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

Abstract Senior mentoring programs have been established that provide medical students exposure to a community-dwelling older adult mentor. The goal of these programs is to expose students to healthy older adults, increase knowledge of geriatrics, and prepare them to care for an aging population. However, even while participating in a senior mentoring program, health professions students still demonstrate some discriminatory language towards older adults (e.g., Gendron, Inker, & Welleford, 2018). In fact, research suggests ageist practices occur, intentionally or not, among all health professions and within assisted living and long-term care facilities (e.g., Bowling, 1999; Dobbs et al., 2008; Kane & Kane, 2005). There is reason to believe that how we feel about other older adults is a reflection of how we feel about ourselves as aging individuals. As part of an evaluation of a Senior Mentoring program, we found that students’ attitudes towards older adults were not significantly improved (t (92) = .38, p = .70). To further explore this, we collected subsequent qualitative data. Specifically, we asked students to respond to the open-ended prompt before and after completing their senior mentoring program: How do you feel about your own aging? Our findings have revealed just how complex students’ views towards aging and elderhood are, pointing to a need to develop a theoretical framework for how these views are formed. Thus, the results of this qualitative grounded theory study illustrate the stages of development medical students’ progress through as they come to accept themselves as aging humans.

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A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

Journal of General Internal Medicine ◽

10.1007/s11606-021-07024-9 ◽

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.

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

BMC Medical Education ◽

10.1186/s12909-020-02411-y ◽

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.

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Adverse Childhood Experiences among Veterinary Medical Students: A Multi-Site Study

Journal of Veterinary Medical Education ◽

10.3138/jvme.0816-123r ◽

2017 ◽

Vol 44 (2) ◽

pp. 260-267 ◽

Cited By ~ 4

Author(s):

Elizabeth B. Strand ◽

Jennifer Brandt ◽

Kenita Rogers ◽

Laurie Fonken ◽

Ruthanne Chun ◽

...

Keyword(s):

Medical Students ◽

Adverse Childhood Experiences ◽

Childhood Experiences ◽

Adverse Childhood ◽

Veterinary Medical Students

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Interventions for Improving Health Care Workers’ Retention in Epidemics – a Scoping Review

10.21203/rs.3.rs-951428/v1 ◽

2021 ◽

Author(s):

Zahra Zarei Jelyani ◽

Sadra Valiee ◽

Mohammad Kia ◽

Ali jajarmizadeh ◽

Sajad Delavari

Keyword(s):

Health Care ◽

Human Resources ◽

Health System ◽

Human Health ◽

Scoping Review ◽

Health Care Workers ◽

Health Resources ◽

The United States ◽

Human Beings ◽

Care Workers

Abstract Introduction: Generally, in Epidemics, such as COVID-19, health care workers (HCWs) faces many problems which lead to a shortage and weakening of human resources in the health system. Therefore, using effective strategies to retain human resources is one of the most important issues during outbreaks. This study aims to collect and classify the proposed interventions to strengthen human health resources and their sustainability during epidemics through scoping review.Methods: In this scoping review study, 2300 studies were retrieved through searching international databases –PubMed, Embase, Scopus and Web of Science. The retrieved studies were screened, and finally, 50 studies were included for analysis. The strategies were classified using inductive qualitative content analysis.Results: Most of the studies were conducted in the United States and the United Kingdom. The target population in 39 studies was all health workers; five studies were on physicians, five studies on nurses, and only one study on dentists. The proposed interventions were classified into five categories: preparation, protection, support, treatment, and feedback. Discussion: Most studies focused on providing interventions in one or two dimensions of human resources, but these interventions were summarized and categorized in this review. Therefore, this study has a holistic view of various dimensions of strengthening and maintaining human health resources during epidemics by providing a thematic map. Considering that human beings are multidimensional, policymakers and managers of the health system should use a set of interventions that simultaneously cover different aspects of their needs to strengthen and maintain HCWs.

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Using Strategies from Physical Training of Athletes to Develop Self-Study Programs for Veterinary Medical Students

Journal of Veterinary Medical Education ◽

10.3138/jvme-2020-0120 ◽

2021 ◽

pp. e20200120

Author(s):

Sandra F. San Miguel ◽

Mike Robertson ◽

Lindley McDavid

Keyword(s):

Medical Students ◽

Physical Training ◽

Collegiate Athletes ◽

Well Being ◽

First Year ◽

Veterinary Students ◽

Study Program ◽

Self Study ◽

Study Programs ◽

Veterinary Medical Students

Veterinary medical students, similar to elite collegiate athletes, are developing strategies for learning new skills and for self-care to take their performance to the next level. As veterinary students learn to successfully navigate an information-dense, high-volume curriculum, many sacrifice wellness, leadership opportunities, extracurricular activities, and social interactions. Strategies from athletes’ physical training were used to design a self-study program for first-year veterinary medical students. Major considerations in program design were the characteristics of the human being, learning goals, and contextual constraints. The study program included a warm-up, study sessions, and a cooldown. The program was offered to first-year veterinary medical students at Purdue University’s College of Veterinary Medicine. Thirty-two students requested study programs and 21 completed surveys at the semester end. Results were analyzed quantitatively and by using an adapted conventional content analysis approach. Responses were organized into three main domains: reason for participation, program utility, and program satisfaction. Students shared that the most helpful aspects of the program were assisting with organization and time management, providing accountability, and reducing overwhelm by enhancing well-being and performance; they reported that these learned skills would support their well-being as future professionals. This article describes the experiences of one group of veterinary students at one college using these programs. The long-term goal is to develop a model program for all veterinary students to manage curricular demands while maintaining well-being.

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