The state of health advocacy training in postgraduate medical education: a scoping review

2019 ◽  
Vol 53 (12) ◽  
pp. 1209-1220 ◽  
Author(s):  
Madeline McDonald ◽  
Conor Lavelle ◽  
Mei Wen ◽  
Jonathan Sherbino ◽  
Jennifer Hulme
Keyword(s):  
Medical Education ◽  
Scoping Review ◽  
Postgraduate Medical Education ◽  
The State ◽  
State Of Health ◽  
Health Advocacy ◽  
Advocacy Training

scholarly journals LO36: The state of advocacy in postgraduate medical education: a literature review

CJEM ◽  
2018 ◽  
Vol 20 (S1) ◽  
pp. S19-S19
Author(s):  
C. Lavelle ◽  
M. Wen ◽  
M. McDonald ◽  
J. Sherbino ◽  
J. Hulme
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Literature Review ◽  
Curriculum Design ◽  
Postgraduate Medical Education ◽  
Grey Literature ◽  
Training Methods ◽  
Health Advocacy ◽  
Advocacy Training ◽  
Design And Implementation

Introduction: Health advocacy training is an important part of emergency medicine practice and education. There is little agreement, however, about how advocacy should be taught and evaluated in the postgraduate context, and there is no consolidated evidence-base to guide the design and implementation of post-graduate health advocacy curricula. This literature review aims to identify existing models used for teaching and evaluating advocacy training, and to integrate these findings with current best-practices in medical education to develop practical, generalizable recommendations for those involved in the design of postgraduate advocacy training programs. Methods: Ovid MEDLINE and PubMed searches combined both MeSH and non-MeSH variations on advocacy and internship and residency. Forward snowballing that incorporated grey literature searches from accreditation agencies, residency websites and reports were included. Articles were excluded if unrelated to advocacy and postgraduate medical education. Results: 507 articles were identified in the search. A total of 108 peer reviewed articles and 38 grey literature resources were included in the final analysis. Results show that many regulatory bodies and residency programs integrate advocacy training into their mission statements and curricula, but they are not prescriptive about training methods or assessment strategies. Barriers to advocacy training were identified, most notably confusion about the definition of the advocate role and a lower value placed on advocacy by trainees and educators. Common training methods included didactic modules, standardized patient encounters, and clinical exposure to vulnerable populations. Longitudinal exposure was less common but appeared the most promising, often linked to scholarly or policy objectives. Conclusion: This review indicates that postgraduate medical education advocacy curricula are largely designed in an ad-hoc fashion with little consistency across programs even within a given discipline. Longitudinal curriculum design appears to engage residents and allows for achievement of stated outcomes. Residency program directors from emergency medicine and other specialties may benefit from promising models in pediatrics, and a shared portal with access to advocacy curricula and the opportunity to exchange ideas related to curriculum design and implementation.

scholarly journals Learning styles and the myths surrounding it: a systematic scoping review of the literature.

2021 ◽  
Author(s):  
Lucas de Mendonça ◽  
Regis Rodrigues Vieira ◽  
Michel Silvio Duailibi
Keyword(s):  
Medical Education ◽  
Learning Style ◽  
Cognitive Processing ◽  
Scoping Review ◽  
Postgraduate Medical Education ◽  
Inclusion Criteria ◽  
Theoretical Assumption ◽  
Cross Sectional ◽  
Searching Strategy

Abstract Background: Learning style (LS) is the theoretical assumption that each individual has a better form for cognitive processing throughout learning. In medical education, LS has been studied as a tool to optimize medical learning. Teaching in the postgraduate medical environment embraces specific methodological aspects for mastering medical abilities and LS inventories have been widely used for enhance learning. However, no review has been done on this subject until this date. Therefore, a scoping review was performed to explore the extent of evidence on LS and postgraduate medical education. Methods: a systematic scoping review was performed according to PRISMA - ScR and JBI guidelines. We searched MEDLINE, ERIC, LILACS and SCIELO virtual library on February 2020. A peer review was performed with blinding of both investigators and any divergence was resolved by consensus. Searching strategy, search terms, exclusion and inclusion criteria and data charting were structured prior to the beginning of the study. Data was summarized and collated. Analysis of the quality of the evidence was also performed using specific tools.Results: 211 studies were obtained with the search engine after duplicates were removed. Of these, 40 were selected after applying exclusion and inclusion criteria. Two other studies were excluded post initial screening. The majority of studies were from United States. General surgery, internal medicine and family medicine were the specialties that had most studies on LS. Kolb LSI was the most used LS inventory. The majority of studies were observational with a cross sectional design (34 out of 38). Only four studies were RCTs with a low quality of evidence and a high risk of bias. It was also seen that LS may change through training, with work-hours and areas of specialty training.Conclusion: There is a lack of high quality studies to provide reliable evidence for the utilization of LS in postgraduate medical education and it is desirable for more Cohort or Randomized Control Trials in this area for a more robust evidence.

scholarly journals POSTGRADUATE MEDICAL EDUCATION IN UKRAINE

2020 ◽  
Vol 62 (2) ◽  
Author(s):  
George Kuzycz ◽  
Keyword(s):  
Medical Education ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
The United States ◽  
The State ◽  
Hospital Administrators ◽  
Postgraduate Medical Training ◽  
Fulbright Scholar ◽  
Informal Discussion

Discussion of observations and interviews as to the state of postgraduate medical education in Ukraine during an informal discussion of author’s time as a U.S. Fulbright Scholar for the 2018-2019 academic years for the project titled Postgraduate Medical Education In Ukraine. The interviews with interns (85); attendings, program directors, hospital administrators (75), several medical students and others were recorded during numerous author’s visits and observations (50) to various Ukrainian hospitals. The conclusions made herein are my own and serve to report my observations on the state and quality of postgraduate medical training in Ukraine, reference to that in the United States and the author’s over 45-year practice as a surgeon in Illinois. This mainly concerns internships in the surgical specialties and subspecialties. Some suggestions as to how to change the system are presented.

scholarly journals Intraprofessional workplace learning in postgraduate medical education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lara Teheux ◽  
Ester H. A. J. Coolen ◽  
Jos M. T. Draaisma ◽  
Marieke de Visser ◽  
Nynke D. Scherpbier-de Haan ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Practice ◽  
Workplace Learning ◽  
Scoping Review ◽  
Postgraduate Medical Education ◽  
Empirical Studies ◽  
Future Research ◽  
Extensive Literature ◽  
Learning Context ◽  
Comprehensive Overview

Abstract Background Residents need to be trained across the boundaries of their own specialty to prepare them for collaborative practice. Intraprofessional learning (i.e. between individuals of different disciplines within the same profession) has received little attention in the postgraduate medical education literature, in contrast to the extensive literature on interprofessional learning between individuals of different professions. To address this gap, we performed a scoping review to investigate what and how residents learn from workplace-related intraprofessional activities, and what factors influence learning. Methods The PRISMA guidelines were used to conduct a scoping review of empirical studies on intraprofessional workplace learning in postgraduate medical education published between 1 January 2000 to 16 April 2020 in Pubmed, Embase, PsycINFO, ERIC and Web of Science. This study applied ‘best fit’ framework-based synthesis to map the existing evidence, using the presage-process-product (3P) model developed by Tynjälä (2013). Results Four thousand three hundred thirty records were screened, and 37 articles were included. This review identified influencing (presage) factors that derived from the sociocultural environment, learner and learning context. Studies described that complexity of care can both facilitate and hinder learning. Furthermore, intraprofessional learning is threatened by professional stereotyping and negative perceptions, and awareness of learning opportunities and explicit reflection are critical in intraprofessional workplace learning. Studies described a range of informal and formal intraprofessional activities (process) under the headings of collaboration in clinical practice, rotations or placements, formal educational sessions and simulated workplace training. In general, learners responded well and their attitudes and perceptions improved, learners reported increased knowledge and skills and positive behavioural changes (product). Learning outcomes were reported in the domains of patient-centred care, collaborative attitudes and respect, mutual knowledge and understanding, collaborative decision making, communication, leadership, teamwork and reflexivity. Conclusions This review gives insight into the high learning potential of intraprofessional activities. Many of the included studies relied on self-reported perceptions of change, therefore, future research should focus on generating more robust evidence including objectively examined outcome measures. This review offers a comprehensive overview of the factors that influence intraprofessional workplace learning in postgraduate medical education. Finally, we provide recommendations for enhancing intraprofessional learning in clinical practice.

35. A SCOPING REVIEW ON RESIDENT POSTGRADUATE MEDICAL EDUCATION BOOT CAMPS

2020 ◽  
Vol 20 (7) ◽  
pp. e18
Author(s):  
Justin Triemstra ◽  
Ann Novosel ◽  
Hovig Artinian ◽  
Emily Miller ◽  
Rajat Pareek ◽  
...  
Keyword(s):  
Medical Education ◽  
Scoping Review ◽  
Postgraduate Medical Education ◽  
Boot Camps

scholarly journals Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

2019 ◽  
Vol 11 (4s) ◽  
pp. 34-46 ◽  
Author(s):  
Zohray Talib ◽  
Lalit Narayan ◽  
Thomas Harrod
Keyword(s):  
Medical Education ◽  
Thematic Analysis ◽  
Scoping Review ◽  
Best Practice ◽  
Training Programs ◽  
Postgraduate Medical Education ◽  
Lessons Learned ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Strategic Support

ABSTRACT Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases. Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs. Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and abstracts for inclusion. Full-text articles were then reviewed, and bibliometric data were extracted to create a profile of PGME-related publications. Two authors coded the manuscripts to identify articles written about specific PGME programs. These were analyzed for lessons learned. Results We identified 813 publications that reported on postgraduate medical education in Sub-Saharan Africa. Most articles were published between 2005 and 2016. Nations leading in publication were South Africa and Nigeria, followed by Ethiopia, Uganda, Kenya, Ghana, and Malawi. The largest number of articles related to general surgery training, followed by family medicine, emergency medicine, and anesthesiology. Thematic analysis revealed advantages of training programs for health facilities, challenges related to teaching, resourcing, and standardizing of training, and lessons learned related to international partnerships, faculty engagement, and research support for trainees. Conclusions PGME in Sub-Saharan Africa has evolved over the past 26 years. Future growth will require strategic support to scale programs, support new specialties, trainees, and teachers, and leverage best practice models to sustain PGME programs.

scholarly journals The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues

2015 ◽  
Vol 6 (2) ◽  
pp. e54-e60 ◽  
Author(s):  
Alexander Poulton ◽  
Heather Rose
Keyword(s):  
Medical Education ◽  
Postgraduate Medical Education ◽  
Pediatric Emergency ◽  
Role Modeling ◽  
Pediatric Emergency Medicine ◽  
Health Advocacy ◽  
Current State ◽  
Health Advocate ◽  
The Subject

Background: Health advocacy is currently a key component of medical education in North America. In Canada, Health Advocate is one of the seven roles included in the Royal College of Physicians and Surgeons of Canada’s CanMEDS competency framework.Method: A literature search was undertaken to determine the current state of health advocacy in Canadian postgraduate medical education and to identify issues facing educators and learners with regards to health advocacy training.Results:  The literature revealed that the Health Advocate role is considered among the least relevant to clinical practice by educators and learners and among the most challenging to teach and assess. Furthermore learners feel their educational needs are not being met in this area. A number of key barriers affecting health advocacy education were identified including limited published material on the subject, lack of clarity within the role, insufficient explicit role modeling in practice, and lack of a gold standard for assessment. Health advocacy is defined and its importance to medical practice is highlighted, using pediatric emergency medicine as an example.Conclusions: Increased published literature and awareness of the role, along with integration of the new 2015 CanMEDS framework, are important going forward to address concerns regarding the quality of postgraduate health advocacy education in Canada.

scholarly journals The Pivotal Role of Host Organizations in Enhancing Mentoring in Internal Medicine: A Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052095664
Author(s):  
Elisha Wan Ying Chia ◽  
Kuang Teck Tay ◽  
Shiwei Xiao ◽  
Yao Hao Teo ◽  
Yun Ting Ong ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Professional Development ◽  
Medical Education ◽  
Scoping Review ◽  
Healthcare Professionals ◽  
Postgraduate Medical Education ◽  
Mentoring Programs ◽  
Methodological Framework ◽  
Host Organization

In undergraduate and postgraduate medical education, mentoring offers personalized training and plays a key role in continuing medical education and the professional development of healthcare professionals. However, poor structuring of the mentoring process has been attributed to failings of the host organization and, as such, we have conducted a scoping review on the role of the host organization in mentoring programs. Guided by Levac et al’s methodological framework and a combination of thematic and content analysis, this scoping review identifies their “defining” and secondary roles. Whilst the “defining” role of the host is to set standards, nurture, and oversee the mentoring processes and relationships, the secondary roles comprise of supporting patient care and specific responsibilities toward the mentee, mentor, program, and organization itself. Critically, striking a balance between structure and flexibility within the program is important to ensure consistency in the mentoring approach whilst accounting for the changing needs and goals of the mentees and mentors.

Sign in / Sign up

Export Citation Format

Share Document