Impact of Caring for Terminally Ill Children on Physicians: A Systematic Scoping Review

Ngiam, Lisa Xin Ling; Ong, Yun Ting; Ng, Jun Xuan; Kuek, Joshua Tze Yin; Chia, Jeng Long; Chan, Noreen; Ho, Chong Yao; Abdurrahman, Ahmad Bin Hanifah Marican; Kamal, Nur Haidah Ahmad; Cheong, Clarissa Wei Shuen; Ng, Cheng Han; Tan, Xiu Hui; Tan, Lorraine Hui En; Chin, Annelissa; Mason, Stephen; Jumat, Muhammad Raihan; Chiam, Min; Krishna, Lalit Kumar Radha

doi:10.1177/1049909120950301

Cited by 31 publications

(26 citation statements)

References 110 publications

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“…We used a systematic scoping review (SSR) to map available data on PIF in prevailing undergraduate medical education literature and to identify information related to key characteristics of PIF within this context 28,29 . To overcome the absence of a consistent approach to conducting scoping reviews 30 , a 16-member research team applied Krishna's systematic evidence-based approach (SEBA) [31][32][33] . The six-stage structured process (Figure 2) provides a reproducible and transparent means of reviewing the search process, and the manner in which the data was accrued, analyzed and used to inform the conclusions drawn within the SSR.…”

Section: Methodsmentioning

confidence: 99%

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

et al. 2021

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Background Professional identity formation (PIF) in medical students is a multifactorial phenomenon, shaped by ways that clinical and non-clinical experiences, expectations and environmental factors merge with individual values, beliefs and obligations. The relationship between students’ evolving professional identity and self-identity or personhood remains ill-defined, making it challenging for medical schools to support PIF systematically and strategically. Primarily, to capture prevailing literature on PIF in medical school education, and secondarily, to ascertain how PIF influences on medical students may be viewed through the lens of the ring theory of personhood (RToP) and to identify ways that medical schools support PIF. Methods A systematic scoping review was conducted using the systematic evidence-based approach. Articles published between 1 January 2000 and 1 July 2020 related to PIF in medical students were searched using PubMed, Embase, PsycINFO, ERIC and Scopus. Articles of all study designs (quantitative and qualitative), published or translated into English, were included. Concurrent thematic and directed content analyses were used to evaluate the data. Results A total of 10443 abstracts were identified, 272 full-text articles evaluated, and 76 articles included. Thematic and directed content analyses revealed similar themes and categories as follows: characteristics of PIF in relation to professionalism, role of socialization in PIF, PIF enablers and barriers, and medical school approaches to supporting PIF. Discussion PIF involves iterative construction, deconstruction and inculcation of professional beliefs, values and behaviours into a pre-existent identity. Through the lens of RToP, factors were elucidated that promote or hinder students’ identity development on individual, relational or societal levels. If inadequately or inappropriately supported, enabling factors become barriers to PIF. Medical schools employ an all-encompassing approach to support PIF, illuminating the need for distinct and deliberate longitudinal monitoring and mentoring to foster students’ balanced integration of personal and professional identities over time.

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Section: Methodsmentioning

confidence: 99%

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

et al. 2021

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“…Krishna's Systematic Evidence-Based Approach (SEBA) is adopted to guide this systematic scoping review (SSR) (henceforth SSR in SEBA) [40,[45][46][47][48][49][50][51]. The aim of this review is to identify available data, key characteristics and knowledge gaps in current concepts of dignity in the literature.…”

Section: Methodsmentioning

confidence: 99%

A systematic scoping review on patients’ perceptions of dignity

et al. 2022

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Background A socioculturally appropriate appreciation of dignity is pivotal to the effective provision of care for dying patients. Yet concepts of dignity remain poorly defined. To address this gap in understanding and enhance dignity conserving end-of-life care, a review of current concepts of dignity is proposed. Methods To address its primary research question “How do patients conceive the concept of dignity at the end of life?”, this review appraises regnant concepts and influences of dignity, and evaluates current dignity conserving practices. To enhance accountability, transparency and reproducibility, this review employs the Ring Theory of Personhood (RToP) as its theoretical lens to guide a Systematic Evidence Based Approach guided Systematic Scoping Review (SSR in SEBA) of patient perspectives of dignity. Three independent teams of reviewers independently analysed included articles from a structured search of PubMed, Embase, PsycINFO, Scopus, CINAHL and Cochrane Databases using thematic and content analyses. The themes and categories identified were compared and combined using the Funnelling Process to create domains that guide the discussion that follows. Results Seventy-eight thousand five hundred seventy-five abstracts were identified, 645 articles were reviewed, and 127 articles were included. The three domains identified were definitions of dignity, influences upon perceptions of dignity, and dignity conserving care. Conclusions This SSR in SEBA affirms the notion that dignity is intimately entwined with self-concepts of personhood and that effective dignity conserving measures at the end of life must be guided by the patient’s concept of dignity. This SSR in SEBA posits that such personalised culturally sensitive, and timely support of patients, their family and loved ones may be possible through the early and longitudinal application of a RToP based tool.

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“…To overcome a lack of structuring and the reflexive nature of SSRs, which raises questions to their reproducibility and transparency, we adopt Krishna's Systematic Evidenced Based Approach (henceforth SEBA) [32][33][34][35] to guide the SSR (henceforth SSR in SEBA) of MEPs. SSRs in SEBA proffer accountable, transparent and reproducible reviews.…”

Section: Methodsmentioning

confidence: 99%

A Systematic Scoping Review on Portfolios of Medical Educators

Hong

Lim

Tan

et al. 2021

Journal of Medical Education and Curricular Development

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Background: Heralded as a teaching, assessment and reflective tool, and increasingly as a longitudinal and holistic perspective of the educator’s development, medical educator’s portfolios (MEP)s are increasingly employed to evaluate progress, assess for promotions and career switches, used as a reflective tool and as a means of curating educational activities. However, despite its blossoming role, there is significant dissonance in the content and structure of MEPs. As such, a systematic scoping review (SSR) is proposed to identify what is known of MEPs and its contents. Methods: Krishna’s Systematic Evidenced Based Approach (SEBA) was adopted to structure this SSR in SEBA of MEPs. SEBA’s constructivist approach and relativist lens allow data from a variety of sources to be considered to paint a holistic picture of available information on MEPs. Results: From the 12 360 abstracts reviewed, 768 full text articles were evaluated, and 79 articles were included. Concurrent thematic and content analysis revealed similar themes and categories including: (1) Definition and Functions of MEPs, (2) Implementing and Assessing MEPs, (3) Strengths and limitations of MEPs and (4) electronic MEPs. Discussion: This SSR in SEBA proffers a novel 5-staged evidence-based approach to constructing MEPs which allows for consistent application and assessment of MEPs. This 5-stage approach pivots on assessing and verifying the achievement of developmental milestones or ‘micro-competencies’ that facilitate micro-credentialling and effective evaluation of a medical educator’s development and entrust-ability. This allows MEPs to be used as a reflective and collaborative tool and a basis for career planning.

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Impact of Caring for Terminally Ill Children on Physicians: A Systematic Scoping Review

Cited by 31 publications

References 110 publications

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

A Scoping Review of Professional Identity Formation in Undergraduate Medical Education

A systematic scoping review on patients’ perceptions of dignity

A Systematic Scoping Review on Portfolios of Medical Educators

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