scholarly journals Teaching scientific principles in undergraduate medical education – a scoping review on international examples

2020 ◽  
Author(s):  
Nico Vonneilich ◽  
Sven Kurth
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Critical Appraisal ◽  
Educational Interventions ◽  
Student Knowledge ◽  
Evaluation Data ◽  
Medical Curricula ◽  
Scientific Principles ◽  
Scientific Questions

Abstract Background The constant growth of medical scientific knowledge, stronger calls for evidence based medicine and changing roles of physicians are examples for the relevance of teaching scientific principles in undergraduate medical education. The acquisition of scientific skills is comparably weak in undergraduate medical education. This scoping review addresses the following questions: Which examples on teaching scientific principles in undergraduate medical education can be identified in international literature? What is known regarding their educational success and how can they be integrated into undergraduate medical curricula? Methods A systematic scoping review search was conducted in PubMed. Criteria for eligibility were English or German language, publication in a peer-reviewed journal, publication date after 1 st of January 2000 and the publications had to report educational interventions in undergraduate medical education on one of the following basic scientific principles: searching literature, formulating scientific questions, reading and critical appraisal of literature, writing, presentation and understanding of the research process. After full-text screening, 29 studies were included in the analysis. Results Educational interventions focused on literature search (N=14), critical appraisal of scientific publications (N=13) and the formulation of scientific questions (N=13). Evaluation data were included in 16 publications. Outcomes included measures of student satisfaction, student knowledge and scientific competence based on tested instruments. Results were quite heterogeneous regarding the success of educational interventions. Conclusions Publications in this field of medical education vary considerably regarding reporting of results and inclusion of evaluation data, making a comprehensive analysis of the educational interventions a difficult task. Nevertheless, some ideas for the implementation of scientific principles in undergraduate medical education can be named. Student knowledge of and student attitude towards scientific principles in medical education can be fostered by integrating different didactic approaches, by including self-study time and by integrating these principles vertically in undergraduate medical curricula along with clinical aspects.

scholarly journals Teaching the Social Determinants of Health in Undergraduate Medical Education: a Scoping Review

2019 ◽  
Vol 34 (5) ◽  
pp. 720-730 ◽  
Author(s):  
Ashti Doobay-Persaud ◽  
Mark D. Adler ◽  
Tami R. Bartell ◽  
Natalie E. Sheneman ◽  
Mayra D. Martinez ◽  
...  
Keyword(s):  
Medical Education ◽  
Social Determinants Of Health ◽  
Undergraduate Medical Education ◽  
Social Determinants ◽  
Scoping Review ◽  
Determinants Of Health ◽  
The Social

scholarly journals Online Lectures in Undergraduate Medical Education: Scoping Review

2018 ◽  
Vol 4 (1) ◽  
pp. e11 ◽  
Author(s):  
Brandon Tang ◽  
Alon Coret ◽  
Aatif Qureshi ◽  
Henry Barron ◽  
Ana Patricia Ayala ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Online Lectures

Ultrasound Curricula in Undergraduate Medical Education: A Scoping Review

2017 ◽  
Vol 37 (1) ◽  
pp. 69-82 ◽  
Author(s):  
Usman Tarique ◽  
Brandon Tang ◽  
Manni Singh ◽  
Kulamakan Mahan Kulasegaram ◽  
Jonathan Ailon
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review

scholarly journals A Scoping Review of Radiation Oncology Educational and Career-Planning Interventions in Undergraduate Medical Education

2021 ◽  
Vol 28 (1) ◽  
pp. 740-749
Author(s):  
Andrew J. Arifin ◽  
Karina Liubchenko ◽  
Gabriel Boldt ◽  
Timothy K. Nguyen
Keyword(s):  
Medical Education ◽  
North America ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Radiation Oncology ◽  
Career Planning ◽  
Didactic Teaching ◽  
Research Programs ◽  
Online Databases ◽  
Mentorship Programs

Radiation oncology (RO) teaching in undergraduate medical education (UME) is lacking worldwide with potentially detrimental effects on medical student career choices and patient care. The objective of this scoping review is to examine the extent of published literature describing RO educational and career-planning interventions in UME. Online databases were searched from respective dates of inception to June 2020 for articles that reported outcomes from RO educational and career-planning interventions in UME. Two independent reviewers screened entries for inclusion. Following full-text reviews, 25 articles were analyzed. Most interventions were a single session, involved clinical medical students, and were based in North America. Didactic teaching was most commonly used, though a majority included interactive learning in addition to or in place of didactic teaching. As expected, there was a heterogeneity of outcomes reported, and most studies collected data using surveys alone. Recurring topics included the multidisciplinary nature of oncology and psychosocial oncology. There was a paucity of studies reporting on formal mentorship programs and research programs. The data collated in this study can help develop new initiatives based on what has succeeded in the past. Areas that may benefit from future studies include mentorship programs, research programs, and interventions from outside North America.

scholarly journals Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Eric Lenouvel ◽  
Andrea Cantisani ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Implementation Strategies ◽  
Entrustable Professional Activities ◽  
Research Approach ◽  
Clinical Rotations ◽  
Professional Activities ◽  
Scoping Reviews

Abstract Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

scholarly journals Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context

2021 ◽  
Vol 37 (4) ◽  
Author(s):  
Kamran Sattar ◽  
Muhamad Saiful Bahri Yusoff ◽  
Wan Nor Arifin ◽  
Mohd Azhar Mohd Yasin ◽  
Mohd Zarawi Mat Nor
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
English Language ◽  
Medical Professionalism ◽  
Original Research ◽  
Creative Commons ◽  
Review Question ◽  
The Individual ◽  
Age Range

Background and Objectives: Medical Professionalism (MP) establishes the trust between society and doctors. We aimed at finding frequently highlighted qualities of MP in the literature. Methods: We searched PubMed and Scopus for attributes of MP, using terms, “Professionalism,” “Medical Students,” and “Undergraduate Medical Education”. We included English language, original research articles with MP attributes from the perspective of undergraduate medical education, any nationality, race, gender, and age range, as the central topic of the article. Papers published from January 1st 1986 to 29th February 2020 were included. Results: From 1349 identified articles, finally, 18 were included, authored in 10 countries, collectively contributing to answering the scoping review question. Two themes were identified: (1) Nurturing of MP, 11 (61.11%) out of 18 included articles, highlighted “respect” as the most dominant attribute as it appeared in 6 (54.55%) out of 11 reviews, “communication” 5 (45.45 %) studies and “honesty” and “integrity” 4 (36.36%). (2) Assessment of MP, 7 (38.89%) studies, and majority, 4 (57.14 %) assessed MP using American Board of Internal Medicine’s elements of MP, viz, “altruism, accountability, excellence, duty, honor and integrity, respect for others.” Conclusions: Themes exemplified MP’s most discoursed issues. The attributes are frequently used worldwide. MP deliberates as a commitment toward the individual patient, society, and necessitates transforming from its present generic form to more explicit details. doi: https://doi.org/10.12669/pjms.37.4.4004 How to cite this:Sattar K, Yusoff MSB, Arifin WN, Yasin MAM, Nor MZM. Scoping Review of frequently highlighted attributes of Medical Professionalism in an Undergraduate Medical Education Context. Pak J Med Sci. 2021;37(4):---------. doi: https://doi.org/10.12669/pjms.37.4.4004 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Collaborative Online Learning in Undergraduate Medical Education: A Scoping Review

2020 ◽  
Author(s):  
Pauline Luk ◽  
Joyce Tsang ◽  
Hang-Sang Tsoi ◽  
Karina Chan ◽  
Julie Chen
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Active Learning ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Scoping Reviews ◽  
Academic Publications ◽  
The Uk

Abstract Background: Collaborative online learning is an active learning method that stimulates interaction between learners and teachers and fosters interest and motivation in learning in a virtual learning environment. Aim:The primary aim of this scoping review is to examine the extent and nature of academic publications on collaborative online learning in undergraduate medical education.Methods:We used a standardized framework for conducting scoping reviews to identify suitable publications and to analyze the content. ResultsThirty-six published articles from January 1990-March 2019 met the inclusion criteria. There were 16 interventional studies, 8 reviews, 7 commentaries and 5 survey studies. Most work originated in the UK or the US. These studies found that collaborative online learning demonstrated educational value by personalizing learning to fit individual needs, promoting social interaction and active learning, and helping to build professional networks Connectivity, ease of use, and accessibility were enablers of collaborative online learning while technical challenges were the main barrier. ConclusionThere is a relatively small but promising body of work currently published on collaborative online learning in undergraduate medical education. Further work and innovation in this area may be forthcoming in response to the need for alternatives to traditional learning in times of crisis.

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