Effects of Postgraduate Medical Education “Boot Camps” on Clinical Skills, Knowledge, and Confidence: A Meta-Analysis

Abstract Background Throughout their medical education, learners face multiple transition periods associated with increased demands, producing stress and concern about the adequacy of their skills for their new role. Objective We evaluated the effectiveness of boot camps in improving clinical skills, knowledge, and confidence during transitions into postgraduate or discipline-specific residency programs. Methods Boot camps are in-training courses combining simulation-based practice with other educational methods to enhance learning and preparation for individuals entering new clinical roles. We performed a search of MEDLINE, CINAHL, PsycINFO, EMBASE, and ERIC using boot camp and comparable search terms. Inclusion criteria included studies that reported on medical education boot camps, involved learners entering new clinical roles in North American programs, and reported empirical data on the effectiveness of boot camps to improve clinical skills, knowledge, and/or confidence. A random effects model meta-analysis was performed to combined mean effect size differences (Cohen's d) across studies based on pretest/posttest or comparison group analyses. Results The search returned 1096 articles, 15 of which met all inclusion criteria. Combined effect size estimates showed learners who completed boot camp courses had significantly “large” improvements in clinical skills (d = 1.78; 95% CI 1.33–2.22; P < .001), knowledge (d = 2.08; 95% CI 1.20–2.96; P < .001), and confidence (d = 1.89; 95% CI 1.63–2.15; P < .001). Conclusions Boot camps were shown as an effective educational strategy to improve learners' clinical skills, knowledge, and confidence. Focus on pretest/posttest research designs limits the strength of these findings.

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Morning Report: Can an Established Medical Education Tradition Be Validated?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00199.1 ◽

2013 ◽

Vol 5 (3) ◽

pp. 374-384 ◽

Cited By ~ 11

Author(s):

Matthew McNeill ◽

Sayed K. Ali ◽

Daniel E. Banks ◽

Ishak A. Mansi

Keyword(s):

Medical Education ◽

Patient Care ◽

Outcome Measures ◽

English Language ◽

Meta Analysis ◽

The United States ◽

Cochrane Library ◽

Clinical Effects ◽

Morning Report ◽

Residency Programs

Abstract Background Morning report is accepted as an essential component of residency education throughout different parts of the world. Objective To review the evidence of the educational value, purpose, methods, and outcomes of morning report. Methods A literature search of PubMed, Ovid, and the Cochrane Library for English-language studies published between January 1, 1966, and October 31, 2011, was performed. We searched for keywords and Medical Subject Heading terms related to medical education, methods, attitudes, and outcomes in regard to “morning report.” Title and abstract review, followed by a full-text review by 3 authors, was performed to identify all pertinent articles. Results We identified 71 citations; 40 articles were original studies and 31 were commentaries, editorials, or review articles; 56 studies (79%) originated from internal medicine residency programs; 6 studies (8%) focused on ambulatory morning report; and 63 (89%) originated from the United States. Identified studies varied in objectives, methods, and outcome measures, and were not suitable for meta-analysis. Main outcome measures were resident satisfaction, faculty satisfaction, preparation for professional examinations, use of evidence-based medicine, clinical effects on patient care, adverse event detection, and utilization of a curriculum in case selection. Conclusions Morning report has heterogeneous purposes, methods, and settings. As an educational tool, morning report is challenging to define, its outcome is difficult to measure, and this precludes firm conclusions about its contribution to resident education or patient care. Residency programs should tailor morning report to meet their own unique educational objectives and needs.

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The “Zing Factor”—How Do Faculty Describe the Best Pediatrics Residents?

Journal of Graduate Medical Education ◽

10.4300/jgme-d-13-00146.1 ◽

2014 ◽

Vol 6 (1) ◽

pp. 106-111 ◽

Cited By ~ 10

Author(s):

Glenn Rosenbluth ◽

Bridget O'Brien ◽

Emily M. Asher ◽

Christine S. Cho

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Knowledge Integration ◽

Clinical Skills ◽

Medical Knowledge ◽

Residency Programs ◽

Graduate Medical ◽

Trained Interviewer ◽

And Behaviors ◽

Assessment Strategies

Abstract Background Faculty in graduate medical education programs may not have uniform approaches to differentiating the quality of residents, and reviews of evaluations suggest that faculty use different standards when assessing residents. Standards for assessing residents also do not consistently map to items on evaluation forms. One way to improve assessment is to reach consensus on the traits and behaviors that are (or should be) present in the best residents. Methods A trained interviewer conducted semistructured interviews with faculty affiliated with 2 pediatrics residency programs until content saturation was achieved. Interviewees were asked to describe specific traits present in residents they identify as the best. Interviews were recorded and transcribed. We used an iterative, inductive approach to generate a coding scheme and identify common themes. Results From 23 interviews, we identified 7 thematic categories of traits and behaviors: personality, energy, professionalism, team behaviors, self-improvement behaviors, patient-interaction behaviors, and medical knowledge and clinical skills (including a subcategory, knowledge integration). Most faculty interviewees focused on traits like passion, enthusiasm, maturity, and reliability. Examination score or intelligence was mentioned less frequently than traits and behaviors categorized under personality and professionalism. Conclusions Faculty identified many traits and behaviors in the residents they define as the best. The thematic categories had incomplete overlap with Accreditation Council for Graduate Medical Education (ACGME) and CanMEDS competencies. This research highlights the ongoing need to review our assessment strategies, and may have implications for the ACGME Milestone Project.

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Learning styles and the myths surrounding it: a systematic scoping review of the literature.

10.21203/rs.3.rs-396082/v1 ◽

2021 ◽

Author(s):

Lucas de Mendonça ◽

Regis Rodrigues Vieira ◽

Michel Silvio Duailibi

Keyword(s):

Medical Education ◽

Learning Style ◽

Cognitive Processing ◽

Scoping Review ◽

Postgraduate Medical Education ◽

Inclusion Criteria ◽

Theoretical Assumption ◽

Cross Sectional ◽

Searching Strategy

Abstract Background: Learning style (LS) is the theoretical assumption that each individual has a better form for cognitive processing throughout learning. In medical education, LS has been studied as a tool to optimize medical learning. Teaching in the postgraduate medical environment embraces specific methodological aspects for mastering medical abilities and LS inventories have been widely used for enhance learning. However, no review has been done on this subject until this date. Therefore, a scoping review was performed to explore the extent of evidence on LS and postgraduate medical education. Methods: a systematic scoping review was performed according to PRISMA - ScR and JBI guidelines. We searched MEDLINE, ERIC, LILACS and SCIELO virtual library on February 2020. A peer review was performed with blinding of both investigators and any divergence was resolved by consensus. Searching strategy, search terms, exclusion and inclusion criteria and data charting were structured prior to the beginning of the study. Data was summarized and collated. Analysis of the quality of the evidence was also performed using specific tools.Results: 211 studies were obtained with the search engine after duplicates were removed. Of these, 40 were selected after applying exclusion and inclusion criteria. Two other studies were excluded post initial screening. The majority of studies were from United States. General surgery, internal medicine and family medicine were the specialties that had most studies on LS. Kolb LSI was the most used LS inventory. The majority of studies were observational with a cross sectional design (34 out of 38). Only four studies were RCTs with a low quality of evidence and a high risk of bias. It was also seen that LS may change through training, with work-hours and areas of specialty training.Conclusion: There is a lack of high quality studies to provide reliable evidence for the utilization of LS in postgraduate medical education and it is desirable for more Cohort or Randomized Control Trials in this area for a more robust evidence.

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A Thematic-based Meta Analytic Study Regarding the Effect of Creativity on Academic Success and Learning Retention

Journal of Education and Training Studies ◽

10.11114/jets.v5i3.2043 ◽

2017 ◽

Vol 5 (3) ◽

pp. 53 ◽

Cited By ~ 1

Author(s):

Faysal Özdas ◽

Veli Batdi

Keyword(s):

Academic Success ◽

Creative Writing ◽

Effect Size ◽

Creative Thinking ◽

High Reliability ◽

Meta Analysis ◽

Analytic Study ◽

Inclusion Criteria ◽

Learning Retention ◽

Fail Safe

This thematic-based meta-analytic study aims to examine the effect of creativity on the academic success and learning retention scores of students. In the context of this aim, 18 out of 225 studies regarding creativity that were carried out between 2001 and 2011 have been obtained from certain national and international databases. The studies involving thematic-based meta-analytic reviews are examined under four themes - creative thinking, creative thinking activities, creative thinking techniques and creative writing applications. Certain inclusion criteria are also taken into consideration in the analysis. The statistical programs Comprehensive Meta-Analysis (CMA) and MetaWin are made use in order to analyze the data. The inter-rater reliability of the studies is calculated and found to be high. The Meta-analytic research results indicate that the effect size of creative thinking, creative thinking activities, creative thinking techniques and creative writing applications on academic success are large in terms of levels, while the creative applications in terms of learning retention are again large. This means that creativity has positive and great effects on both academic success and learning retention. The values of Fail-safe Number with regard to considering the effects of creative applications on academic success and learning retention show the high reliability of meta-analysis. It can be suggested that researchers should carry out more studies on creativity as there are not enough studies on creativity, especially regarding retention.

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The Use of the Jigsaw Cooperative Learning Technique for the Health Science Students in Iran: A Meta-Analysis

Educational Research in Medical Sciences ◽

10.5812/erms.102043 ◽

2020 ◽

Vol 9 (1) ◽

Author(s):

Sareh Shakerian ◽

Zohreh Khoshgoftar ◽

Elahe Rezayof ◽

Maryam Amadi

Keyword(s):

Medical Education ◽

Cooperative Learning ◽

Cognitive Skills ◽

Meta Analysis ◽

Medical Science ◽

Health Science ◽

Inclusion Criteria ◽

Learning Technique ◽

Jigsaw Method ◽

The Impact

Context: Given the importance of learning from both cognitive and non-cognitive aspects of development in medical science education, the selection of appropriate educational strategies is a key structural issue. The jigsaw method is used in cooperative learning to improve cognitive and non-cognitive skills. Objectives: The present study aimed to investigate the status of the jigsaw method as a cooperative learning technique. Methods: This was a review and meta-analysis, in which relevant studies were identified through electronic database searching using specific keywords. The inclusion criteria for the meta-analysis were experimental and quasi-experimental studies. The intervention involved the comparison of the jigsaw method to other methods, and various cognitive and non-cognitive outcomes were assessed. The meta-analysis to determine the summary estimation using comprehensive meta-analysis software was performed using the fixed model method. The heterogeneity of the studies was evaluated based on the I2 index. Results: From the extracted studies (n = 682) with various stages of investigation in the target databases and exclusion of the repetitive cases, 10 articles were selected based on the inclusion criteria, and seven articles with common outcomes were selected for the meta-analysis. The summary estimate of 1.29 (95% CI: 1.07 - 1.51) was calculated, and many outcomes were individually interpreted. Conclusions: The national literature review indicated that the jigsaw method is rarely used in medical education. Considering the impact of this approach on cognitive and non-cognitive skills, the necessary cooperative learning approaches should be developed in the medical education system.

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35. A SCOPING REVIEW ON RESIDENT POSTGRADUATE MEDICAL EDUCATION BOOT CAMPS

Academic Pediatrics ◽

10.1016/j.acap.2020.06.056 ◽

2020 ◽

Vol 20 (7) ◽

pp. e18

Author(s):

Justin Triemstra ◽

Ann Novosel ◽

Hovig Artinian ◽

Emily Miller ◽

Rajat Pareek ◽

...

Keyword(s):

Medical Education ◽

Scoping Review ◽

Postgraduate Medical Education ◽

Boot Camps

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050 Latitude continues to be associated with ms prevalence: an updated meta-analysis

Journal of Neurology Neurosurgery & Psychiatry ◽

10.1136/jnnp-2018-anzan.49 ◽

2018 ◽

Vol 89 (6) ◽

pp. A21.1-A21

Author(s):

Wendy Wang ◽

Steve Simpson ◽

Bruce Taylor

Keyword(s):

Latitudinal Gradient ◽

Meta Analysis ◽

Sun Exposure ◽

European Population ◽

Inclusion Criteria ◽

Specific Data ◽

Prevalence Studies ◽

Search Terms ◽

Prevalence Estimates ◽

Genetic And Environmental Factors

IntroductionPrevious studies have demonstrated a strong latitudinal gradient in multiple sclerosis (MS) prevalence, likely related to interplay between genetic and environmental factors, particularly vitamin D and sun exposure. Herein, we update our 2010 meta-analysis of the latitudinal gradient of MS prevalence, seeking to assess the presence and magnitude of the gradient and whether it has changed since our 2010 analysis.MethodsStudies published between 2010 and 2017 were located via EMBASE, ISI and PubMed, using standardised search terms; data was extracted from peer-reviewed studies. These studies were added to the studies collected in our previous analysis. Prevalence estimates were adjusted for study prevalence year. Where age/sex-specific data were available, prevalence values were age/sex standardised to the 2009 European population. For the 2010–2017 interval, 85 prevalence studies were found, 53 of which met inclusion criteria, yielding 108 new prevalence points. The latitudinal association with MS prevalence was assessed by meta-regression.ResultsThere was a significant positive gradient in MS prevalence with increasing latitude (6.89/100,000 per degree latitude), attenuating slightly to 5.60/100,000 on age-standardisation, these associations persisting on adjustment for diagnostic criteria used. Of note, the age-standardised gradient was significantly stronger (p=0.044) than that from our previous study.ConclusionThis updated meta-analysis confirms that MS prevalence is still strongly positively associated with increasing latitude.

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Root canal morphology of the mandibular second premolar: a systematic review and meta-analysis

BMC Oral Health ◽

10.1186/s12903-021-01668-z ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Thomas Gerhard Wolf ◽

A. L. Anderegg ◽

R. J. Wierichs ◽

G. Campus

Keyword(s):

Root Canal ◽

Meta Analysis ◽

Systematic Research ◽

Inclusion Criteria ◽

The Past ◽

Search Terms ◽

Root Canal Morphology ◽

Root Canal System ◽

Canal Morphology

Abstract Background The aim of this paper was to systematically review the root canal configuration (RCC) and morphology literature of the mandibular second premolar (Mn2P). Methods Systematic research of five electronic databases was performed to identify published literature concerning the root canal configuration (RCC) of the Mn2P up through July 2020. Studies were selected according to predefined search terms and keywords inclusion criteria: “root canal configuration”, “root canal system”, “root canal morphology”, “mandibular second premolar”, “mandibular premolars”, “morphology” and “anatomy”. Further possible studies were identified by cross-referencing and screening the bibliographies of the selected articles. Results From 1622 retrieved studies, 44 studies investigating the internal morphology of 17,839 Mn2Ps were included. Most examined Mn2Ps were single-rooted (89.5–100%); two-rooted (0.1–8%) and three-rooted (0.1–3.5%) Mn2Ps at lower frequency. Most frequent RCCs reported were 1–1–1/1 (55.3–99.6%) followed by 1–1–2/2 (0.5–57%) and 2–2–2/2 (0.6–18%). The meta-analysis of seven studies demonstrated that a significantly higher number of RCC type 1–2–1/1 (OR [95%CI] = 2.05 [1.27, 3.33]) and 2–2–2/2 (OR [95%CI] = 2.32 [0.65, 8.63]) were observed in male than in female patients. Conclusions Different RCC research methods have been reported. Whereas clearing and radiographs were commonly used in the past, CBCT has been prevalent in recent years. A globally high frequency of a 1–1–1/1 RCC in the Mn2P has been reported. Nevertheless, the probability that different, more complicated RCCs can appear in Mn2Ps should not be underestimated and, thus, should be taken into consideration when making decisions during an endodontic treatment.

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The Relationship between Music and Food Intake: A Systematic Review and Meta-Analysis

Nutrients ◽

10.3390/nu13082571 ◽

2021 ◽

Vol 13 (8) ◽

pp. 2571

Author(s):

Tianxiang Cui ◽

Jiaxuan Xi ◽

Chanyuan Tang ◽

Jianwen Song ◽

Jinbo He ◽

...

Keyword(s):

Systematic Review ◽

Food Intake ◽

Effect Size ◽

Web Of Science ◽

Meta Analysis ◽

Experimental Studies ◽

Inclusion Criteria ◽

Positive Effects ◽

Small Effect Size ◽

The Relationship

Food intake has been shown to be related to several environmental factors including the presence of music. However, previous findings of the relationship between music and food intake are inconsistent. In the present study, a systematic review and meta-analysis was conducted to quantitatively review the extent to which music is associated with food intake as well as to investigate potential moderators that might have contributed to the heterogeneity of the existing findings. Literature was searched on four databases (i.e., PsycINFO, Web of Science, PubMed, and ProQuest Dissertations and Theses) and Google Scholar. Nine articles published from 1989 to 2020 met our inclusion criteria. A meta-analysis was carried out via a three-level random-effects model. The overall effect size (i.e., Hedges’ g) was 0.19 (95% Confidence Interval: −0.003, 0.386; SE = 0.10, t = 1.99, p = 0.054), indicating a marginally significant but small effect size. Body Mass Index (F(1, 21) = 5.11, p = 0.035) was found to significantly contribute to the heterogeneity of effect sizes, with larger positive effects of music on food intake for individuals with higher BMI. However, music-related features did not significantly moderate the relationship between music and food intake. More experimental studies are needed to update the current meta-analysis and get a better understanding of this topic.

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The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study

Journal of Education and Training Studies ◽

10.11114/jets.v6i4.2968 ◽

2018 ◽

Vol 6 (4) ◽

pp. 63 ◽

Cited By ~ 1

Author(s):

Özgür Ulubey

Keyword(s):

Effect Size ◽

Web Of Science ◽

Meta Analysis ◽

Experimental Studies ◽

Random Effects Model ◽

Creative Drama ◽

Inclusion Criteria ◽

Publication Type ◽

Moderator Variables ◽

Data Source

The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master’s and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students’ skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills.

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