Undergraduate medical education interventions aimed at managing patients with obesity: A systematic review of educational effectiveness

2021 ◽  
Author(s):  
Nathan J. Katz ◽  
Emma Neary ◽  
Natasha Tang ◽  
Heather Braund ◽  
Nicholas Cofie ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Educational Effectiveness ◽  
Education Interventions

Teaching Medical Ethics in Graduate and Undergraduate Medical Education: A Systematic Review of Effectiveness

2016 ◽  
Vol 41 (4) ◽  
pp. 520-525 ◽  
Author(s):  
Santiago de la Garza ◽  
Vania Phuoc ◽  
Steven Throneberry ◽  
Jennifer Blumenthal-Barby ◽  
Laurence McCullough ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Ethics ◽  
Undergraduate Medical Education

The Value of Progress Testing in Undergraduate Medical Education: a Systematic Review of the Literature

2016 ◽  
Vol 26 (4) ◽  
pp. 617-622 ◽  
Author(s):  
Sabrina M. Neeley ◽  
Catherine A. Ulman ◽  
Bette S. Sydelko ◽  
Nicole J. Borges
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Review Of The Literature ◽  
Progress Testing

scholarly journals Role of active patient involvement in undergraduate medical education: a systematic review

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e037217
Author(s):  
Stijntje Willemijn Dijk ◽  
Edwin Johan Duijzer ◽  
Matthias Wienold
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Patient Involvement ◽  
Current Knowledge ◽  
Daily Practice ◽  
Pubmed Database ◽  
Wide Range ◽  
Active Patient

ObjectivesTo identify the scope of active patient involvement in medical education, addressing the current knowledge gaps relating to rationale and motivation for involvement, recruitment and preparation, roles, learning outcomes and key procedural contributors.MethodsThe authors performed a systematic search of the PubMed database of publications between 2003 and 2018. Original studies in which patients take on active roles in the development, delivery or evaluation of undergraduate medical education and written in English were eligible for inclusion. Included studies’ references were searched for additional articles. Quality of papers was assessed using the Mixed Methods Appraisal Tool.Results49 articles were included in the review. Drivers for patient involvement included policy requirements and patients’ own motivations to contribute to society and learning. Patients were engaged in a variety of educational settings in and outside of the hospital. The vast majority of studies describe patients taking on the role of a patient teacher and formative assessor. More recent studies suggest that patients are increasingly involved in course and curriculum development, student selection and summative assessment. The new body of empirical evidence shows the wide range of learning objectives was pursued through patient participation, including competencies as professional, communicator, collaborator, leader and health advocate, but not scholar. Measures to support sustainable patient involvement included longitudinal institutional incorporation, patient recruitment and/or training, resource support and clear commitment by faculty. The importance and advantages of patient involvement were highlighted by students, faculty and patients themselves; however, organisations must continue to consider, monitor and take steps to mitigate any potential harms to patients and students.DiscussionThis systematic review provides new knowledge and practical insights to physicians and faculty on how to incorporate active patient involvement in their institutions and daily practice, and provides suggested action points to patient organisations wishing to engage in medical education.

scholarly journals Impact of family medicine clerkships in undergraduate medical education: a systematic review

BMJ Open ◽  
2015 ◽  
Vol 5 (8) ◽  
pp. e008265 ◽  
Author(s):  
Eralda Turkeshi ◽  
Nele R Michels ◽  
Kristin Hendrickx ◽  
Roy Remmen
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Family Medicine ◽  
Undergraduate Medical Education

scholarly journals Group mentorship for undergraduate medical students—a systematic review

2020 ◽  
Vol 9 (5) ◽  
pp. 272-280
Author(s):  
Elise Pauline Skjevik ◽  
J. Donald Boudreau ◽  
Unni Ringberg ◽  
Edvin Schei ◽  
Terese Stenfors ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Undergraduate Medical Education ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Group Mentoring ◽  
Ovid Medline ◽  
Mentorship Programs ◽  
Cross Sectional Design

Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and using the databases Ovid MEDLINE, EMBASE, PsycINFO and ERIC up to July 2019. Eight hundred abstracts were retrieved and 20 studies included. Quality assessment of the quantitative studies was done using the Medical Education Research Study Quality Instrument (MERSQI). Results The 20 included studies describe 17 different group mentorship programs for undergraduate medical students in seven countries. The programs were differently structured and used a variety of methods to achieve aims related to professional development and evaluation approaches. Most of the studies used a single-group cross-sectional design conducted at a single institution. Despite the modest quality, the evaluation data are remarkably supportive of mentoring medical students in groups. Discussion Group mentoring holds great potential for undergraduate medical education. However, the scientific literature on this genre is sparse. The findings indicate that group mentorship programs benefit from being longitudinal and mandatory. Ideally, they should provide opportunities throughout undergraduate medical education for regular meetings where discussions and personal reflection occur in a supportive environment.

scholarly journals Non-technical skills assessments in undergraduate medical education: A focused BEME systematic review: BEME Guide No. 54

2019 ◽  
Vol 41 (7) ◽  
pp. 732-745 ◽  
Author(s):  
Morris Gordon ◽  
Jeanne Farnan ◽  
Ciaran Grafton-Clarke ◽  
Ridwaan Ahmed ◽  
Dawne Gurbutt ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Technical Skills

scholarly journals ROLE OF WHATSAPP® IN MEDICAL EDUCATION: A LITERATURE REVIEW

2019 ◽  
Vol 2 (2) ◽  
pp. 60-65
Author(s):  
Noor-i-Kiran Naeem ◽  
Rehan Ahmed Khan ◽  
Haris Iqbal
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Students ◽  
Conclusive Evidence ◽  
Educational Effectiveness ◽  
Inclusion Criteria ◽  
Advantages And Disadvantages ◽  
Research Type ◽  
Share Information

ABSTRACT Background: This review is aimed to find out how WhatsApp® has been integrated into medical education. A systematic review of the current literature was performed, links to prior reviews were drawn and implications for the future were discussed. Methods: Three databases (PubMed, ERIC and Science Direct) were searched after defining the inclusion criteria. Key information from the articles was methodically abstracted and discussed in the categories research type, study design, participants' level of medical education and study content along with the use of WhatsApp® in Medical education and its perceived advantages and disadvantages. Results: Fourteen articles met the inclusion criteria. Results showed that 40-76% of medical students had a WhatsApp® account out of which 30- 60% used WhatsApp® for educational purposes. WhatsApp® was used to communicate with fellow students and faculty, share information online and participate in discussions groups. Conclusion: WhatsApp® influences a myriad of aspects of medical education at the undergraduate and graduate level. Despite an increase in the use of WhatsApp® in medical education, there is a lack of conclusive evidence in terms of its educational effectiveness.

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