Teaching the affective domain in community-based medical education: A scoping review

Pagatpatan, Celso P.; Valdezco, Joshua Alexander T.; Lauron, Jeff Daniel C.

doi:10.1080/0142159x.2019.1707175

Cited by 29 publications

(39 citation statements)

References 43 publications

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“…We included 101 studies (See Appendix for a diagram of the inclusion process) 18‐118 . On average 10.1 scoping reviews (SD = 13.1, median = 4, range 0‐42) were published annually (See Appendix ) with the most published in 2019 (n = 42; 41.6%).…”

Section: Resultsmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

et al. 2020

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Objectives Over the last two decades, the number of scoping reviews in core medical education journals has increased by 4200%. Despite this growth, research on scoping reviews provides limited information about their nature, including how they are conducted or why medical educators undertake this knowledge synthesis type. This gap makes it difficult to know where the field stands and may hamper attempts to improve the conduct, reporting and utility of scoping reviews. Thus, this review characterises the nature of medical education scoping reviews to identify areas for improvement and highlight future research opportunities. Method The authors searched PubMed for scoping reviews published between 1/1999 and 4/2020 in 14 medical education journals. The authors extracted and summarised key bibliometric data, the rationales given for conducting a scoping review, the research questions and key reporting elements as described in the PRISMA‐ScR. Rationales and research questions were mapped to Arksey and O'Malley's reasons for conducting a scoping review. Results One hundred and one scoping reviews were included. On average, 10.1 scoping reviews (SD = 13.1, median = 4) were published annually with the most reviews published in 2019 (n = 42). Authors described multiple reasons for undertaking scoping reviews; the most prevalent being to summarise and disseminate research findings (n = 77). In 11 reviews, the rationales for the scoping review and the research questions aligned. No review addressed all elements of the PRISMA‐ScR, with few authors publishing a protocol (n = 2) or including stakeholders (n = 20). Authors identified shortcomings of scoping reviews, including lack of critical appraisal. Conclusions Scoping reviews are increasingly conducted in medical education and published by most core journals. Scoping reviews aim to map the depth and breadth of emerging topics; as such, they have the potential to play a critical role in the practice, policy and research of medical education. However, these results suggest improvements are needed for this role to be fully realised.

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Section: Resultsmentioning

confidence: 99%

Scoping reviews in medical education: A scoping review

et al. 2020

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“…22,23 Regular and planned reflection can thus support the learning process efficiently. 24 Regular reflection can also mitigate difficulties caused by the difference in learning styles. This study found that preexisting learning styles were not effective and that the participants were doubtful about the appropriateness of their learning styles.…”

Section: Discussionmentioning

confidence: 99%

Strengths and Challenges for Medical Students and Residents in Rural Japan

Ohta¹,

Ryu²,

Katsube³

et al. 2021

Fam Med

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Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.

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“…Medical trainees can experience and participate actively in various clinical situations by learning via CBME [6,57]. The educational gap between universities and CBME programs could render their perception of CBME fruitful [58]. In other countries, there is considerable evidence showing the improvement of medical trainees' educational outcomes in CBME environments compared to medical universities' education [1,4,7,59].…”

Section: Discussionmentioning

confidence: 99%

The Contribution of Citizens to Community-Based Medical Education in Japan: A Systematic Review

Ohta¹,

Ryu²,

Sano

2021

IJERPH

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Community-based medical education (CBME) offers vital support to healthcare professionals in aging societies, which need medical trainees who understand comprehensive care. In teaching comprehensive care practices, CBME can involve citizens from the relevant community. This research synthesizes the impact of the involvement of communities on the learning of medical trainees in CBME. We conducted a systematic review, in which we searched ten databases from April 1990 to August 2020 for original articles in Japan regarding CBME involving citizens and descriptively analyzed them. The Kirkpatrick model was used to categorize the outcomes. Our search for studies following the protocol returned 1240 results; 21 articles were included in this systematic review. Medical trainees reported satisfaction with the content, teaching processes, and teachers’ qualities. Medical trainees’ attitudes toward community and rural medicine improved; they were motivated to become family physicians and work in communities and remote areas. This review clarified that citizen involvement in CBME had an effective impact on medical trainees, positively affecting perceptions of this type of education, as well as improving trainees’ knowledge about and attitude toward community and rural medicine.

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Teaching the affective domain in community-based medical education: A scoping review

Cited by 29 publications

References 43 publications

Scoping reviews in medical education: A scoping review

Scoping reviews in medical education: A scoping review

Strengths and Challenges for Medical Students and Residents in Rural Japan

The Contribution of Citizens to Community-Based Medical Education in Japan: A Systematic Review

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