Recommendations Assessment, Development and Evaluation" (GRADE). Expected results We intend to present the evidence using summary tables to present the evidence stratified by vaccine coverage, the specific population, e.g., children, adolescents and older adults, and by setting, e.g. healthcare, community. We will also present when low middle-income subgroups are reported.

scholarly journals Differential attainment in undergraduate medical education: a systematic review

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S27-S28
Author(s):  
Abhishek Gupta ◽  
Shreya Varma ◽  
Radhika Gulati ◽  
Natasha Rishi ◽  
Nagina Khan ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Grey Literature ◽  
External Support ◽  
Undergraduate Medical Students ◽  
High Stake ◽  
Differential Outcomes ◽  
Communication Processes

AimsDifferential attainment (DA) amongst Black and Minority Ethnic (BAME) medical students and postgraduate trainees including Psychiatry trainees has been extensively documented in medical education, with non-white medical students being 2.5 times more likely to fail high-stake examinations compared to their White counterparts. The Equality Act 2010 places a responsibility on public bodies such as Royal Colleges to address discrimination in training and assessment. Understanding DA in undergraduate medical education can help understand DA in the postgraduate setting. Consequently, this systematic review aims to detect the processes that enable and impede DA in UK undergraduate medical education.MethodSeven online databases including PubMed, Scopus, PyschInfo, and ERIC were searched. A formal grey literature search was also conducted. Inclusion criteria comprised studies dated from January 1995 to present and included UK undergraduate medical students. We present the preliminary findings from 13 papers, analysed to create a conceptual framework for a further mixed methods analysis. The studies were critically appraised for methodological quality.ResultFive key themes emerged from the preliminary analysis of 13 papers. BAME students experienced:Being ‘divergent’: Not feeling part of the current organisational learning milieuLack of social capital: Difficulty in being absorbed into existing ‘networks’ of relationships in a manner that is ‘approachable’ and not ‘intimidating’Continuum of discrimination: ‘Indirect’ impact of subtle communication processes in the learning environment undermining individual ‘belief’ in own performanceInstitutional discriminatory factors: Culture, rules, norms, and behavioural routines of educators that lead to differential outcomes for learnersLack of external support: Relative lack of interventions tackling DA.ConclusionThe key finding of this review is that British BAME undergraduate medical students experience discriminatory behaviours early in medical schools that impact on personal, educational, and professional outcomes. These factors may need to be borne in mind by postgraduate training organisations such as the Royal College of Psychiatrists as they commence the challenging task of addressing DA.

Using SurveyMonkey® to teach safe social media strategies to medical students in their clinical years

2015 ◽  
Vol 11 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Katrina A. Bramstedt ◽  
Ben Ierna ◽  
Victoria Woodcroft-Brown
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Media Ethics ◽  
Ethical Awareness ◽  
Media Technology ◽  
Undergraduate Medical Students ◽  
Clinical Rotations ◽  
Medical Apps ◽  
Practice Of Medicine ◽  
Medical Photography

Social media is a valuable tool in the practice of medicine, but it can also be an area of ‘treacherous waters’ for medical students. Those in their upper years of study are off-site and scattered broadly, undertaking clinical rotations; thus, in-house (university lecture) sessions are impractical. Nonetheless, during these clinical years students are generally high users of social media technology, putting them at risk of harm if they lack appropriate ethical awareness. We created a compulsory session in social media ethics (Doctoring and Social Media) offered in two online modes (narrated PowerPoint file or YouTube video) to fourth- and fifth-year undergraduate medical students. The novelty of our work was the use of SurveyMonkey® to deliver the file links, as well as to take attendance and deliver a post-session performance assessment. All 167 students completed the course and provided feedback. Overall, 73% Agreed or Strongly Agreed the course session would aid their professionalism skills and behaviours, and 95% supported delivery of the curriculum online. The most frequent areas of learning occurred in the following topics: email correspondence with patients, medical photography, and awareness of medical apps. SurveyMonkey® is a valuable and efficient tool for curriculum delivery, attendance taking, and assessment activities.

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