Self-efficacy and empathy development through interprofessional student hotspotting

Collins, Lauren; Sicks, Shoshana; Hass, Richard W.; Vause-Earland, Tracey; Ward, Julia; Newsome, Courtney; Khan, Mishael

doi:10.1080/13561820.2020.1712337

Cited by 13 publications

(20 citation statements)

References 6 publications

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“…The University of Utah SH program uses validated instruments to measure interprofessional collaboration competencies, 2 along with focus groups and health systems data, to better understand the impact of our program on student learning, the patients we serve, and our broader health system. Early results from this work at our institution and another SH hub 4 demonstrate that SH promotes students’ development of Interprofessional Education Collaborative core competencies 2 important for high‐quality team‐based care of older adults.…”

Section: Discussionmentioning

confidence: 86%

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

Hart

Turner

Farrell

2020

J American Geriatrics Society

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Section: Discussionmentioning

confidence: 86%

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

Hart

Turner

Farrell

2020

J American Geriatrics Society

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“…Most studies (21/24; 87.5%) were single-center, 11 (50%) were randomized controlled trials [20,22,23,25,26,29,30,34,37,38], 4 (16.6%) controlled trials. [16,18,27,31] Five (20.8%) studies measured outcomes with single group pre-and post-tests. [24,28,32,33,35] Our research identi ed 22/24 studies with their reported quantitative data that allowed us to calculate their MERSQI scores as shown in Table 3.…”

Section: Quality Assurancementioning

confidence: 99%

A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students 

Menezes

Guraya

2021

Preprint

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BackgroundA compassionate and patient-centred care leads to improved clinical outcomes. Promoting empathy and compassion of medical students is a forerunner of their wellbeing, emotional stability, and a patient-centred care. However, there is slender evidence about best educational interventions that can inculcate empathy and compassion skills. Our objective was to conduct a systematic review of research evaluating the associations between spectrum, effectiveness, frequency of teaching modalities and their outcomes on compassion and empathy to highlight best practices. MethodsWe searched the Web of Science, PubMed, Scopus, and EBSCO Host. Selected studies were required to have used unique educational interventions for promoting empathy and compassion of medical students.ResultsWe analysed 24 articles from the initial yield of 2,861. Twenty-two were quantitative studies with a mean of 12.8 on MERSQI. Twelve were randomized controlled trials while 5 measured outcomes with single group pre- and post-tests. There was no association found between duration, frequency and complexity of an educational intervention and its effectiveness. Twenty used multimodality curricula, and of those 18 reported statistically significant positive improvement in empathy, while 3 of 4 single modality were effective. Only three studies looked for long-term effects of educational interventions. Fourteen studies evaluated Kirkpatrick’s level one (self-reported knowledge), 2 level three (behaviour), and 6 level four (patient outcomes). We identified six major educational constructs of teaching empathy and compassion; communication, mindfulness, early clinical exposure, technology-enhanced learning, comics and arts and culture. ConclusionOur review couldn’t identify a standard teaching construct in place and highlighted that different teaching tools carry similar impact in promoting compassion and empathy and a sustainable program rather than a single training activity is essential.

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“…The online equivalents also affect the possibility to receive feedback or to interact with other students. This results in the loss of the collaborative experience, which is fundamental in the maturing process of the students, as other universities worldwide have confirmed [24].…”

Section: Can We Better Harness Technology To Augment Resident Training?mentioning

confidence: 99%

Is it possible to continue academic teaching in surgery during the COVID pandemic era?

Arezzo

Vignali

Ammirati

et al. 2020

Minimally Invasive Therapy & Allied Technologies

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In the era of the novel coronavirus (COVID-19) pandemic, we critically appraised the literature by means of a systematic review on surgical education and propose an educational curriculum with the aid of available technologies. We performed a literature search on 10 May 2020 of Medline/PubMed, Embase, Google Scholar and major journals with specific COVID-19 sections. Articles eligible for inclusion contained the topic of education in surgery in the context of COVID-19. Specific questions we aimed to answer were: Is there any difference in surgical education from pre-COVID-19 to now? How does technology assist us in teaching? Can we better harness technology to augment resident training? Two-hundred and twenty-six articles were identified, 21 relevant for our aim: 14 case studies, three survey analyses, three reviews and one commentary. The collapse of the traditional educational system due to social distancing caused a fragmentation of knowledge, a reduced acquisition of skills and a decreased employment of surgical trainees. These problems can be partially overcome by using new technologies and arranging 2-weeks rotation shifts, alternating clinical activities with learning. While medical care will remain largely based on the interaction with patients, students' adaptability to innovation will be a characteristic of post-COVID classes.

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Self-efficacy and empathy development through interprofessional student hotspotting

Cited by 13 publications

References 6 publications

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students

Is it possible to continue academic teaching in surgery during the COVID pandemic era?

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Self-efficacy and empathy development through interprofessional student hotspotting

Cited by 13 publications

References 6 publications

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

An Interprofessional Community‐Based Complex Care Course Grounded in Social Determinants of Health

A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students&nbsp;

Is it possible to continue academic teaching in surgery during the COVID pandemic era?

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A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students