A scoping review of medical education research in family medicine

Webster, Fiona; Krueger, Paul; MacDonald, Heather; Archibald, Douglas; Telner, Deanna; Bytautas, Jessica P; Whitehead, Cynthia

doi:10.1186/s12909-015-0350-1

Cited by 38 publications

(45 citation statements)

References 26 publications

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“…A next step could be to identify highly researched as opposed to underresearched areas of our framework. For example, a recent review of family medicine research identified the need for greater methodological breadth, 30 calling for studies asking "how and why" interventions work, instead of focusing only on "whether" they work. Our framework may encourage researchers to more thoroughly investigate the mechanisms and processes behind educational interventions.…”

Section: Implications For Researchmentioning

confidence: 99%

An Expanded Conceptual Framework of Medical Students’ Primary Care Career Choice

et al. 2017

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In many countries, the number of graduating medical students pursuing a primary care career does not meet demand. These countries face primary care physician shortages. Students’ career choices have been widely studied, yet many aspects of this process remain unclear. Conceptual models are useful to plan research and educational interventions in such complex systems. The authors developed a framework of primary care career choice in undergraduate medical education, which expands on previously published models. They used a group-based, iterative approach to find the best way to represent the vast array of influences identified in previous studies, including in a recent systematic review of the literature on interventions to increase the proportion of students choosing a primary care career. In their framework, students enter medical school with their personal characteristics and initial interest in primary care. They complete a process of career decision making, which is subject to multiple interacting influences, both within and outside medical school, throughout their medical education. These influences are stratified into four systems—microsystem, mesosystem, exosystem, and macrosystem—which represent different levels of interaction with students’ career choices. This expanded framework provides an updated model to help understand the multiple factors that influence medical students’ career choices. It offers a guide for the development of new interventions to increase the proportion of students choosing primary care careers and for further research to better understand the variety of processes involved in this decision.

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Section: Implications For Researchmentioning

confidence: 99%

An Expanded Conceptual Framework of Medical Students’ Primary Care Career Choice

et al. 2017

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“…29 In line with the call for the greater inclusion of theory in the medical education research literature broadly, Webster et al identify 'the need to incorporate more theoretical frameworks into family medicine education research'. 30 Our overall aim in this literature review is to develop theoretical connoisseurship in GP vocational education research through exploring how theory can be written into its research narratives. We also suggest that understanding the use of theory in the literature of GP vocational education research is relevant to medical education more broadly.…”

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confidence: 99%

Theory, a lost character? As presented in general practice education research papers

et al. 2019

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Objectives The use of theory in research is reflected in its presence in research writing. Theory is often an ineffective presence in medical education research papers. To progress the effective use of theory in medical education, we need to understand how theory is presented in research papers. This study aims to elicit how theory is being written into general practice (GP) vocational education research papers in order to elucidate how theory might be more effectively used. This has relevance for the field of GP and for medical education more broadly. Methods This is a scoping review of the presentation of theory in GP vocational education research published between 2013 and 2017. An interpretive approach is taken. We frame research papers as a form of narrative and draw on the theories of Aristotle's poetics and Campbell's monomyth. We seek parallels between the roles of theory in a research story and theories of characterisation. Results A total of 23 papers were selected. Theories of ‘reflective learning’, ‘communities of practice’ and ‘adult learning’ were most used. Six tasks were assigned to theory: to align with a position; to identify a research problem; to serve as a vehicle for an idea; to provide a methodological tool; to interpret findings, and to represent an object of examination. The prominence of theory in the papers ranged from cameo to major roles. Depending on the way theory was used and the audience, theory had different impacts. There were parallels between the tasks assigned to theory and the roles of four of Campbell's archetypal characters. Campbell's typology offers guidance on how theory can be used in research paper ‘stories’. Conclusions Theory can be meaningfully present in the story of a research paper if it is assigned a role in a deliberate way and this is articulated. Attention to the character development of theory and its positioning in the research story is important.

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“…Family medicine has become a major setting and provider of medical student education in the twenty‐first century in high‐resource countries such as Australia , Belgium , the United Kingdom and Canada and has been introduced recently in some low‐resource countries such as Pakistan . However, there have been few well‐designed studies assessing clinical training in this discipline .…”

Section: Introductionmentioning

confidence: 99%

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

Thai

Pham

Nguyen

et al. 2019

Tropical Med Int Health

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objectives Well-designed studies on the impact of a family medicine rotation on medical students are rare, and very few studies include a qualitative component. This study aimed to determine the improvement of medical students' knowledge, communication skills and attitude towards primary care and explore their perceptions after rotations, in comparison with a control group.methods We used a mixed-methods design, comprising a pre-test-post-test comparison between a sample of trained students who took family medicine rotations and a control group and a qualitative survey. The measurement of improvement included (i) multiple choice question testing, (ii) objective structured checklist examinations, (iii) self-reporting and (iv) interviews and focus group discussions. Data were collected from August 2017 to June 2018.results There were 696 students in the trained group and 617 controls. The two groups' baseline scores in knowledge, communication skills and attitude were not significantly different. Knowledge covering five domains of family medicine (Pearson's r from 0.6 to 0.9) improved significantly, as did attitudes towards primary care in the trained group. There were no differences in communication and counselling skills between the two groups for four situations, but for two-health check-ups and mental health care-skills were significantly improved (Pearson's r from 0.28 to 0.43). The qualitative survey showed highly positive feedback from trained students.conclusions The family medicine rotation significantly improved students' knowledge and attitude towards primary care and some communication skills. Further studies should investigate students' interest in and career choice for this discipline.keywords family medicine rotation, primary care, knowledge, attitude, skill, pre-test and post-test comparison, qualitative survey, Vietnam Sustainable Development Goals (SDGs): SDG 3 (good health and well-being), SDG 17 (partnerships for the goals) *This article is part of a series of papers created in honour of the 40th anniversary

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A scoping review of medical education research in family medicine

Cited by 38 publications

References 26 publications

An Expanded Conceptual Framework of Medical Students’ Primary Care Career Choice

An Expanded Conceptual Framework of Medical Students’ Primary Care Career Choice

Theory, a lost character? As presented in general practice education research papers

Can a family medicine rotation improve medical students’ knowledge, skills and attitude towards primary care in Vietnam? A pre‐test–post‐test comparison and qualitative survey

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