Geriatric Educational Interventions for Physicians Training in Non-Geriatric Specialties: A Scoping Review

ABSTRACT Background Physicians require the expertise to care for an increasingly aging population. A robust understanding of geriatric educational interventions is needed to improve geriatric training for physicians. Objective To map the breadth of geriatric educational interventions for residents (in non-geriatric specialties). Methods We used a scoping review methodology. We searched MEDLINE, Embase, EMCare, CENTRAL, ERIC, and Scopus from 2004 to September 2019 for search terms related to “educational approaches” AND “geriatric” AND “residents.” Two authors independently selected eligible studies, extracted data (categorized by educational approaches and Kirkpatrick level outcomes), and critically appraised studies using the Mixed Methods Appraisal Tool. Results There were 63 included studies, with a total of 6976 participants. Twelve studies had comparators, including 5 randomized controlled trials. Fifty-three studies (84%) described multicomponent interventions, incorporating combinations of didactic or self-directed approaches with interactive, simulation, experiential, and/or group-based learning. Use of curricular process was explicitly reported in 34 studies (59%). Most studies met at least 4 of 5 Mixed Methods Appraisal Tool criteria. Studies commonly measured outcomes at Kirkpatrick levels 1 and 2 (reaction and learning), with 15 studies measuring performance outcomes (Kirkpatrick levels 3 and 4b). All included studies had at least one positive result. Conclusions All educational interventions had positive outcomes; however, curriculum-informed multicomponent interventions were the most common. This scoping review demonstrates that robust methodology with comparators, longer-term designs, and use of higher-level Kirkpatrick outcome measures is possible but not commonly used. Clear direction for future research is provided.

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Moving stroke rehabilitation evidence into practice: a systematic review of randomized controlled trials

Clinical Rehabilitation ◽

10.1177/0269215519847253 ◽

2019 ◽

Vol 33 (10) ◽

pp. 1586-1595 ◽

Cited By ~ 7

Author(s):

Marie-Louise Bird ◽

Tiev Miller ◽

Louise A Connell ◽

Janice J Eng

Keyword(s):

Clinical Practice ◽

Randomized Controlled Trials ◽

Stroke Rehabilitation ◽

Educational Interventions ◽

Risk Of Bias ◽

Practice Change ◽

Audit And Feedback ◽

Controlled Trials ◽

Randomized Controlled ◽

Multicomponent Interventions

Objective: The aim of this study was to investigate the effectiveness of interventions aimed at moving research evidence into stroke rehabilitation practice through changing the practice of clinicians. Data sources: EMBASE, CINAHL, Cochrane and MEDLINE databases were searched from 1980 to April 2019. International trial registries and reference lists of included studies completed our search. Review methods: Randomized controlled trials that involved interventions aiming to change the practice of clinicians working in stroke rehabilitation were included. Bias was evaluated using RevMan to generate a risk of bias table. Evidence quality was evaluated using GRADE criteria. Results: A total of 16 trials were included (250 sites, 14,689 patients), evaluating a range of interventions including facilitation, audit and feedback, education and reminders. Of which, 11 studies included multicomponent interventions (using a combination of interventions). Four used educational interventions alone, and one used electronic reminders. Risk of bias was generally low. Overall, the GRADE criteria indicated that this body of literature was of low quality. This review found higher efficacy of trials which targeted fewer outcomes. Subgroup analysis indicated moderate-level GRADE evidence (103 sites, 10,877 patients) that trials which included both site facilitation and tailoring for local factors were effective in changing clinical practice. The effect size of these varied (odds ratio: 1.63–4.9). Education interventions alone were not effective. Conclusion: A large range of interventions are used to facilitate clinical practice change. Education is commonly used, but in isolation is not effective. Multicomponent interventions including facilitation and tailoring to local settings can change clinical practice and are more effective when targeting fewer changes.

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Audiological Rehabilitation for Facilitating Hearing Aid Use: A Review

Journal of the American Academy of Audiology ◽

10.3766/jaaa.16035 ◽

2017 ◽

Vol 28 (03) ◽

pp. 248-260 ◽

Cited By ~ 7

Author(s):

Hashir Aazh ◽

Brian C. J. Moore

Keyword(s):

Hearing Aid ◽

Educational Interventions ◽

Self Report ◽

Future Research ◽

Control Group ◽

Inclusion Criteria ◽

Data Logging ◽

Randomized Controlled ◽

Hearing Aid Use ◽

Hearing Handicap

AbstractThis article reviews and critically analyzes the design of studies on the effect of audiological rehabilitation (AR) programs on hearing aid (HA) outcomes, in order to guide future research.The design of this study was a narrative review. Studies were included in the review if they were randomized controlled trials that investigated the effects of AR on HA use and outcome between 2000 and 2016.Seven articles that met the inclusion criteria were included in the review. Most used educational rather than counseling approaches. Although educational AR programs seem to be useful in enhancing the use of communication strategies, there is limited evidence for their effect on HA use and self-perceived hearing handicap.More research is needed in this field. Future studies should (1) investigate the efficacy of AR interventions based on counseling and empathetic listening as opposed to or in addition to educational interventions, (2) use stricter criteria to include only a subpopulation of patients who do not get on well with their HAs, (3) measure the amount of HA use via data-logging and self-report questionnaires, and (4) use a matching comparison intervention for patients in the control group.

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How we teach children with asthma to use their inhaler: A scoping review

10.21203/rs.3.rs-109562/v2 ◽

2021 ◽

Author(s):

Patrick McCrossan ◽

Orla Mallon ◽

Michael Shields ◽

Catherine Russell ◽

Lesley Kennedy ◽

...

Keyword(s):

Scoping Review ◽

Educational Interventions ◽

Open Science ◽

Cochrane Library ◽

Future Research ◽

Inhaler Technique ◽

Case Control Studies ◽

Primary Methods ◽

Children With Asthma ◽

Demonstration Video

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registration: Open Science Framework (osf.io/n7kcw).

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The Key Characteristics and Role of Peer Support in the Aftermath of Victimization: A Scoping Review

Trauma Violence & Abuse ◽

10.1177/15248380211043826 ◽

2021 ◽

pp. 152483802110438

Author(s):

Pien van de Ven ◽

Sonja Leferink ◽

Antony Pemberton

Keyword(s):

Peer Support ◽

Scoping Review ◽

Traffic Accidents ◽

Empirical Studies ◽

Well Being ◽

Future Research ◽

Search Terms ◽

Key Characteristics ◽

Victimization Experience

Topic: Currently, research into the key elements and role of peer support in the aftermath of victimization is limited. This study reviews the types of evidence available, clarifying key concepts in the literature, examining how research is conducted and identifying key characteristics or factors related to peer support in the aftermath of a victimization experience. Method: A scoping review was performed for peer-reviewed papers using predefined search terms. Studies addressing peer support among victims and survivors of crime, traffic accidents, calamities, suicide, and veterans were included. Selection was based on title and abstract and resulted in 16 papers eligible for review. An inductive thematic analysis was used to synthesize data and findings. Findings: Empirical studies into the key elements and role of peer support in the aftermath of victimization are limited in availability and scattered in terms of approach to research (e.g., methodology, type of respondents, type of peer support) and focus (such as focus on effects on mental health and well-being, on key elements or an evaluation of a support program). Studies mainly have an explorative and interpretative character. Key elements, operationalizations, positive outcomes and negative outcomes of peer support are discussed. Conclusion and discussion: The currently available knowledge on peer support in the aftermath of victimization lacks four points: cross-cultural studies, lived experiences as empirical findings, a variety of victimization events and longitudinal studies. Moreover, it is argued that future research should be improved by adopting a contextual and narrative approach.

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Mapping multicenter randomized controlled trials in anesthesiology: a scoping review

Systematic Reviews ◽

10.1186/s13643-021-01776-5 ◽

2021 ◽

Vol 10 (1) ◽

Author(s):

Sylvain Boet ◽

Joseph K. Burns ◽

Olivia Cheng-Boivin ◽

Hira Khan ◽

Kendra Derry ◽

...

Keyword(s):

Knowledge Translation ◽

Randomized Controlled Trials ◽

Patient Outcomes ◽

Scoping Review ◽

Anesthetic Technique ◽

Future Research ◽

Control Group ◽

Controlled Trials ◽

Cochrane Central Register ◽

Randomized Controlled

Abstract Background Evidence suggests that there are substantial inconsistencies in the practice of anesthesia. There has not yet been a comprehensive summary of the anesthesia literature that can guide future knowledge translation interventions to move evidence into practice. As the first step toward identifying the most promising interventions for systematic implementation in anesthesia practice, this scoping review of multicentre RCTs aimed to explore and map the existing literature investigating perioperative anesthesia-related interventions and clinical patient outcomes. Methods Multicenter randomized controlled trials were eligible for inclusion if they involved a tested anesthesia-related intervention administered to adult surgical patients (≥ 16 years old), with a control group receiving either another anesthesia intervention or no intervention at all. The electronic databases Embase (via OVID), MEDLINE, and MEDLINE in Process (via OVID), and Cochrane Central Register of Control Trials (CENTRAL) were searched from inception to February 26, 2021. Studies were screened and data were extracted by pairs of independent reviewers in duplicate with disagreements resolved through consensus or a third reviewer. Data were summarized narratively. Results We included 638 multicentre randomized controlled trials (n patients = 615,907) that met the eligibility criteria. The most commonly identified anesthesia-related intervention theme across all studies was pharmacotherapy (n studies = 361 [56.6%]; n patients = 244,610 [39.7%]), followed by anesthetic technique (n studies = 80 [12.5%], n patients = 48,455 [7.9%]). Interventions were most often implemented intraoperatively (n studies = 233 [36.5%]; n patients = 175,974 [28.6%]). Studies typically involved multiple types of surgeries (n studies = 187 [29.2%]; n patients = 206 667 [33.5%]), followed by general surgery only (n studies = 115 [18.1%]; n patients = 201,028 [32.6%]) and orthopedic surgery only (n studies = 94 [14.7%]; n patients = 34,575 [5.6%]). Functional status was the most commonly investigated outcome (n studies = 272), followed by patient experience (n studies = 168), and mortality (n studies = 153). Conclusions This scoping review provides a map of multicenter RCTs in anesthesia which can be used to optimize future research endeavors in the field. Specifically, we have identified key knowledge gaps in anesthesia that require further systematic assessment, as well as areas where additional research would likely not add value. These findings provide the foundation for streamlining knowledge translation in anesthesia in order to reduce practice variation and enhance patient outcomes.

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Educating patients on genomic results: a scoping review (Preprint)

10.2196/preprints.13799 ◽

2019 ◽

Author(s):

Scott McGrath ◽

Kiran Bastola

Keyword(s):

Randomized Controlled Trials ◽

Scoping Review ◽

Professional Education ◽

Medical Curriculum ◽

Healthcare Providers ◽

Educational Interventions ◽

Controlled Trials ◽

Test Results ◽

Randomized Controlled ◽

Genomic Test

BACKGROUND The current levels of specifically trained medical professional in genomic testing may not be able to address the pending increase of genomic data in clinical practice. Mapping out the current literature on education approaches to help medical providers assist patients with genetic and genomic test results will help highlight areas requiring further development. OBJECTIVE Perform a scoping review to identify the various education methods available to assist consumer and professional education for interpreting genetic and genomic test results. Efforts to prepare healthcare providers to enhance their effectiveness in helping patients interpreting their results will also be identified. METHODS This scoping review includes studies that are both quantitative and/or qualitative, randomized control trials (RCT) or quasi-randomized controlled trials (quasi-RCT) of adults (aged 18 and over) where actual (clinical studies) or imagined (analogue studies) research has been conducted to test methods of providing patient education for their genetic/genomic test results or efforts to enhance the ability of healthcare providers to discriminate this particular type of information. The search query was run on the following databases: PubMeb Central; MEDLINE; EMBASE (OvidSP); PsycINFO; CINAHL; ERIC; Consumer Health Complete; Healthsource – Consumer & Nursing/Academic editions. RESULTS 26 manuscripts were selected for inclusion for this study. The papers were categorized into three themes that emerged: papers focused on education interventions between patients and providers, professional and curriculum development to enhance adoption and comprehension of medical genetics, and review papers, which were found to have overlap with the intended aim of this paper. CONCLUSIONS There are a few clear areas where emphasis should be placed for further work on this topic: continuing to develop web-based educational tools designed with active learning methodologies, conducting more randomized controlled trials to develop more robust evidence, and linking clinical outcomes with educational interventions, which will in turn assist in developing new medical curriculum with a renewed emphasis on genomics.

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Searching for wisdom in oncology care: A scoping review

Palliative & Supportive Care ◽

10.1017/s1478951516000675 ◽

2016 ◽

Vol 15 (3) ◽

pp. 384-400

Author(s):

Helen Butlin ◽

Elizabeth Anne Kinsella ◽

Carla Garcia ◽

Glenn Bauman

Keyword(s):

Lived Experience ◽

Empirical Research ◽

Scoping Review ◽

Future Research ◽

Exclusion Criteria ◽

Improvement Project ◽

Search Terms ◽

Personal Stories ◽

Reference Librarians ◽

Oncology Care

ABSTRACTObjective:The concept of “wisdom” is beginning to emerge in the oncology literature, raising questions concerning: (1) how the concept of wisdom is used in oncology literature; (2) the ways in which wisdom has been a focus of inquiry within oncology care; and (3) how wisdom is characterized when the term is used.Method:A scoping review, using Arksey and O'Malley's five-step framework, was undertaken to address these questions. In consultation with oncology reference librarians, “wisdom”- and “oncology”-related search terms were identified, and four electronic databases were searched: CINAHL, SocINDEX, PubMed, and PsychINFO. After removal of duplicates and application of inclusion and exclusion criteria, 58 records were identified and included for analysis.Results:The concept of wisdom was employed with a breadth of meanings, and 58 records were schematized into 7 genres, including: (1) empirical research with wisdom foregrounded as a study focus (n= 2); (2) empirical research articles where “wisdom” appears in the findings (n= 16); (3) a quality-improvement project where wisdom is an embedded concept (n= 1); (4) essays where wisdom is an aspect of the discussion (n= 5); (5) commentary/opinion pieces where wisdom is an aspect of its focus (n= 6); (6) personal stories describing wisdom as something gleaned from lived experience with cancer (n= 2); and (7) everyday/taken-for-granted uses of wisdom (n= 26).Significance of Results:The notion of wisdom has a taken-for-granted presence in the published oncology literature and holds promise for future research into patient and clinician wisdom in oncology care. Nonetheless, the terminology is varied and unclear. A scholarly focus on wisdom has not been brought to bear in cancer care to the degree it has in other fields, and research is in the early stages. Various characterizations of wisdom are present. If such a resource as “wisdom” exists, dwelling in human experiences and practices, there may be benefit in recognizing wisdom as informing the epistemologies of practice in oncology care.

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How we teach children with asthma to use their inhaler: A scoping review protocol

10.21203/rs.3.rs-20630/v2 ◽

2020 ◽

Author(s):

Patrick McCrossan ◽

Orla Mallon ◽

Michael Shields ◽

Dara O'Donoghue

Keyword(s):

Scoping Review ◽

Research Question ◽

Educational Interventions ◽

Randomised Control Trial ◽

Cochrane Library ◽

Future Research ◽

Inhaler Technique ◽

Scoping Reviews ◽

Children With Asthma ◽

Meta Analyses

Abstract Background One reason that asthma remains poorly controlled in children is poor inhaler technique. Current guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Currently many children are simply shown how to use inhalers (brief Instruction) which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique. Methods This scoping review will follow the Arksey O'Malley scoping review methodology and the 2015 Joanna Briggs Institute guidelines. It will be reported using the Preferred Reporting Items for Systematic Reviews and Meta-analyses Protocols extension for Scoping Reviews. An initial pilot exercise will be undertaken using the online database MEDLINE before proceeding to a complete search using the databases Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We will include studies published since the year 1956 on teaching the skill of inhaler technique to children. Due to the iterative nature of a scoping review, the research question or the search terms may alter following a piloting process. Discussion This scoping review will provide a broad overview of currently used educational techniques to improve inhaler technique in children with asthma. The analysis will allow us to refine future research in this area by focusing on the most effective techniques and optimising them. This will likely lead to a systematic review of the literature with the potential to design a randomised control trial of educational interventions to teach inhaler technique to children with asthma.

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How We Teach Children with Asthma to Use Their Inhaler: A Scoping Review

10.21203/rs.3.rs-109562/v1 ◽

2020 ◽

Author(s):

Patrick McCrossan ◽

Orla Mallon ◽

Michael Shields ◽

Catherine Russell ◽

Lesley Kennedy ◽

...

Keyword(s):

Scoping Review ◽

Educational Interventions ◽

Cochrane Library ◽

Future Research ◽

Inhaler Technique ◽

Case Control Studies ◽

Primary Methods ◽

Children With Asthma ◽

Randomised Controlled ◽

Demonstration Video

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How we teach children with asthma to use their inhaler: A scoping review protocol

10.21203/rs.3.rs-20630/v1 ◽

2020 ◽

Author(s):

Patrick McCrossan ◽

Orla Mallon ◽

Michael Shields ◽

Dara O'Donoghue

Keyword(s):

Scoping Review ◽

Research Question ◽

Educational Interventions ◽

Randomised Control Trial ◽

Cochrane Library ◽

Future Research ◽

Inhaler Technique ◽

Scoping Reviews ◽

Children With Asthma ◽

Meta Analyses

Abstract BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Current guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Currently many children are simply shown how to use inhalers (brief Instruction) which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsThis scoping review will follow the Arksey O'Malley scoping review methodology and the 2015 Joanna Briggs Institute guidelines. It will be reported using the Preferred Reporting Items for Systematic Reviews and Meta-analyses Protocols extension for Scoping Reviews. An initial pilot exercise will be undertaken using the online database MEDLINE before proceeding to a complete search using the databases Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We will include studies published since the year 1956 on teaching the skill of inhaler technique to children. Due to the iterative nature of a scoping review, the research question or the search terms may alter following a piloting process.DiscussionThis scoping review will provide a broad overview of currently used educational techniques to improve inhaler technique in children with asthma. This may allow us to make recommendations for primary and secondary care asthma clinics. The analysis will allow us to refine future research in this area by focusing on the most effective techniques and optimising them. This will likely lead to a systematic review of the literature with the potential to design a randomised control trial of educational interventions to teach inhaler technique to children with asthma.

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