Abstract:
INTRODUCTION:Calls for the inclusion of standardized protocols for information exchange into pre-registration health professions curricula have accompanied their introduction into clinical practice. In order to help clinical educators respond to these calls, we have reviewed educational interventions for pre-registration students that incorporate one or more of these ?tools for structured communication?. METHODS:Searches of 10 databases (1990?2014) were supplemented by hand searches and by citation searches (to January 2015). Studies evaluating an intervention for pre-registration students of any clinical profession and incorporating at least one tool were included. Quality of included studies was assessed using a checklist of 11 indicators and a narrative synthesis of findings undertaken. RESULTS:Fifty studies met our inclusion criteria. Of these, 21 evaluated the specific effect of a tool on educational outcomes, and 27 met seven or more quality indicators. CONCLUSIONS:Pre-registration students, particularly those in the US, are learning to use tools for structured communication either in specific sessions or integrated into more extensive courses or programmes; mostly 'Situation Background Assessment Recommendation' and its variants. There is some evidence that learning to use a tool can improve the clarity and comprehensiveness of student communication, their perceived self-confidence and their sense of preparedness for clinical practice. There is, as yet, little evidence for the transfer of these skills to the clinical setting or for any influence of teaching approach on learning outcomes. Educators will need to consider the positioning of such learning with other skills such as clinical reasoning and decision-making.
journal_name
Med Teachjournal_title
Medical teacherauthors
Buckley S,Ambrose L,Anderson E,Coleman JJ,Hensman M,Hirsch C,Hodson J,Morley D,Pittaway S,Stewart Jdoi
10.1080/0142159X.2016.1215412subject
Has Abstractpub_date
2016-10-01 00:00:00pages
966-980issue
10eissn
0142-159Xissn
1466-187Xjournal_volume
38pub_type
杂志文章,评审相关文献
MEDICAL TEACHER文献大全abstract::Why use SJTs? Traditionally, selection into medical education professions has focused primarily upon academic ability alone. This approach has been questioned more recently, as although academic attainment predicts performance early in training, research shows it has less predictive power for demonstrating competence ...
journal_title:Medical teacher
pub_type: 杂志文章,评审
doi:10.3109/0142159X.2015.1072619
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Selection tools for medicine must achieve political validity and enjoy stakeholder acceptability. This qualitative study aimed to establish the perspectives of doctors, from various clinical specialities, on HPAT-Ireland, a new selection tool for undergraduate medical students. METHODS:Fifteen doctors parti...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2014.909012
更新日期:2014-09-01 00:00:00
abstract:AIM:The aim was to compare staff and student perceptions of student experience with the UEA MB/BS educational environment. METHODS:All MB/BS students were asked to complete a standard course evaluation at the end of the 2005/06 academic year, which included the Dundee Ready Education Environment Measure (DREEM). MB/BS...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590802139732
更新日期:2009-06-01 00:00:00
abstract::Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students. Methods: This study was a randomized controll...
journal_title:Medical teacher
pub_type: 杂志文章,随机对照试验
doi:10.1080/0142159X.2019.1617414
更新日期:2019-10-01 00:00:00
abstract:INTRODUCTION:Clinical decision-making, situation awareness, task management, and teamwork are key non-technical skills (NTS) required by junior doctors. Tactical decision games (TDGs) are low-fidelity classroom-based activities designed to develop proficiency in NTS. This study aimed to explore the feasibility and acce...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1150979
更新日期:2016-05-01 00:00:00
abstract:INTRODUCTION:We sought to determine the long-term use of mind-body medicine (MBM) skills after graduation from medical school. METHODS:An online survey was sent to Georgetown University School of Medicine (GUSOM) graduates who completed at least one semester of a MBM skills training course. Using a quantitative-qualit...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1372562
更新日期:2017-12-01 00:00:00
abstract::Medical students represent a significant community investment and promoting their health preserves this investment. In order to design health promotion programs for medical students in the United Arab Emirates, students' needs were assessed by means of a cross-sectional self-administered questionnaire survey. Major fi...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590310001605633
更新日期:2003-09-01 00:00:00
abstract::Medical schools have the serious responsibility of choosing new students who will do well in training, and go on to become competent and ethical practitioners. Current methods of selection stress scientific and academic competence, somewhat to the detriment of other essential attributes. Among the other qualities that...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590412331272300
更新日期:2004-08-01 00:00:00
abstract:INTRODUCTION:Physicians identify teaching as a factor that enhances performance, although existing data to support this relationship is limited. PURPOSE:To determine whether there were differences in clinical performance scores as assessed through multisource feedback (MSF) data based on clinical teaching. METHODS:MS...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1112895
更新日期:2016-08-01 00:00:00
abstract::Revalidation is the new method by which doctors in the UK will stay on the medical register. Most doctors will take the appraisal route to revalidation--that is, they will undergo annual appraisals and five successful appraisals will result in revalidation. So there is a lot riding on appraisal. But it relies almost c...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590500441752
更新日期:2006-02-01 00:00:00
abstract::The COVID-19 outbreak can be seen as a 'big test' for China; a summative assessment of its preparedness on multiple fronts, including medical education. Being intimately involved in the coordinated response, the First Affiliated Hospital of Sun Yat-sen University has been a first-hand witness to the strengths and weak...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1770713
更新日期:2020-07-01 00:00:00
abstract::Residents are essential teachers of students and interns, yet few opportunities exist for them to improve their teaching skills. The authors designed and implemented a longitudinal teaching skills curriculum for second-year categorical medicine residents on ambulatory block. This curriculum involves residents giving t...
journal_title:Medical teacher
pub_type: 杂志文章
doi:
更新日期:2005-09-01 00:00:00
abstract::Communication skills courses are considered expensive to run in terms of time, human resource and finance. This paper reports on the financial cost of designing, delivering and assessing a communication skills module delivered to fifth-year medical students. Costs are classified into three categories: personnel, stand...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590400005475
更新日期:2004-11-01 00:00:00
abstract:BACKGROUND:Despite in-depth discussions regarding professional identity of doctors, there is still a gap in our understanding of how this professional identity actually evolves. OBJECTIVE:To outline some major mechanisms involved in formation of medical students' professional identity. METHODS:A qualitative study bas...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2020.1854706
更新日期:2020-12-08 00:00:00
abstract:AIM:To look at the characteristics of Postgraduate Hospital Educational Environment Measure (PHEEM) using data from the UK, Brazil, Chile and the Netherlands, and to examine the reliability and characteristics of PHEEM, especially how the three PHEEM subscales fitted with factors derived statistically from the data set...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421590903095528
更新日期:2009-11-01 00:00:00
abstract::This Guide explores emerging issues on the alignment of learning spaces with the changing curriculum in medical education. As technology and new teaching methods have altered the nature of learning in medical education, it is necessary to re-think how physical learning spaces are aligned with the curriculum. The bette...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2016.1147541
更新日期:2016-08-01 00:00:00
abstract::The terms Multiple True/False and Best Answer deserve wider applicability than at present when discussing multiple choice questions (MCQs). They describe the truthfulness of the choices and distinguish between the question types. The choice which matches the key in a MCQ is best called the correct answer. Multiple Tru...
journal_title:Medical teacher
pub_type: 杂志文章
doi:
更新日期:1993-01-01 00:00:00
abstract:BACKGROUND:Student failure creates additional economic costs. Knowing the cost of failure helps to frame its economic burden relative to other educational issues, providing an evidence-base to guide priority setting and allocation of resources. The Ingredients Method is a cost-analysis approach which has been previousl...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1410123
更新日期:2018-12-01 00:00:00
abstract::There is increasing availability of a wide range of technology that has the potential to support and enhance the curriculum of the future. Learners expect to use technology for their learning, but this requires the development of information and digital literacy skills to maximise the potential learning opportunities....
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2012.671560
更新日期:2012-01-01 00:00:00
abstract::Recent changes to the working practices of physicians in both Europe and the United States have led to concerns regarding a reduced exposure of surgical trainees to operations and thus a potential for a decreased operative experience throughout training. Simulation has been used in many professional fields such as the...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2011.588974
更新日期:2012-01-01 00:00:00
abstract::With the growing globalization of medicine and the emerging concept of a 'global profession of physicians', the issue of the essential competences that all physicians must possess becomes sharply focused. If defined, these competences would help indicate what teachers are supposed to teach, what students are expected ...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590220120740
更新日期:2002-03-01 00:00:00
abstract:BACKGROUND:Social media site use is ubiquitous, particularly Facebook. Postings on social media can have an impact on the perceived professionalism of students and practitioners. AIMS:In this study, we explored the attitudes and understanding of undergraduate medical students towards professionalism, with a specific f...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2013.802301
更新日期:2013-10-01 00:00:00
abstract:BACKGROUND:Producing a medical profession which is fit for the demands and expectations of society involves ensuring that practitioners learn what it means to behave in a 'professional' way. Codes of professional conduct have been developed for medical students in the UK, but the literature on how medical schools actua...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/01421591003698018
更新日期:2010-01-01 00:00:00
abstract::Objectives: Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. Th...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2019.1708290
更新日期:2020-05-01 00:00:00
abstract:OBJECTIVE:To examine the relationship between reflection, gender, residency choice, word count, and academic achievement among medical students. METHODS:A modified version of the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) was developed and used for this study (Cronbach's alpha of 0.86 wit...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.3109/0142159X.2015.1112890
更新日期:2016-07-01 00:00:00
abstract::Simulation! The deans talk about its use in medical education regularly. But how can it be used to teach the basic sciences to first- and second-year medical students? This article will help answer that question by providing information about various types of simulation activities being used in medical education and e...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590903049822
更新日期:2009-09-01 00:00:00
abstract:BACKGROUND:Transition from school to university life involves maturation changes in areas of academic and personal life. METHOD:Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/01421590601178006
更新日期:2007-03-01 00:00:00
abstract::The provision of self-regulated learning (SRL) enhanced feedback on performing clinical skills and making a clinical diagnosis recognizes the importance of feedback on the use of key SRL processes. In contrast to the broader concept of self-directed learning, SRL has a specific focus on the individual learner's approa...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2017.1407868
更新日期:2019-02-01 00:00:00
abstract:BACKGROUND/PURPOSE:There is inadequate evidence of reported validity of the results of assessment instruments used to assess clinical competence. This study aimed at combining multiple lines of quantitative and qualitative evidence to support interpretation and use of assessment results. METHOD:This study is a mixed m...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1465181
更新日期:2018-09-01 00:00:00
abstract::Faculty development (FD) activities aim to improve teaching competencies. Success of these activities is conditioned with the ability of participants to transfer the learned competencies into their teaching practices. Unfortunately, evaluation of the effectiveness of FD rely mostly upon self-reported or verbal feedbac...
journal_title:Medical teacher
pub_type: 杂志文章
doi:10.1080/0142159X.2018.1440074
更新日期:2019-01-01 00:00:00