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Adv Health Sci Educ Theory Pract 2020 Jun 24. Epub 2020 Jun 24.

School of kinesiology and physical activity sciences, Université de Montréal, Montreal, Canada.

The medical education (Med Ed) research community characterises itself as drawing on the insights, methods, and knowledge from multiple disciplines and research domains (e.g. Sociology, Anthropology, Education, Humanities, Psychology). Read More

Adv Health Sci Educ Theory Pract 2020 Jun 24. Epub 2020 Jun 24.

Department of Physical Therapy, The University of Texas Southwestern Medical Center, 6011 Harry Hines Blvd, Dallas, TX, 75390-8876, USA.

The physical therapy profession in the United States suffers from a shortage of providers of color. This is unlikely to change with newly graduating students, as 2.6% of 2017 graduates were African American and 5. Read More

Adv Health Sci Educ Theory Pract 2020 Jun 23. Epub 2020 Jun 23.

Department of Medicine, University of Ottawa, Ottawa, ON, Canada.

Learner handover (LH), the process of sharing of information about learners between faculty supervisors, allows for longitudinal assessment fundamental in the competency-based education model. However, the potential to bias future assessments has been raised as a concern. The purpose of this study is to determine whether prior performance information such as LH influences the assessment of learners in the clinical context. Read More

Adv Health Sci Educ Theory Pract 2020 Jun 22. Epub 2020 Jun 22.

Emory University School of Medicine, Atlanta, GA, USA.

Professional identity formation (PIF) is considered a key process in physician development. However, early PIF research may have inadvertently left out experiences from ethnically/racially minoritized physicians. As a result, the PIF literature may have forwarded dominant perspectives and assumptions about PIF that does not reflect those of minoritized physicians. Read More

Adv Health Sci Educ Theory Pract 2020 Jun 4. Epub 2020 Jun 4.

Department of Behavioural Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, P/Bag X7, Congella, 4013, South Africa.

Global medical education is dominated by a Northern tilt. Global universities' faculty and students dominate research, scholarship and teaching about what is termed global education. This tilt has been fixed in global biomedical education with some acknowledgement from the Global South of the comparative benefits of global exchange. Read More

Adv Health Sci Educ Theory Pract 2020 Jun 2. Epub 2020 Jun 2.

Department of Prosthodontics, Centre for Dentistry, Oral Medicine, and Maxillofacial Surgery, University Hospital Tübingen, University of Tübingen, Tübingen, Germany.

In dental medicine, interpreting radiographs (i.e., orthopantomograms, OPTs) is an error-prone process, even in experts. Read More

Adv Health Sci Educ Theory Pract 2020 May 20. Epub 2020 May 20.

Department of Nursing Science, University of Turku and Turku University Hospital, Turku, Finland.

The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student-patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students' and patients' views of their relationship during students' clinical placement. Read More

Adv Health Sci Educ Theory Pract 2020 May 16. Epub 2020 May 16.

Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Canada.

Surgeons practice their own variations on a procedure. Residents experience shifting thresholds between variations that one surgeon holds firmly as principle and another takes more lightly as preference. Such variability has implications for surgical education, but the impact is not well understood. Read More

Adv Health Sci Educ Theory Pract 2020 May 7. Epub 2020 May 7.

The Faculty of Medicine and Health, School of Health Sciences, The University of Sydney, Sydney, NSW, Australia.

Professional identities research in medical education has made significant contributions to the field. However, what comprises professional identities is rarely interrogated. This research tackles this relatively understudied component of professional identities research by understanding emergency medicine physicians' perspectives on the important elements that comprise their professional identities. Read More

Adv Health Sci Educ Theory Pract 2020 05 6;25(2):479-482. Epub 2020 May 6.

Lee Kong Chian School of Medicine, Nanyang Technological University, Novena Campus, Singapore, 308232, Singapore.

Adv Health Sci Educ Theory Pract 2020 May 6. Epub 2020 May 6.

Faculty of Medicine, Université de Montréal, Montreal, Canada.

When determining the score given to candidates in multiple mini-interview (MMI) stations, raters have to translate a narrative judgment to an ordinal rating scale. When adding individual scores to calculate final ranking, it is generally presumed that the values of possible scores on the evaluation grid are separated by constant intervals, following a linear function, although this assumption is seldom validated with raters themselves. Inaccurate interval values could lead to systemic bias that could potentially distort candidates' final cumulative scores. Read More

Adv Health Sci Educ Theory Pract 2020 May 6. Epub 2020 May 6.

Centre for Human Anatomy Education, Department of Anatomy and Developmental Biology, Monash University, Room 168, 10 Chancellors Walk, Clayton, VIC, 3800, Australia.

Tolerance of uncertainty, a construct describing individuals' responses to perceived uncertainty, has relevancy across healthcare systems, yet little work explores the impact of education on medical students' tolerance of uncertainty. While debate remains as to whether tolerance of uncertainty is changeable or static, the prevailing conceptual healthcare tolerance of uncertainty model (Hillen et al. in Soc Sci Med 180:62-75, 2017) suggests that individuals' tolerance of uncertainty is influenced by so-called moderators. Read More

Adv Health Sci Educ Theory Pract 2020 May 5. Epub 2020 May 5.

AIRN Active Implementation Research Network, 6707 Glen Forest Drive, Chapel Hill, NC, 27517-8647, USA.

Education in implementation science, which involves the training of health professionals in how to implement evidence-based findings into health practice systematically, has become a highly relevant topic in health sciences education. The present study advances education in implementation science by compiling a competence profile for implementation practice and research and by exploring implementation experts' sources of expertise. The competence profile is theoretically based on educational psychology, which implies the definition of improvable and teachable competences. Read More

Adv Health Sci Educ Theory Pract 2020 May;25(2):259-261

Centre for Clinical Education, University of Copenhagen, Copenhagen, Denmark.

Adv Health Sci Educ Theory Pract 2020 Mar 6. Epub 2020 Mar 6.

The Wilson Centre for Research in Education, University Health Network/University of Toronto, Toronto, Canada.

Many processes and practices in the field of health professions education have been based more on tradition and assumption than on evidence and theory. As the field matures, researchers are increasingly seeking evidence to support various teaching and assessment methods. However, there is a tendency to focus on a limited set of topics, leaving other areas under-examined and limiting our understanding of the field. Read More

Adv Health Sci Educ Theory Pract 2020 Mar 5. Epub 2020 Mar 5.

Department of Emergency Medicine, New York University School of Medicine, New York, USA.

Models for diagnostic reasoning in radiology have been based on the observed behaviors of experienced radiologists but have not directly focused on the thought processes of novices as they improve their accuracy of image interpretation. By collecting think-aloud verbal reports, the current study was designed to investigate differences in specific thought processes between medical students (novices) as they learn and radiologists (experts), so that we can better design future instructional environments. Seven medical students and four physicians with radiology training were asked to interpret and diagnose pediatric elbow radiographs where fracture is suspected. Read More

Adv Health Sci Educ Theory Pract 2020 Feb 25. Epub 2020 Feb 25.

SCOPE: The Health Humanities Learning Lab, University of Toronto Scarborough, Scarborough, Canada.

For nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the timing and context of trainees' exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada's first Health Humanities baccalaureate program. Read More

Adv Health Sci Educ Theory Pract 2020 Feb 24. Epub 2020 Feb 24.

Unit of Development and Research in Medical Education (UDREM), Centre Médical Universitaire, Faculty of Medicine, University of Geneva, 1, rue Michel Servet, 1211, Geneva 4, Switzerland.

Empathy remains a widely discussed topic within medical education research. Studies on empathy changes among medical students are not univocal: empathy may decline, remain stable or increase. A largely unexplored research question regards inter-individual variability in empathy change, namely if different longitudinal trajectories of empathy exist. Read More

Adv Health Sci Educ Theory Pract 2020 Feb 12. Epub 2020 Feb 12.

Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bethesda, MD, 20814, USA.

There has been increased attention to and emphasis on competency-based medical education and the transformation from highly supervised medical students towards independent, entrustable physicians. We explored how program directors (PDs) justify decisions about whether they would trust finishing Post Graduate Year 1 (PGY1) residents to care for the PD or a loved one. Using an end of year survey with validity evidence, we assessed PDs' responses (Yes, No, Not Sure) and written comments about this entrustment decision for USUHS medical students from graduating classes of 2013-2015 (PGY1). Read More

Adv Health Sci Educ Theory Pract 2020 03;25(1):1-6

Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.

Adv Health Sci Educ Theory Pract 2020 03 6;25(1):189-193. Epub 2020 Feb 6.

Clinical and Health Informatics Research Group, Division of Clinical Epidemiology, Department of Medicine, McGill University, 1140 Pine Avenue West, Montreal, QC, H3A 1A3, Canada.

When educators are developing an effective and workable assessment program in graduate medical education by employing action research and stakeholder mapping to identify core competency domains and directives, the multi-stage process can be guided and informed by utilizing the story of designing, building and sea-testing sailing ships as a metaphor. However, the current challenge of physician burnout demands additional attention when formulating medical training frameworks, assessment guidelines and mentoring programs in 2020. The possibility of job-crafting is raised for consideration by designers of core competency frameworks in the health professions. Read More

Adv Health Sci Educ Theory Pract 2020 Feb 6. Epub 2020 Feb 6.

Institute of Health and Nursing Science, Charité - Universitätsmedizin Berlin Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, Berlin Institute of Health, Oudenarder Str. 16, 13347, Berlin, Germany.

Adv Health Sci Educ Theory Pract 2020 Jan 31. Epub 2020 Jan 31.

Department of Medical Education, University of Melbourne, Grattan Street,, Melbourne, Parkville, VIC, 3010, Australia.

Teaching clinical reasoning in emergency medicine requires educators to foster diagnostic accuracy and judicious decision-making amidst chaotic ambient factors including clinician fatigue, high cognitive load, and diverse patient expectations. The current study applies the early work of Jurgen Habermas and his knowledge-constitutive interests as a lens to explore an educational approach where physician-educators were asked to make their expert reasoning visible to emergency medicine trainees, to more deliberately make visible and accessible the context-specific thinking that emergency physicians routinely use. An action research methodology was used. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 29. Epub 2020 Jan 29.

School of Medicine, Keele University, Keele, Staffordshire, ST5 5BG, UK.

Undergraduate clinical assessors make expert, multifaceted judgements of consultation skills in concert with medical school OSCE grading rubrics. Assessors are not cognitive machines: their judgements are made in the light of prior experience and social interactions with students. It is important to understand assessors' working conceptualisations of consultation skills and whether they could be used to develop assessment tools for undergraduate assessment. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 25. Epub 2020 Jan 25.

Harvard Medical School, Boston, MA, USA.

We conducted a study to compare medical school experiences, values, career paths, and career satisfaction of under-represented in medicine (URiM) and non-URiM physicians approximately 15 years after medical school, guided by the Theory of Planned Behavior and the concept of stereotype threat. The sample consisted of four graduating classes, 1996-1999, of Harvard Medical School, 20% of whom were URiM. URiM respondents came from families of lower educational attainment and graduated with more debt. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 21. Epub 2020 Jan 21.

Department of General Practice, Clinical Science Institute, National University of Ireland Galway, Galway, Ireland.

Healthcare graduates are often characterised as ill-prepared for workplace entry. Historically, research on health professional's work preparedness has focused on the quality of graduates' clinical knowledge, skills and problem-solving. This ignores the role of professional identity formation in determining readiness for clinical practice. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 20. Epub 2020 Jan 20.

Keele University School of Medicine, Keele, UK.

Transitioning from student to doctor is notoriously challenging. Newly qualified doctors feel required to make decisions before owning their new identity. It is essential to understand how responsibility relates to identity formation to improve transitions for doctors and patients. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 20. Epub 2020 Jan 20.

Department of Experimental, Diagnostic and Specialty Medicine, University of Bologna, 40127, Bologna, Italy.

Medical students' motivations for choosing a medical career are likely based on and remain tethered to the affectively-laden caring component of doctor-patient interactions. However, this component is rarely presented in educational surgical videos. It is unknown whether affectively engaging students by including patient-related emotionally salient information potentiates or draws focus away from learning a surgical procedure and whether such information affects motivation and attitudes toward the video. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 15. Epub 2020 Jan 15.

Departments of Medicine and Surgery, University of California, San Francisco, San Francisco, CA, USA.

Aspiring medical educators and their advisors often lack clarity about career paths. To provide guidance to faculty pursuing careers as educators, we sought to explore perceived factors that contributed to the career development of outstanding medical educators. Using a thematic analysis, investigators at two institutions interviewed 39 full or associate professor physician faculty with prominent roles as medical educators in 2016. Read More

Adv Health Sci Educ Theory Pract 2020 Jan 2. Epub 2020 Jan 2.

The Wilson Centre for Research in Education, 200 Elizabeth Street 1ES-559, Toronto, ON, M5G 2C4, Canada.

Adv Health Sci Educ Theory Pract 2020 Jan 2. Epub 2020 Jan 2.

Wilson Centre for Research in Education, Toronto, ON, Canada.

Educators, practitioners, and policy makers are calling for stronger connections between continuing education (CE) for professionals and the concerns of workplaces where these professionals work. This call for greater alignment is not unique to the health professions. Researchers within the field of higher education have long wrestled with the complexities of aligning professional learning and workplace concerns. Read More

Adv Health Sci Educ Theory Pract 2019 Dec 23. Epub 2019 Dec 23.

Center for Research and Development of Education, University Medical Center Utrecht, P.O. Box # 85500, 3508 GA, Utrecht, The Netherlands.

Interprofessional education (IPE) and entrustable professional activities (EPAs) represent two topics in health professions education that have attracted significant attention in recent years. IPE (when different health professionals learn with, from and about each other with the aim of optimal care) has an inherent focus on the collective. EPAs (units of professional practice that can be fully entrusted to a trainee, once he or she has demonstrated the necessary competence to execute this activity unsupervised) have a focus on the individual. Read More

Adv Health Sci Educ Theory Pract 2019 Dec 23. Epub 2019 Dec 23.

Centre for Health Education Scholarship and Department of Medicine, St. Paul's Hospital, University of British Columbia, Suite 5907 Burrard Bldg, 1081 Burrard St, Vancouver, BC, V6Z 1Y6, Canada.

Competency-based medical education and programmatic assessment intend to increase the opportunities for meaningful feedback, yet these conversations remain elusive. By comparing resident and faculty perceptions of feedback opportunities within one internal medicine residency training program, we sought to understand whether and how principles underlying meaningful feedback could be supported or constrained across a variety of feedback opportunities. Using case-study qualitative methodology, interviews and focus groups were conducted to explore 19 internal medicine residents' and 7 faculty members' perceptions of feedback across a variety of feedback opportunities: coaching, mini-CEXs, in-training evaluation reports and routine clinical supervision. Read More

Adv Health Sci Educ Theory Pract 2019 12;24(5):849-851

School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands.

Adv Health Sci Educ Theory Pract 2019 Dec 3. Epub 2019 Dec 3.

Department of Paramedicine, Monash University, Building H, McMahons Road, Frankston, VIC, 3199, Australia.

Competency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks. We applied the Arksey and O'Malley framework to undertake this scoping review. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 25. Epub 2019 Nov 25.

Institute of Health Sciences Education, McGill University, Montreal, QC, Canada.

Scoping reviews are increasingly used in health professions education to synthesize research and scholarship, and to report on the depth and breadth of the literature on a given topic. In this Perspective, we argue that the philosophical stance scholars adopt during the execution of a scoping review, including the meaning they attribute to fundamental concepts such as knowledge and evidence, influences how they gather, analyze, and interpret information obtained from a heterogeneous body of literature. We highlight the principles informing scoping reviews and outline how epistemology-the aspect of philosophy that "deals with questions involving the nature of knowledge, the justification of beliefs, and rationality"-should guide methodological considerations, toward the aim of ensuring the production of a high-quality review with defensible and appropriate conclusions. Read More

Adv Health Sci Educ Theory Pract 2019 12 25;24(5):943-957. Epub 2019 Nov 25.

School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands.

In the past 50 years, the original McMaster PBL model has been implemented, experimented, revised, and modified, and is still evolving. Yet, the development of PBL is not a series of success stories, but rather a journey of experiments, failures and lessons learned. In this paper, we analyzed the meta-analyses and systematic reviews on PBL from 1992 to present as they provide a focused lens on the PBL research in the past 5 decades. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 25. Epub 2019 Nov 25.

Department of Medicine, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bldg 53 Suite123, Bethesda, MD, 20814, USA.

There is a special category of mentor: the person who supports you as much as they support your career. They offer a unique relationship that is rich and powerful. Researchers have tried to better understand this relationship and the other varieties of mentoring relationships. Read More

Adv Health Sci Educ Theory Pract 2019 12 13;24(5):879-891. Epub 2019 Nov 13.

Maastricht University, School of Health Professions Education (SHE), Maastricht, The Netherlands.

Many educational institutions in higher education switched to problem-based learning (PBL) in the last 5 decades. Despite its' successful implementation worldwide, many institutions still encounter problems in their daily teaching practices that limit deep learning in students. This raises the question: How else can we look at PBL practice and research? The main argument of this reflective paper is to better align PBL practice with the theories or principles of contextual, constructive, self-directed and collaborative learning. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 13. Epub 2019 Nov 13.

Department of Pathology (Emeritus), University of Iowa Carver College of Medicine, Iowa City, IA, USA.

As medical schools have changed their curricula to address foundational and clinical sciences in a more integrated fashion, teaching methods such as concept mapping have been incorporated in small group learning settings. Methods that can assess students' ability to apply such integrated knowledge are not as developed, however. The purpose of this project was to assess the validity of scores on a focused version of concept maps called mechanistic case diagrams (MCDs), which are hypothesized to enhance existing tools for assessing integrated knowledge that supports clinical reasoning. Read More

Adv Health Sci Educ Theory Pract 2020 May 9;25(2):415-439. Epub 2019 Nov 9.

Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.

Mentoring's role in medical education is threatened by the potential abuse of mentoring relationships. Particularly affected are mentoring relationships between senior clinicians and junior doctors which lie at the heart of mentoring. To better understand and address these concerns, a systematic scoping review into prevailing accounts of ethical issues and professional lapses in mentoring is undertaken. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 7. Epub 2019 Nov 7.

Department of Anatomy, School of Biomedical Sciences, University of Otago, PO Box 56, Dunedin, 9054, New Zealand.

Professional identity formation, the process of transformation from lay person to doctor, is at the heart of medical education. Medical student cohorts can include students who enter medicine from a previous career, i.e. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 6. Epub 2019 Nov 6.

Warwick Medical School, University of Warwick, Coventry, UK.

Recruitment to General Practice (GP) is currently low in many countries. Here we focus on two binary choices for junior doctors: first, whether to apply to GP; second, whether to accept a GP training place if offered. Previous attitudinal studies have indicated factors claimed to affect recruitment. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 5. Epub 2019 Nov 5.

Monash Centre for Scholarship in Health Education (MCSHE), Monash University, 27 Rainforest Walk (Building 15), Clayton Campus, Clayton, VIC, 3800, Australia.

Supervision matters: it serves educational, supportive and management functions. Despite a plethora of evidence on the effectiveness of supervision, scant evidence for the impact of supervision training exists. While three previous literature reviews have begun to examine the effectiveness of supervision training, they fail to explore the extent to which supervision training works, for whom, and why. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 5. Epub 2019 Nov 5.

Copenhagen Academy of Medical Education and Simulation, Capital Region of Denmark, 2100 Copenhagen, Denmark.

Research from outside the medical field suggests that social ties between team-members influence knowledge sharing, improve coordination, and facilitate task completion. However, the relative importance of social ties among team-members for patient satisfaction remains unknown. In this study, we explored the association between social ties within emergency teams performing simulated caesarean sections (CS) and patient-actor satisfaction. Read More

Adv Health Sci Educ Theory Pract 2020 May 18;25(2):383-399. Epub 2019 Oct 18.

Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, 1518 Clifton Ave, Atlanta, GA, 30322, USA.

Health sciences education is increasingly focusing on building students' skills to work collaboratively. Therefore, instructors must intentionally incorporate team-based skill building into their courses, using teaching strategies like team-based learning (TBL). An assumption of TBL is that team dynamics facilitate learning; however, limited research has examined this connection. Read More

Adv Health Sci Educ Theory Pract 2019 Nov 1. Epub 2019 Nov 1.

The Wilson Centre, Department of Medicine, University of Toronto/University Health Network, 200 Elizabeth Street, 1ES-565, Toronto, ON, M5G 2C4, Canada.

The array of different philosophical positions underlying contemporary views on competence, assessment strategies and justification have led to advances in assessment science. Challenges may arise when these philosophical positions are not considered in assessment design. These can include (a) a logical incompatibility leading to varied or difficult interpretations of assessment results, (b) an "anything goes" approach, and (c) uncertainty regarding when and in what context various philosophical positions are appropriate. Read More

Adv Health Sci Educ Theory Pract 2020 May 29;25(2):441-456. Epub 2019 Oct 29.

Faculty of Health, Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.

Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. Read More

Adv Health Sci Educ Theory Pract 2020 May 25;25(2):457-477. Epub 2019 Oct 25.

Amsterdam UMC, Department Medical Humanities, APH Research Institute, Vrije Universiteit Amsterdam, De Boelelaan 1117, Amsterdam, The Netherlands.

Health care professionals' gender awareness has been presented as a mechanism to minimize gender biases in health. The present paper aimed to adapt and validate the Nijmegen Gender Awareness in Medicine Scale (N-GAMS, Verdonk et al. in Sex Roles 58:222-234, 2008. Read More

Adv Health Sci Educ Theory Pract 2020 May 22;25(2):401-414. Epub 2019 Oct 22.

Flinders University and the South Australian Health Service Adelaide, Bedford Park, SA, 5042, Australia.

The relationship between clinician teachers and their students is of major importance in medical education. However, there is little known about the effects on clinicians when conflict occurs with their students. What do clinicians perceive to be major causes of these conflicts? How do they react when and after conflict occurs? A phenomenological inquiry exploring the lived experience of 12 clinician teachers in medical schools was performed. Read More