Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education process, and the health needs of the populations that learners intend to serve.
{"title":"Faculty development in competency-based education","authors":"William Murdoch","doi":"10.12688/mep.19890.1","DOIUrl":"https://doi.org/10.12688/mep.19890.1","url":null,"abstract":"<ns7:p>Competency-based education (CBE) has started to change the medical education process from a time-based, teacher-focused approach to an outcomes-based, learner-centered, and population-sensitive philosophy. The International Competency-Based Medical Education Collaborators (ICBME) first convened in 2009 and released a series of scholarly papers that laid the conceptual foundation for CBE in medical education. CBE is intended to address many of the shortcomings in our current medical education system. Prominent among such concerns is the disconnect between topics emphasized in the education process, and the health needs of the populations that learners intend to serve.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. Methods In August 2022, an anonymous questionnaire survey was conducted during a medical education conference in Guangzhou, Guangdong. A total of 40 pediatric SRT clinical teachers from 10 teaching hospitals in Guangdong Province attended the pediatric session of the medical education conference and completed the questionnaire during the conference. The questionnaire covered various topics related to MER conducted in SRT, the challenges they encountered in MER, and their perceptions of grants on MER. Results Among the 40 teachers, 16 (40.00%) stated that they did not participate in any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%) teachers were reported to have received grants for MER projects. Conclusions The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child health care promotion through evidence-based educational practices.
{"title":"Pediatric standardized residency training faculty’s perceptions of medical education research: a questionnaire survey","authors":"Mu-Xue Yu, Xiao-Yun Jiang, Xiao-Yu Li, Zhi-Hui Yue, Ying Mo, Wang-Kai Liu, Yu-Fen Gu","doi":"10.12688/mep.19777.1","DOIUrl":"https://doi.org/10.12688/mep.19777.1","url":null,"abstract":"<ns7:p>Background Rigorous medical education research (MER) conducted by faculty in pediatric standardized residency training (SRT) can contribute to the promotion of child health care. This study aimed to assess the perceptions of pediatric SRT faculty regarding MER in Guangdong Province, China. Methods In August 2022, an anonymous questionnaire survey was conducted during a medical education conference in Guangzhou, Guangdong. A total of 40 pediatric SRT clinical teachers from 10 teaching hospitals in Guangdong Province attended the pediatric session of the medical education conference and completed the questionnaire during the conference. The questionnaire covered various topics related to MER conducted in SRT, the challenges they encountered in MER, and their perceptions of grants on MER. Results Among the 40 teachers, 16 (40.00%) stated that they did not participate in any MER activities. The main challenges they encountered in conducting MER were the lack of training (72.50%), limited time (80.00%), and lack of grants funding (60.00%). Only 10 (25.00%) teachers were reported to have received grants for MER projects. Conclusions The findings highlight the importance of providing support and training to pediatric SRT faculty in Guangdong Province, China, to enhance their engagement in MER. Addressing these challenges can lead to significant improvements in child health care promotion through evidence-based educational practices.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emergency medicine clerkships have become more prevalent in the third year of medical school, a time when students are immersed in the core clinical training of their undergraduate medical education. There is little guidance for clinician educators, however, on how to effectively scaffold learning for third-year medical students when rotating in the emergency department (ED) during core clerkships. The authors sought to provide best practices in teaching to leverage the rich learning environment of the ED – regardless of their specialty selections. Based on an extensive review of the literature spanning on-shift teaching, feedback, clinical medicine, and bedside teaching, the following twelve tips are offered to guide the instruction of the undifferentiated third-year medical student in the ED.
{"title":"Practical tips for teaching the undifferentiated medical student in the emergency department","authors":"Allan D. Winger, Dimitrios Papanagnou","doi":"10.12688/mep.19776.1","DOIUrl":"https://doi.org/10.12688/mep.19776.1","url":null,"abstract":"<ns7:p>Emergency medicine clerkships have become more prevalent in the third year of medical school, a time when students are immersed in the core clinical training of their undergraduate medical education. There is little guidance for clinician educators, however, on how to effectively scaffold learning for third-year medical students when rotating in the emergency department (ED) during core clerkships. The authors sought to provide best practices in teaching to leverage the rich learning environment of the ED – regardless of their specialty selections. Based on an extensive review of the literature spanning on-shift teaching, feedback, clinical medicine, and bedside teaching, the following twelve tips are offered to guide the instruction of the undifferentiated third-year medical student in the ED.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.
{"title":"Practical tips to improve bedside teaching using learning theories and critical reasoning","authors":"Thomas Rotthoff","doi":"10.12688/mep.19826.1","DOIUrl":"https://doi.org/10.12688/mep.19826.1","url":null,"abstract":"<ns7:p>Bedside teaching offers the opportunity to integrate the different professional roles and competencies of doctors and medical students with one another. It should not be delivered uniformly to all students but must be adapted to the level of experience of the students. Students at an early stage of their studies need a greater degree of structure and scaffolding than advanced students, as they may still feel insecure regarding a variety of factors. It therefore seems useful to take a closer look at the cognitive theories behind bedside teaching while bearing in mind that, in comparison to other teaching and learning formats, findings about emotion, epistemic beliefs, visual thinking strategies, theories of cognitive load, experiential learning and scripting, critical reasoning, structured briefing and debriefing can improve bedside teaching. This paper provides practical tips to reveal the processes of clinical reasoning and decision-making in a more rational, structured, analytical and critical manner.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: A Bring Your Own Device (BYOD) e-assessment strategy empowers students to use personal devices for digital exams, reducing the need for specialised facilities and enhancing learning excellence by simplifying by streamlining the administrative and support dimensions of the student experience. Despite its benefits, it remains underused. This study investigates student perceptions of BYOD for e-assessments within a Faculty of Medicine and Health Science.Methods: A descriptive qualitative approach was adopted, employing a survey with open-ended and Likert-scale questions to delve into student experiences.Results: The findings revealed that 82.7% of students had a positive experience due to the method's efficiency and convenience. However, 20.7% still preferred traditional pen-and-paper assessments. Various factors, such as technical difficulties, device quality and familiarity, and confidence in using technology, shaped these experiences. Students with older devices expressed worries about compatibility and performance. There were also issues related to connectivity and the specific device used. Interestingly, most students felt a sense of safety and were less stressed using a familiar device. However, those with outdated devices harboured performance concerns, and some lacked confidence in their technological skills.Conclusion: While BYOD for e-assessment offers a valuable means to enhance student experience and decrease administrative load, it is not a one-size-fits-all solution. Successful execution requires a mix of interventions, including faculty support, student training, and thoughtful planning. When implementing a BYOD e-assessment system, it is essential to consider student experiences and address their needs. Additionally, implementing BYOD for assessment requires multiple strategic actions to ensure effective integration. Furthermore, the study underlines the need for a comprehensive learning excellence approach that factors in student support and administration, affirming that technology can elevate the student experience. Therefore, conducting research on how technology can contribute to learning excellence warrants more research.
{"title":"“I get higher marks via BYOD”: A descriptive qualitative study on student experiences using BYOD e-assessments to enhance the dimensions of administration and support for learning excellence.","authors":"Janus van As, Elizabeth Kanita Brits","doi":"10.12688/mep.19721.1","DOIUrl":"https://doi.org/10.12688/mep.19721.1","url":null,"abstract":"<ns5:p><ns5:bold>Background: </ns5:bold>A Bring Your Own Device (BYOD) e-assessment strategy empowers students to use personal devices for digital exams, reducing the need for specialised facilities and enhancing learning excellence by simplifying by streamlining the administrative and support dimensions of the student experience. Despite its benefits, it remains underused. This study investigates student perceptions of BYOD for e-assessments within a Faculty of Medicine and Health Science.</ns5:p><ns5:p> <ns5:bold>Methods: </ns5:bold>A descriptive qualitative approach was adopted, employing a survey with open-ended and Likert-scale questions to delve into student experiences.</ns5:p><ns5:p> <ns5:bold>Results: </ns5:bold>The findings revealed that 82.7% of students had a positive experience due to the method's efficiency and convenience. However, 20.7% still preferred traditional pen-and-paper assessments. Various factors, such as technical difficulties, device quality and familiarity, and confidence in using technology, shaped these experiences. Students with older devices expressed worries about compatibility and performance. There were also issues related to connectivity and the specific device used. Interestingly, most students felt a sense of safety and were less stressed using a familiar device. However, those with outdated devices harboured performance concerns, and some lacked confidence in their technological skills.</ns5:p><ns5:p> <ns5:bold>Conclusion: </ns5:bold>While BYOD for e-assessment offers a valuable means to enhance student experience and decrease administrative load, it is not a one-size-fits-all solution. Successful execution requires a mix of interventions, including faculty support, student training, and thoughtful planning. When implementing a BYOD e-assessment system, it is essential to consider student experiences and address their needs. Additionally, implementing BYOD for assessment requires multiple strategic actions to ensure effective integration. Furthermore, the study underlines the need for a comprehensive learning excellence approach that factors in student support and administration, affirming that technology can elevate the student experience. Therefore, conducting research on how technology can contribute to learning excellence warrants more research.</ns5:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chloé E.C. Bras, Remco C. Jongkind, Ellen L. van Veen, Kim Win Pang, Laura E. Olthof, Tobias B.B. Boerboom
The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.
{"title":"Practical tips for a fast and successful transition to an online curriculum","authors":"Chloé E.C. Bras, Remco C. Jongkind, Ellen L. van Veen, Kim Win Pang, Laura E. Olthof, Tobias B.B. Boerboom","doi":"10.12688/mep.19751.1","DOIUrl":"https://doi.org/10.12688/mep.19751.1","url":null,"abstract":"<ns7:p>The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.</ns7:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"59 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience. The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.
{"title":"Operationalizing competency-based assessment: Contextualizing for cultural and gender divides.","authors":"Samar Ahmed, Fouzia Shersad, Arina Ziganshina, Mariam Shadan, Abdelmoneim Elmardi, Yousif El Tayeb","doi":"10.12688/mep.19728.1","DOIUrl":"10.12688/mep.19728.1","url":null,"abstract":"<p><p>Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience. The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"13 ","pages":"210"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10576182/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41241867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. Methods: The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. Results: The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. Conclusions: To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.
{"title":"Medical education in Bangladesh from Student and Teacher’s Perspective: Impact and challenges of the COVID-19 pandemic","authors":"M. Wakilur Rahman, Md Mahfuzul Hasan, Md. Salauddin Palash, Md Asaduzzaman","doi":"10.12688/mep.19761.1","DOIUrl":"https://doi.org/10.12688/mep.19761.1","url":null,"abstract":"<ns3:p>Background: </ns3:p><ns3:p> In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives. </ns3:p><ns3:p> Methods: </ns3:p><ns3:p> The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results. </ns3:p><ns3:p> Results: </ns3:p><ns3:p> The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits. </ns3:p><ns3:p> Conclusions: </ns3:p><ns3:p> To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel Pogson, Helen Henderson, Matt Holland, Agnieszka Sumera, Kacper Sumera, Carl A. Webster
Background: With an increase in simulation being used in healthcare education, there is a need to ensure the quality of simulation-based education is high. This scoping review was conducted to answer the question: What are the current approaches to the evaluation of the quality of health-care simulation-based education provision?Methods: Databases PubMed, Cochrane, ERIC, CINAHL and Medline were searched in March 2023 to retrieve peer-reviewed healthcare research and review articles written in the English language within the last 20 years. All data were extracted from six studies, themed and presented in the main text and in tabular form.Results: Two scoping reviews, one systematic review and three research articles were included. Three main themes were found: adherence to existing design frameworks, lack of validation of these frameworks and lack of evaluation frameworks, and a proposed evaluation framework. Many of the excluded articles focussed on gaining participant feedback to evaluate simulation activities, rather than evaluating the quality of the design and implementation of the simulation.Conclusions: Benchmarking of current United Kingdom (UK) healthcare simulation against UK and international simulation standards is required to increase its quality, therefore, an agreed UK template framework to evaluate simulation packages is recommended.
{"title":"Determining current approaches to the evaluation of the quality of healthcare simulation-based education provision: a scoping review.","authors":"Rachel Pogson, Helen Henderson, Matt Holland, Agnieszka Sumera, Kacper Sumera, Carl A. Webster","doi":"10.12688/mep.19758.1","DOIUrl":"https://doi.org/10.12688/mep.19758.1","url":null,"abstract":"<ns3:p><ns3:bold>Background: </ns3:bold>With an increase in simulation being used in healthcare education, there is a need to ensure the quality of simulation-based education is high. This scoping review was conducted to answer the question: What are the current approaches to the evaluation of the quality of health-care simulation-based education provision?</ns3:p><ns3:p> <ns3:bold>Methods:</ns3:bold> Databases PubMed, Cochrane, ERIC, CINAHL and Medline were searched in March 2023 to retrieve peer-reviewed healthcare research and review articles written in the English language within the last 20 years. All data were extracted from six studies, themed and presented in the main text and in tabular form.</ns3:p><ns3:p> <ns3:bold>Results</ns3:bold>: Two scoping reviews, one systematic review and three research articles were included. Three main themes were found: adherence to existing design frameworks, lack of validation of these frameworks and lack of evaluation frameworks, and a proposed evaluation framework. Many of the excluded articles focussed on gaining participant feedback to evaluate simulation activities, rather than evaluating the quality of the design and implementation of the simulation.</ns3:p><ns3:p> <ns3:bold>Conclusions: </ns3:bold>Benchmarking of current United Kingdom (UK) healthcare simulation against UK and international simulation standards is required to increase its quality, therefore, an agreed UK template framework to evaluate simulation packages is recommended.</ns3:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Human Library is a structured event that brings people from different groups together. It simulates the format of a customary library, with ‘Readers’ borrowing ‘Books’, who are human volunteers sharing their lived experiences and perspectives. Rooted in principles of social psychology, Human Libraries provide opportunities for Books and Readers to interact in meaningful dialogue. The goal of each interaction is to give the Reader new understanding of the Book’s life. The Human Library was originally developed as a strategy to challenge prejudice through conversation and personal connection, but the approach is remarkably versatile. We repurposed it for a medical education context in order to provide learners in medical school with information and inspiration, particularly about rural life and rural medicine. We organized and held two Human Library events where pre-medical and undergraduate medical students (Readers) engaged in dialogue with rural physicians (Books). However, the strategy could be used to address a wide variety of challenging subjects where the potential Readers are biased or lack experience. This article draws upon research literature and our own experiences of running Human Library events to give practical advice for other organizations who might want to use this novel approach in medical education.
{"title":"Practical Tips for using a Human Library approach In medical education","authors":"Rebecca Malhi, Grace Perez, Javeria Shafiq, Aaron Johnston","doi":"10.12688/mep.19746.1","DOIUrl":"https://doi.org/10.12688/mep.19746.1","url":null,"abstract":"<ns4:p>A Human Library is a structured event that brings people from different groups together. It simulates the format of a customary library, with ‘Readers’ borrowing ‘Books’, who are human volunteers sharing their lived experiences and perspectives. Rooted in principles of social psychology, Human Libraries provide opportunities for Books and Readers to interact in meaningful dialogue. The goal of each interaction is to give the Reader new understanding of the Book’s life.</ns4:p><ns4:p> The Human Library was originally developed as a strategy to challenge prejudice through conversation and personal connection, but the approach is remarkably versatile. We repurposed it for a medical education context in order to provide learners in medical school with information and inspiration, particularly about rural life and rural medicine. We organized and held two Human Library events where pre-medical and undergraduate medical students (Readers) engaged in dialogue with rural physicians (Books). However, the strategy could be used to address a wide variety of challenging subjects where the potential Readers are biased or lack experience.</ns4:p><ns4:p> This article draws upon research literature and our own experiences of running Human Library events to give practical advice for other organizations who might want to use this novel approach in medical education.</ns4:p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135482518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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