Systematic review support received and needed by researchers: a survey of libraries supporting Ontario medical schools

Introduction: Finding efficient ways to meet the growing demand for library systematic review support is imperative for facilitating the production of high-quality research. The objectives of this study were threefold: 1) to ascertain the systematic review support provided by health sciences libraries at Ontario medical schools and their affiliated hospitals, 2) to determine the perceived educational needs by researchers at these institutions, and 3) to assess the potential usefulness of freely available, online educational modules for researchers that discuss all stages of the systematic review process. Methods: We conducted a cross-sectional survey in June and July of 2020. Data were analyzed and presented using median and interquartile range (IQR) for continuous measures, and in proportions for categorical measures. Results: Thirteen of 19 libraries invited provided usable data. Most libraries spent more time supporting systematic reviews via collaboration/participation than by providing educational support. The perceived needs of library users were contrary to the perceived gaps in researcher support provided by the library/institution. All libraries reported they would find freely available, online educational modules useful for training researchers. Discussion: The next steps for our inter-professional research team will be to develop freely available, online education modules that introduce researchers to all stages of the systematic review process. These modules cannot replace the value that direct support from librarians, biostatisticians or methodology experts can provide, however, they may offer a more efficient way for libraries to familiarize researchers and trainees with best practices and universally accepted reporting guidelines for performing a high-quality review.

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Risk factors for chronic kidney disease of non-traditional causes: a systematic review

Revista Panamericana de Salud Pública ◽

10.26633/rpsp.2019.35 ◽

2019 ◽

Vol 43 ◽

pp. 1 ◽

Cited By ~ 8

Author(s):

Evelina Chapman ◽

Michelle M. Haby ◽

Eduardo Illanes ◽

Julian Sanchez-Viamonte ◽

Vanessa Elias ◽

...

Keyword(s):

Systematic Review ◽

Chronic Kidney Disease ◽

Kidney Disease ◽

Preventive Measures ◽

Meta Analysis ◽

Evidence Base ◽

High Quality ◽

High Quality Research ◽

Cross Sectional ◽

Substantial Heterogeneity

Objectives.To evaluate the potential associations between chronic kidney disease of uncertain or non-traditional etiology (CKDnT) and agrochemicals, heat stress, heavy metals, and other factors identified in the literature in any region of the world and at any time.Methods.This was a systematic review of the most frequent exposures suspected to be possible causes of CKDnT. A search was conducted of PubMed, LILACS, World Wide Science electronic databases, among other sources. Only medium- and high-quality studies were included. The synthesis of evidence included a narrative synthesis, meta-analysis, and meta-regression.Results.Four systematic reviews and 61 primary studies were included. Results of the meta-analysis suggest that exposure to agrochemicals and working in agriculture increase the risk of CKDnT, but this only reached significance for working in agriculture. When cross-sectional studies were excluded, agrochemical exposure became significant. However, there is substantial heterogeneity in the effect sizes.Conclusions.Based on the existing evidence and the precautionary principle, it is important to implement preventive measures to mitigate the damage caused by CKDnT to both agricultural workers and their communities (i.e., improvement of working conditions, cautious management of agrochemicals, etc.). More high-quality research is needed to measure impact and to build the evidence base.

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P78 MedEd Collaborative: a new research collaborative to promote medical education research

BJS Open ◽

10.1093/bjsopen/zrab032.077 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

Author(s):

◽

Matthew H V Byrne ◽

James Ashcroft ◽

Laith Alexander ◽

Jonathan C M Wan ◽

...

Keyword(s):

Medical Education ◽

Education Research ◽

Research Capacity ◽

Medical Education Research ◽

Cross Sectional Survey ◽

High Quality ◽

High Quality Research ◽

Cross Sectional ◽

Wide Scale ◽

New Research

Abstract Introduction In response to the disruption to medical education caused by COVID-19, there is a need for wide-scale robust medical education research and the generation of research capacity for the future. Trainee research collaboratives have demonstrated they can nurture the research skills of students and trainees while delivering high quality research outputs. However, we have been unable to identify a permanent medical education research collaborative for trainees and students. Methods We started the MedEd Collaborative in September 2020 to fill this gap, consisting of a trainee- and student-led medical education research collaborative supported by senior medical education experts and clinicians. Results Our vision is to increase engagement of students and trainees in high-quality medical education research that informs practice. The MedEd Collaborative will engage students and trainees in medical education research by completing at least one national multicentre study per year, the first being the COVID Ready 2 study. This is a national cross-sectional survey of the educational impact of medical student volunteering during the COVID-19 pandemic. Conclusions We anticipate the MedEd collaborative will: increase exposure to medical education research, thereby increasing the number of medical students and trainees aiming to pursue an academic medical education career; provide training in medical education research methodologies, such as qualitative analysis; improve the quality of medical education research outputs from students and trainees; encourage collaboration between medical schools and deaneries; and provide support to other trainee research collaboratives that aim to explore education research in their own specialties.

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Pre-Exposure Prophylaxis Training among Medical Schools in the United States

Journal of Primary Care & Community Health ◽

10.1177/21501327211028713 ◽

2021 ◽

Vol 12 ◽

pp. 215013272110287

Author(s):

Robert L. Cooper ◽

Mohammad Tabatabai ◽

Paul D. Juarez ◽

Aramandla Ramesh ◽

Matthew C. Morris ◽

...

Keyword(s):

United States ◽

Hiv Prevention ◽

Injection Drug Users ◽

Drug Users ◽

Healthcare Providers ◽

Medical Schools ◽

The United States ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Exposure Prophylaxis

Pre-Exposure Prophylaxis (PrEP) has been shown to be an effective method of HIV prevention for men who have sex with-men (MSM) and -transgender women (MSTGWs), serodiscordant couples, and injection drug users; however fewer than 50 000 individuals currently take this regimen. Knowledge of PrEP is low among healthcare providers and much of this lack of knowledge stems from the lack or exposure to PrEP in medical school. We conducted a cross sectional survey of medical schools in the United States to assess the degree to which PrEP for HIV prevention is taught. The survey consisted Likert scale questions assessing how well the students were prepared to perform each skill associated with PrEP delivery, as well as how PrEP education was delivered to students. We contacted 141 medical schools and 71 responded to the survey (50.4%). PrEP education was only reported to be offered at 38% of schools, and only 15.4% reported specific training for Lesbian, Gay, Bisexual, and Transgender (LGBT) patients. The most common delivery methods of PrEP content were didactic sessions with 11 schools reporting this method followed by problem-based learning, direct patient contact, workshops, and small group discussions. Students were more prepared to provide PrEP to MSM compared to other high-risk patients. Few medical schools are preparing their students to prescribe PrEP upon graduation. Further, there is a need to increase the number of direct patient contacts or simulations for students to be better prepared.

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Career Intentions and Dropout Causes Among Medical Students in Kazakhstan

Medicina ◽

10.3390/medicina49060045 ◽

2013 ◽

Vol 49 (6) ◽

pp. 45

Author(s):

Kamila Faizullina ◽

Galina Kausova ◽

Zhanna Kalmataeva ◽

Ardak Nurbakyt ◽

Saule Buzdaeva

Keyword(s):

Medical Students ◽

Human Resources ◽

Rural Areas ◽

Urban Areas ◽

Human Resources For Health ◽

Medical Schools ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Unequal Distribution ◽

Survey Tool

Background and Objective. The number of new entrants to higher medical schools of Kazakhstan increased by 1.6 times from 2007 to 2012. However, it is not known how it will affect the shortage of human resources for health. Additionally, human resources for health in rural areas of Kazakhstan are 4 times scarcer than in urban areas. The aim of the present study was to investigate the intentions of students toward their professional future and readiness to work in rural areas, as well as to determine the causes for dropping out from medical schools. Material and Methods. A cross-sectional survey was conducted in 2 medical universities in Almaty during the academic year 2011–2012. The study sample included medical students and interns. In total, 2388 students participated in the survey. The survey tool was an anonymous questionnaire. Results. The students of the first years of studies compared with those of later years of studies were more optimistic about the profession and had more intentions to work in the medical field. Only 8% of the students reported a wish to work in rural localities. On the other hand, 4% of the students did not plan to pursue the profession. On the average, every third medical student dropped out on his/her own request. Conclusions. Associations between intentions to work according to the profession and the year of studies, faculty, and residence area before enrolling in a medical school were documented. The majority of the students who came from rural areas preferred to stay and look for work in a city, which might contribute to an unequal distribution of physicians across the country.

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Externalising tacit knowledge of the systematic review process

IET Software ◽

10.1049/iet-sen.2013.0029 ◽

2013 ◽

Vol 7 (6) ◽

pp. 298-307 ◽

Cited By ~ 8

Author(s):

Sandra Camargo Pinto Ferraz Fabbri ◽

Katia Romero Felizardo ◽

Fabiano Cutigi Ferrari ◽

Elis Cristina Montoro Hernandes ◽

Fábio Roberto Octaviano ◽

...

Keyword(s):

Systematic Review ◽

Tacit Knowledge ◽

Review Process ◽

Systematic Review Process

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Cross-sectional survey of the undergraduate rheumatology curriculum in European medical schools: a EULAR School of Rheumatology initiative

RMD Open ◽

10.1136/rmdopen-2018-000743 ◽

2018 ◽

Vol 4 (2) ◽

pp. e000743 ◽

Cited By ~ 1

Author(s):

Abhishek Abhishek ◽

Annamaria Iagnocco ◽

J W J Bijlsma ◽

Michael Doherty ◽

Frédéric Lioté

Keyword(s):

Musculoskeletal Diseases ◽

Site Response ◽

Joint Infection ◽

Medical Schools ◽

Calcium Pyrophosphate ◽

Free Text ◽

Curriculum Content ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Additional Information

ObjectivesTo survey the undergraduate rheumatic and musculoskeletal diseases (RMDs) curriculum content in a sample of medical schools across Europe.MethodsThe undergraduate musculoskeletal diseases and disability curriculum of University of Nottingham, UK, was used as a template to develop a questionnaire on curriculum content. The questionnaire elicited binary (yes/no) responses and included the option to provide additional information as free text. The survey was mailed to members of the European League Against Rheumatism (EULAR) School of Rheumatology (Undergraduate Classroom) and to EULAR Standing Committee on Education and Training members in January 2017, with a reminder in February 2017.ResultsResponses were received from 21 schools belonging to 11 countries. Assessment of gait, hyperalgesic tender site response and hypermobility were not included in many curricula. Similarly, interpretation of investigations undertaken on synovial fluid was taught in only 16 schools. While disease-modifying anti-rheumatic drugs and biological agents, and urate-lowering treatment were included in the curricula of 20 and 21 institutions, respectively, only curricula from 18 schools included core non-pharmacological interventions. Osteoarthritis, gout, rheumatoid arthritis, spondyloarthropathy, polymyalgia rheumatica and lupus were included in the curriculum of all institutions. However, common RMDs such as calcium pyrophosphate deposition, fibromyalgia, giant cell arteritis and bone and joint infection were included in 19 curricula.ConclusionThis survey highlights areas of similarities and differences in undergraduate curricula across Europe. It is hoped that the results of this survey will catalyse the development and agreement of a minimum core European Curriculum for undergraduate education in RMDs.

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Bias Due to Changes in Specified Outcomes during the Systematic Review Process

PLoS ONE ◽

10.1371/journal.pone.0009810 ◽

2010 ◽

Vol 5 (3) ◽

pp. e9810 ◽

Cited By ~ 87

Author(s):

Jamie J. Kirkham ◽

Doug G. Altman ◽

Paula R. Williamson

Keyword(s):

Systematic Review ◽

Review Process ◽

Systematic Review Process

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Bedside ultrasound education in Canadian medical schools: A national survey

Canadian Medical Education Journal ◽

10.36834/cmej.36646 ◽

2016 ◽

Vol 7 (1) ◽

pp. e78-e86 ◽

Cited By ~ 16

Author(s):

Peter Steinmetz ◽

Octavian Dobrescu ◽

Sharon Oleskevich ◽

John Lewis

Keyword(s):

Medical School ◽

Undergraduate Curriculum ◽

Medical Schools ◽

School Curriculum ◽

Bedside Ultrasound ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Web Based ◽

Ultrasound Education ◽

Current Characteristics

Background: This study was carried out to determine the extent and characteristics of bedside ultrasound teaching in medical schools across Canada.Methods: A cross-sectional, survey-based study was used to assess undergraduate bedside ultrasound education in the 17 accredited medical schools in Canada. The survey, consisting of 19 questions was pilot-tested, web-based, and completed over a period of seven months in 2014.Results: Approximately half of the 13 responding medical schools had integrated bedside ultrasound teaching into their undergraduate curriculum. The most common trends in undergraduate ultrasound teaching related to duration (1-5 hours/year in 50% of schools), format (practical and theoretical in 67% of schools), and logistics (1:4 instructor to student ratio in 67% of schools). The majority of responding vice-deans indicated that bedside ultrasound education should be integrated into the medical school curriculum (77%), and cited a lack of ultrasound machines and infrastructure as barriers to integration.Conclusions: This study documents the current characteristics of undergraduate ultrasound education in Canada.

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Addressing challenges with systematic review teams through effective communication: a case report

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2021.1222 ◽

2021 ◽

Vol 109 (4) ◽

Author(s):

Linda C. O’Dwyer ◽

Q. Eileen Wafford

Keyword(s):

Systematic Review ◽

Case Report ◽

Review Process ◽

Communication Strategies ◽

Core Competency ◽

Effective Communication ◽

Low Energy ◽

Full Participation ◽

Systematic Review Process

Background: Every step in the systematic review process has challenges, ranging from resistance by review teams to adherence to standard methodology to low-energy commitment to full participation. These challenges can derail the project and result in significant delays, duplication of work, and failure to complete the review. Communication during the systematic review process is key to ensuring it runs smoothly and is identified as a core competency for librarians involved in systematic reviews.Case Presentation: This case report presents effective communication approaches that our librarians employ to address challenges encountered while working with systematic review teams. The communication strategies we describe engage teams through information, questions, and action items and lead to productive collaborations with publishable systematic reviews.Conclusions: Effective communication with review teams keeps systematic review projects moving forward. The techniques covered in this case study strive to minimize misunderstandings, educate collaborators, and, in our experience, have led to multiple successful collaborations and publications. Librarians working in the systematic review space will recognize these challenges and can adapt these techniques to their own environments.

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Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

10.21203/rs.3.rs-42336/v1 ◽

2020 ◽

Author(s):

Suhaib Muflih ◽

Sawsan Abuhammad ◽

Reema Karasneh ◽

Sayer Al-Azzam ◽

Karem H Alzoubi ◽

...

Keyword(s):

Online Education ◽

Professional Education ◽

Online Teaching ◽

Online Survey ◽

Ethical Issues ◽

Past Experience ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Online Social Media ◽

Online Tools

Abstract Background: The online teaching demand has increased tremendously to promote the implementation of online teaching-leaning system to meet the need of students during the outbreaks of emerging infectious disease. This study aims to explore whether the pandemic of COVID-19, which requires universities to rapidly offer online learning, will affect attitudes about online education for undergraduate health sciences students. Also, it investigates the barriers for using online tools. Method: A cross-sectional survey using online social media was used to recruit eligible participants. The data for this study were focused on students’ experiences utilizing an online education method offered by the Jordanian government universities. This study is utilizing newly developed measuring tools that are expected to enable students to evaluate online teaching in terms of their own learning progress. Results: A total of 1,210 participants agreed to complete the online survey questionnaire. The mean score preparedness and attitude toward online education was average. The majority of students agreed that online courses helped assign reading and homework time better than on-campus approach (75.0%) and felt comfortable to actively communicate with my classmates and instructors online. Zoom and eLearning were the most common online platforms utilized by students. The geographic locations, lack of past experience on using online tools, and lack of past experience on using online tools were identified by students as the main barrier to online educations. Conclusions: Although the pandemic of COVID-19 appeared as uncommon catalyst for promoting eLearning, further research is needed to assess whether learners are ready and willing to make greater use of online education to obtain high quality teaching and learning opportunities, which could totally change educators’ and students’ attitudes and impression, and subsequently the general themes of online education.

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