Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach

Findyartini, Ardi; Sudarsono, Nani Cahyani

doi:10.1186/s12909-018-1206-2

Cited by 23 publications

(19 citation statements)

References 39 publications

(71 reference statements)

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“…Some interventions used a coaching model in which participants undergoing remediation were supported by a coach throughout the process. Reflection was an important activity of many of the interventions …”

Section: Resultsmentioning

confidence: 99%

Remediating professionalism lapses in medical students and doctors: A systematic review

et al. 2019

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Context A remediation intervention aims to facilitate the improvement of an individual whose competence in a particular skill has dropped below the level expected. Little is known regarding the effectiveness of remediation, especially in the area of professionalism. This review sought to identify and assess the effectiveness of interventions to remediate professionalism lapses in medical students and doctors. Methods Databases Embase, MEDLINE, Education Resources Information Center and the British Education Index were searched in September 2017 and October 2018. Studies reporting interventions to remediate professionalism lapses in medical students and doctors were included. A standardised data extraction form incorporating a previously described behaviour change technique taxonomy was utilised. A narrative synthesis approach was adopted. Quality was assessed using the Critical Appraisal Skills Programme checklist. Results A total of 19 studies on remediation interventions reported in 23 articles were identified. Of these, 13 were case studies, five were cohort studies and one was a qualitative study; 37% targeted doctors, 26% medical students, 16% residents and 21% involved mixed populations. Most interventions were multifaceted and addressed professionalism issues concomitantly with clinical skills, but some focused on specific areas (eg sexual boundaries and disruptive behaviours). Most used three or more behaviour change techniques. The included studies were predominantly of low quality as 13 of the 19 were case studies. It was difficult to assess the effectiveness of the interventions as the majority of studies did not carry out any evaluation. Conclusions The review identifies a paucity of evidence to guide best practice in the remediation of professionalism lapses in medical students and doctors. The literature tentatively suggests that remediating lapses in professionalism, as part of a wider programme of remediation, can facilitate participants to graduate from a programme of study, and pass medical licensing and mock oral board examinations. However, it is not clear from this literature whether these interventions are successful in remediating lapses in professionalism specifically. Further research is required to improve the design and evaluation of interventions to remediate professionalism lapses.

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Section: Resultsmentioning

confidence: 99%

Remediating professionalism lapses in medical students and doctors: A systematic review

et al. 2019

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“…As mentioned in the literature review, several authors [26,32] have indicated that the reflective process can be carried out individually or with external feedback. In this experience, the two groups pointed out the greater importance of reflecting with their peers than with the instructor.…”

Section: Discussionmentioning

confidence: 99%

“…Reflection, therefore, can be defined as engaging in a cognitive process in order to learn from experiences [6,16,23] and can be conducted through individual inquiry or in collaboration with others. Regarding individual reflective learning, instruments such as portfolios [20] or reflective journals [26] are used, where levels of reflection can be evaluated through forms of narrative. In these instruments, the quality of reflection varies according to the learner's ability to ask the relevant questions that will lead to learning [27].…”

Section: Eca (Extracurricular Activities) To Promote Reflective Learningmentioning

confidence: 99%

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Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

2019

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The objective of higher education institutions is to integrate reflective learning that contributes to the development of a greater awareness among individuals of the importance of facing the 21st century’s sustainability challenges. This paper analyzes the impact of an extracurricular volunteer activity in Tangier, Morocco in the development of student reflection at a Spanish university. To this end, two objectives were proposed: (1) to explore the students’ primary reflections of the experience, and (2) analyze the students’ perceptions of the importance of participating in the experience in order to develop reflective learning. In the study, in-depth interviews were conducted with 23 students who participated in the volunteer activity. Data analysis was carried out using Iramuteq software to conduct a descending hierarchical classification (DHC), and MAXQDA software to conduct a constant comparison analysis. This research highlights the value of voluntary extracurricular activities in the development of reflections that guide change in the beliefs, attitudes, and daily behaviors of students that ultimately result in sustainability. Due to this, not only is it considered essential that students participate in social projects, but also that they undertake these projects with peers and instructors who can create environments of support and trust.

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“…We noted the differences in the requested supports for academic activities between experts and novices in the context of pediatric clinical research. In response to the “generational gap,” clinical research curriculum developers need to consider the antecedents of the gap, including age, clinical experience, and cultural variations (13) , (14) . Recent literature has emphasized that clinical research educators should pay attention to the differences in value systems among different generations of physicians to foster cross-generational relationships and to achieve effective teaching in clinical medicine (15) , (16) .…”

Section: Discussionmentioning

confidence: 99%

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

Nomura

Kobayashi

Nagata

et al. 2020

JMA J

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Introduction: Infrastructure and the capacity to conduct clinical research in pediatrics have not been fully established in Japan. To elucidate the physicians’ perspectives on clinical research, level of experience, existing barriers, and requests for support, we conducted a survey at 34 children’s hospitals in Japan. Methods: In January 2016, an online survey with 13 questions was sent to approximately 2000 physicians working in 34 pediatric hospitals belonging to the Japanese Association of Children’s Hospitals and Related Institutions. Results: Of the 360 respondents, 318 (88.3%) had presentations at academic conferences, and 261 (72.5%) had publications in academic journals, in the previous year. The most common study designs of clinical research conducted were case reports and case series. The most requested supports were for statistical analysis, followed by study design, grant application, and English-language editing. Younger physicians were more likely to prefer educational lectures ( p < 0.001), whereas experienced physicians were more likely to request support for conducting statistical analysis ( p = 0.002). Whereas physicians who had ever led a clinical trial requested support for the development of study protocol ( p = .013), those without this experience preferred support for literature review ( p = .002) and consultation services for study design ( p = .027). Conclusions: The requests for supports were different, depending on the physicians’ years after graduation and experience level in clinical research. In order to enhance clinical research in pediatrics, it is essential to provide appropriate types and levels of educational and support programs.

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Remediating lapses in professionalism among undergraduate pre-clinical medical students in an Asian Institution: a multimodal approach

Cited by 23 publications

References 39 publications

Remediating professionalism lapses in medical students and doctors: A systematic review

Remediating professionalism lapses in medical students and doctors: A systematic review

Extracurricular Activities in Higher Education and the Promotion of Reflective Learning for Sustainability

Needs Assessment for Supports to Promote Pediatric Clinical Research Using an Online Survey of the Japanese Children' s Hospitals Association

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