scholarly journals Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

2016 ◽  
Vol 13 ◽  
pp. 19 ◽  
Author(s):  
Cesar Orsini ◽  
Vivian I. Binnie ◽  
Sarah L. Wilson
Keyword(s):  
Systematic Review ◽  
Grey Literature ◽  
Quality Criteria ◽  
Health Professions ◽  
Health Professions Education ◽  
The Self ◽  
Self Determination ◽  
Mediation Effects ◽  
Academic Activities ◽  
Research Profile

Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students’ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students’ motivation. In turn, students’ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students’ characteristics. Doing so may support future health practitioners’ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

scholarly journals Clostridium DifficileInfection in Acute Care Hospitals: Systematic Review and Best Practices for Prevention

2017 ◽  
Vol 38 (4) ◽  
pp. 476-482 ◽  
Author(s):  
Irene K. Louh ◽  
William G. Greendyke ◽  
Emilia A. Hermann ◽  
Karina W. Davidson ◽  
Louise Falzon ◽  
...  
Keyword(s):  
Systematic Review ◽  
Hand Hygiene ◽  
Acute Care ◽  
Antimicrobial Stewardship ◽  
Grey Literature ◽  
Quality Criteria ◽  
Acute Care Hospitals ◽  
Cochrane Library ◽  
Chlorhexidine Bathing ◽  
The Impact

OBJECTIVEPrevention ofClostridium difficileinfection (CDI) in acute-care hospitals is a priority for hospitals and clinicians. We performed a qualitative systematic review to update the evidence on interventions to prevent CDI published since 2009.DESIGNWe searched Ovid, MEDLINE, EMBASE, The Cochrane Library, CINAHL, the ISI Web of Knowledge, and grey literature databases from January 1, 2009 to August 1, 2015.SETTINGWe included studies performed in acute-care hospitals.PATIENTS OR PARTICIPANTSWe included studies conducted on hospitalized patients that investigated the impact of specific interventions on CDI rates.INTERVENTIONSWe used the QI-Minimum Quality Criteria Set (QI-MQCS) to assess the quality of included studies. Interventions were grouped thematically: environmental disinfection, antimicrobial stewardship, hand hygiene, chlorhexidine bathing, probiotics, bundled approaches, and others. A meta-analysis was performed when possible.RESULTSOf 3,236 articles screened, 261 met the criteria for full-text review and 46 studies were ultimately included. The average quality rating was 82% according to the QI-MQCS. The most effective interventions, resulting in a 45% to 85% reduction in CDI, included daily to twice daily disinfection of high-touch surfaces (including bed rails) and terminal cleaning of patient rooms with chlorine-based products. Bundled interventions and antimicrobial stewardship showed promise for reducing CDI rates. Chlorhexidine bathing and intensified hand-hygiene practices were not effective for reducing CDI rates.CONCLUSIONSDaily and terminal cleaning of patient rooms using chlorine-based products were most effective in reducing CDI rates in hospitals. Further studies are needed to identify the components of bundled interventions that reduce CDI rates.Infect Control Hosp Epidemiol2017;38:476–482

The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME Guide No. 42

2016 ◽  
Vol 38 (11) ◽  
pp. 1092-1099 ◽  
Author(s):  
Monica Yepes-Rios ◽  
Nancy Dudek ◽  
Rita Duboyce ◽  
Jerri Curtis ◽  
Rhonda J. Allard ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Professions ◽  
Health Professions Education

scholarly journals Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática (Relation between motivation and emotional intelligence in Physical Education: A systematic review)

Retos ◽  
2019 ◽  
pp. 584-589
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Social Factors ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Revisión Sistemática

El objetivo de este trabajo fue realizar una revisión sistemática para conocer el estado actual del estudio de las relaciones entre los factores sociales de la teoría de metas de logro y la teoría de la autodeterminación, las necesidades psicológicas básicas y las regulaciones motivacionales, sobre la inteligencia emocional. La búsqueda se realizó en las bases de datos Web of Science, Scopus y SportDiscus. De los 62 resultados iniciales, se seleccionaron 6 artículos que cumplían los criterios de elegibilidad establecidos con anterioridad. Los resultados mostraron que la orientación de meta de aproximación-tarea, el clima tarea, la satisfacción de las necesidades psicológicas básicas y los tipos de motivación más autodeterminados se asocian de forma positiva con la inteligencia emocional. De forma opuesta, la regulación motivacional externa y la desmotivación se relacionan de forma negativa con la inteligencia emocional. Asimismo, dentro de la secuencia propuesta por la teoría de la autodeterminación, la inteligencia emocional parece comportarte como un mediador entre los antecedentes sociales y la satisfacción de los mediadores psicológicos, al mismo tiempo que parece tener un efecto directo como predictor de los diferentes tipos de regulaciones motivacionales. No obstante, son necesarios más estudios que muestren causalidad entre estas variables.Abstract. The aim of this paper was to carry out a systematic review to show the current state of research on the relationship between the social factors from the Achievement Goal Theory and the Self-Determination Theory, the basic psychological needs and motivational regulations, and emotional intelligence. The search was made in the Web of Science, Scopus, and SportDiscus databases. From the 62 initial items, we selected 6 articles that met the eligibility criteria previously established. Our findings showed that goal orientation of approach-task, task climate, satisfaction of basic psychological needs, and the most self-determined types of motivation are associated with emotional intelligence in a positive way. Conversely, external motivational regulation and amotivation are negatively related to emotional intelligence. Also, based on the sequence proposed by the Self-Determination Theory, emotional intelligence seems to behave as a mediator between social factors and satisfaction of the basic psychological needs. Furthermore, emotional intelligence seems to have a direct effect as a predictor of different types of motivational regulations. However, more studies are necessary to show causality among these variables.

Effectiveness and quality of peer video feedback in health professions education: A systematic review

2021 ◽  
pp. 105203
Author(s):  
Hui Zhang ◽  
Ariel Wen Xin Liao ◽  
Sam Hong Li Goh ◽  
Si Qi Yoong ◽  
Amanda Xiu Ming Lim ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Professions ◽  
Video Feedback ◽  
Health Professions Education

scholarly journals A qualitative systematic review and thematic synthesis exploring the impacts of clinical academic activity by healthcare professionals outside medicine

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisa Newington ◽  
Mary Wells ◽  
Adine Adonis ◽  
Lee Bolton ◽  
Layla Bolton Saghdaoui ◽  
...  
Keyword(s):  
Systematic Review ◽  
Healthcare Professionals ◽  
Grey Literature ◽  
Full Range ◽  
Knowledge Exchange ◽  
Research Activity ◽  
Academic Activity ◽  
Starting Point ◽  
Research Profile ◽  
The Impact

Abstract Background There are increasing opportunities for healthcare professionals outside medicine to be involved in and lead clinical research. However, there are few roles within these professions that include time for research. In order to develop such roles, and evaluate effective use of this time, the range of impacts of this clinical academic activity need to be valued and understood by healthcare leaders and managers. To date, these impacts have not been comprehensively explored, but are suggested to extend beyond traditional quantitative impact metrics, such as publications, citations and funding awards. Methods Ten databases, four grey literature repositories and a naïve web search engine were systematically searched for articles reporting impacts of clinical academic activity by healthcare professionals outside medicine. Specifically, this did not include the direct impacts of the research findings, rather the impacts of the research activity. All stages of the review were performed by a minimum of two reviewers and reported impacts were categorised qualitatively according to a modified VICTOR (making Visible the ImpaCT Of Research) framework. Results Of the initial 2704 identified articles, 20 were eligible for inclusion. Identified impacts were mapped to seven themes: impacts for patients; impacts for the service provision and workforce; impacts to research profile, culture and capacity; economic impacts; impacts on staff recruitment and retention; impacts to knowledge exchange; and impacts to the clinical academic. Conclusions Several overlapping sub-themes were identified across the main themes. These included the challenges and benefits of balancing clinical and academic roles, the creation and implementation of new evidence, and the development of collaborations and networks. These may be key areas for organisations to explore when looking to support and increase academic activity among healthcare professionals outside medicine. The modified VICTOR tool is a useful starting point for individuals and organisations to record the impact of their research activity. Further work is needed to explore standardised methods of capturing research impact that address the full range of impacts identified in this systematic review and are specific to the context of clinical academics outside medicine.

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