Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation

Prosser, Mia; Stephenson, Thomas; Mathur, Jai; Enayati, Hanieh; Kadie, Abdirasak; Abdi, Manal Mohamed; Handuleh, Jibril; Keynejad, Roxanne

doi:10.1186/s12909-020-02465-y

Cited by 13 publications

(16 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Certain elements were both enablers and barriers, specifically funding, the need for protected and convenient course timing, and technological support needed for VGHEA implementation. The double mention of these factors highlights their critical importance to the success of VGHEAs; indeed, those articles that mentioned funding, [47][48][49][50][51][52] timing, 40,[53][54][55] and strong technology 40,49,53,54,[56][57][58][59][60][61][62] as facilitators of VGHEAs offer key insights into how to overcome barriers that may prevent successful VGHEA implementation. More research in this area will be important to guide the planning and development of VGHEAs, particularly between HIC/LMIC partners who will have different needs and capacities.…”

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

View full text Add to dashboard Cite

Objectives: To synthesize recent virtual global health education activities for graduate medical trainees, document gaps in the literature, suggest future study, and inform best practice recommendations for global health educators. Methods: We systematically reviewed articles published on virtual global health education activities from 2012-2021 by searching MEDLINE, EMBASE, Cochrane Library, ERIC, Scopus, Web of Science, and ProQuest Dissertations & Theses A&I. We performed bibliography review and search of conference and organization websites. We included articles about primarily virtual activities targeting for health professional trainees. We collected and qualitatively analyzed descriptive data about activity type, evaluation, audience, and drivers or barriers. Heterogeneity of included articles did not lend to formal quality evaluation. Results: Forty articles describing 69 virtual activities met inclusion criteria. 55% of countries hosting activities were high-income countries. Most activities targeted students (57%), with the majority (53%) targeting trainees in both low-to middle-and high-income settings. Common activity drivers were course content, organization, peer interactions, and online flexibility. Common challenges included student engagement, technology, the internet, time zones, and scheduling. Articles reported unanticipated benefits of activities, including wide reach; real-world impact; improved partnerships; and identification of global health practice gaps. Conclusions: This is the first review to synthesize virtual global health education activities for graduate medical trainees. Our review identified important drivers and challenges to these activities, the need for future study on activity preferences, and considerations for learners and educators in low-to middle-income countries. These findings may guide global health educators in their planning and implementation of virtual activities.

show abstract

Section: Vghea = Virtual Global Health Education Activitymentioning

confidence: 99%

Virtual global health in graduate medical education: a systematic review

Umphrey

Lenhard²,

Lam³

et al. 2022

Int J Med Educ

View full text Add to dashboard Cite

show abstract

“…Enforcing of daily reflections caused users to reflect on experiences that were insignificant [ 119 , 235 , 236 ]…”

Section: Resultsmentioning

confidence: 99%

“…It is suggested that RW does not cater to the different learning styles [ 220 , 232 ], cultures [ 190 ], roles, values, processes and expectations of RW [ 114 , 129 , 135 , 138 , 142 , 209 , 227 , 234 ], and physicians' differing levels of self-awareness [ 29 , 79 , 119 , 176 , 188 , 226 , 231 , 236 ], motivations [ 29 , 119 , 136 , 138 , 157 , 161 , 167 – 169 , 176 , 181 , 193 , 196 , 226 , 232 , 233 ] and willingness to engage in RW [ 37 , 114 , 136 , 149 , 160 , 183 ]. RW is also limited by poorly prepared physicians and misaligned expectations whilst a lack of privacy and a safe setting may precipitate physician anxiety at having their private thoughts shared [ 129 , 149 , 209 , 231 ].…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of reflective writing in medical education

Lim

Ong

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

Background Reflective writing (RW) allows physicians to step back, review their thoughts, goals and actions and recognise how their perspectives, motives and emotions impact their conduct. RW also helps physicians consolidate their learning and boosts their professional and personal development. In the absence of a consistent approach and amidst growing threats to RW’s place in medical training, a review of theories of RW in medical education and a review to map regnant practices, programs and assessment methods are proposed. Methods A Systematic Evidence-Based Approach guided Systematic Scoping Review (SSR in SEBA) was adopted to guide and structure the two concurrent reviews. Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2022 in PubMed, Embase, PsychINFO, CINAHL, ERIC, ASSIA, Scopus, Google Scholar, OpenGrey, GreyLit and ProQuest. The Split Approach saw the included articles analysed separately using thematic and content analysis. Like pieces of a jigsaw puzzle, the Jigsaw Perspective combined the themes and categories identified from both reviews. The Funnelling Process saw the themes/categories created compared with the tabulated summaries. The final domains which emerged structured the discussion that followed. Results A total of 33,076 abstracts were reviewed, 1826 full-text articles were appraised and 199 articles were included and analysed. The domains identified were theories and models, current methods, benefits and shortcomings, and recommendations. Conclusions This SSR in SEBA suggests that a structured approach to RW shapes the physician’s belief system, guides their practice and nurtures their professional identity formation. In advancing a theoretical concept of RW, this SSR in SEBA proffers new insight into the process of RW, and the need for longitudinal, personalised feedback and support.

show abstract

“…The majority of studies used quasi-experimental designs ( 14), followed by descriptive designs (9), randomized controlled trials (3), and mixed methods (2). Others included a case study (Peterson et al, 2016) and a qualitative study (Prosser et al, 2021).…”

Section: Study Designsmentioning

confidence: 99%

“…However, these were time-consuming and costly. Alternatives include written reflections which are less time-consuming to administer and provide a similar level of information (Prosser et al, 2021). Suggestions to improve written reflections were around incentives for completion (e.g., grade incentives), using validated methodologies (e.g., SWOT), providing real-time feedback (i.e., immediate versus delayed feedback), and capturing long-term data (e.g., post-course follow-up).…”

Section: Focus Groups and Written Reflectionsmentioning

confidence: 99%

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

Stemp

Ghosh²,

Khan³

et al. 2022

OLJ

View full text Add to dashboard Cite

Training and development programs are increasingly delivered online with numerous studies reporting no differences in learning outcomes between online and traditional learning. However, there are no established standardized methods to evaluate the effectiveness of online learning. This review aims to map the state of research around health-related education to determine what e-learning evaluation methods are being used, the strengths or deficiencies of these methods, and which are appropriate for measuring the effectiveness of online education. Databases searched were PubMed, ProQuest, Education Resources Information Centre, Cumulative Index to Nursing and Allied Health Literature, Scopus, PsychInfo, and Medline. Studies were included if they were published between 2011 and 2021, reported health-related online education and included an evaluation component. Thirty studies were obtained from numerous countries with varied methodologies and designs. Participants ranged from undergraduate students to medical professionals. Evaluation methods included student participation, students’ reaction to the training program, self-efficacy, knowledge assessment, long-term performance, and the Kirkpatrick Evaluation Framework. The review identified that course evaluations, such as measuring student satisfaction scores alone, are insufficient when used to quantify learning effectiveness for online education. This was particularly important as studies are reporting these single metrics as positive effects of training interventions without justification. Suggestions within the reviewed papers were to adopt and implement an appropriate validated method within the course curriculum to evaluate learning outcomes.

show abstract

Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation

Cited by 13 publications

References 33 publications

Virtual global health in graduate medical education: a systematic review

Virtual global health in graduate medical education: a systematic review

A systematic scoping review of reflective writing in medical education

The Role of Evaluation Methods in Health-Related E-learning: A Rapid Review

Contact Info

Product

Resources

About