Qualitative synthesis and systematic review in health professions education

2013 ◽  
Vol 47 (3) ◽  
pp. 252-260 ◽  
Author(s):  
Margaret Bearman ◽  
Phillip Dawson
Keyword(s):  
Systematic Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Qualitative Synthesis

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.

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

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

Digital health professions education on chronic wound management: A systematic review

2020 ◽  
Vol 104 ◽  
pp. 103512
Author(s):  
Laura Martinengo ◽  
Natalie Jia Ying Yeo ◽  
Kasturi D/O Markandran ◽  
Maja Olsson ◽  
Bhone Myint Kyaw ◽  
...  
Keyword(s):  
Systematic Review ◽  
Chronic Wound ◽  
Digital Health ◽  
Health Professions ◽  
Health Professions Education ◽  
Wound Management ◽  
Chronic Wound Management
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