Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38

Cake, Martin; Bell, Melinda; Williams, Julie C; Brown, Fiona; Dozier, Marshall; Rhind, Susan; Baillie, Sarah

doi:10.3109/0142159x.2016.1173662

Cited by 83 publications

(112 citation statements)

References 54 publications

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“…Each of the 131 studies that met the inclusion criteria was assessed independently by at least two reviewers and the quality of evidence was scored using a five-point scale, based on the work of Harden et al 33 and Cake et al 34 The scores ranged from 1 (low quality evidence) to 5, (high quality evidence) as shown below: The strengths and weaknesses of each study were noted as comments on the coding sheet. If there was disagreement between the quality scores of two reviewers of two or more points, a third reviewer was asked to review and score the study independently and any discrepancies were discussed until consensus was reached.…”

Section: Quality Assessment Of Studiesmentioning

confidence: 99%

“…The strengths of the review include the representation within the team of three healthcare professions (dentistry, medical education and veterinary medicine) and the expertise of several members in writing systematic reviews. 34,150 In addition, the utility model and subsequent analysis were an important and valuable framework for this review. However, the lack of evidence across all five utility criteria, in particular educational impact, acceptability and cost, is a limitation for educators wishing to make decisions about which instrument would be most appropriate to adopt in their setting.…”

Section: Details Of Mean Scores and Standard Deviation (Sd)mentioning

confidence: 99%

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Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

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Introduction:Self-reflection has become recognised as a core skill in dental education, although the ability to self-reflect is valued and measured within several professions. This review appraises the evidence for instruments available to measure the self-reflective ability of adults studying or working within any setting, not just health care. Materials and Methods:A systematic review was conducted of 20 electronic databases (including Medline, ERIC, CINAHL and Business Source Complete) from 1975 to 2017, supplemented by citation searches. Data were extracted from each study and the studies graded against quality indicators by at least two independent reviewers, using a coding sheet. Reviewers completed a utility analysis of the assessment instruments described within included studies, appraising their reported reliability, validity, educational impact, acceptability and cost. Results:A total of 131 studies met the inclusion criteria. Eighteen were judged to provide higher quality evidence for the review and three broad types of instrument were identified, namely: rubrics (or scoring guides), self-reported scales and observed behaviour.Conclusions: Three types of instrument were identified to assess the ability to selfreflect. It was not possible to recommend a single most effective instrument due to under reporting of the criteria necessary for a full utility analysis of each. The use of more than one instrument may therefore be appropriate dependent on the acceptability to the faculty, assessor, student and cost. Future research should report on the utility of assessment instruments and provide guidance on what constitutes thresholds of acceptable or unacceptable ability to self-reflect, and how this should be managed. K E Y W O R D Sassessment instruments, self-reflection, systematic review

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Section: Quality Assessment Of Studiesmentioning

confidence: 99%

Section: Details Of Mean Scores and Standard Deviation (Sd)mentioning

confidence: 99%

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Ireland

Warman

Cake

et al. 2019

Eur J Dental Education

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“…Strijbos et al, ) as well as knowledge work competencies that describe utilization of collective efforts facing open‐ended problems, the rich use of modern technologies, encounters with real‐world complexity through work life contacts and developing specific tasks for some relevant use (Lakkala et al, ). In addition to communication skills, other nontechnical professional competencies, such as empathy and self‐efficacy, have also been supported by evidence to be important elements of professionalism (Mueller, ; Cake et al, ).…”

Section: Introductionmentioning

confidence: 99%

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Laakkonen

Muukkonen

2018

Anatomical Sciences Ed

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Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.

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“…In particular, in the field of medical education, critical thinking should play a major role in the medical syllabus 24,25. The extant literature shows that long-term tutors, problem-based learning (PBL), workshops, web-based tutorials, role-playing games (RPGs), and clinically oriented courses seem to favor critical thinking and foster critical thinking and creativity 24…”

Section: Introductionmentioning

confidence: 99%

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy

Siri¹,

Puente²,

Martini³

et al. 2017

AMEP

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Creativity is an ability that plays a major role in the modern economy and society. It should represent an important component of the medical syllabus. However, it is often overlooked by the formal courses at universities. The current study aimed at evaluating whether the interactive educational models, recently adopted by the Faculty of Medicine and Surgery, at the University of Genoa, Italy, would favor the adoption of critical thinking, attitudes to changes, cultural diversity acceptance, and the adoption of relational soft skills versus traditional and frontal didactic teaching. Thirty students, who attended the last year of health care professional course at the Faculty of Medicine, volunteered to take part in the study and were randomly allocated to two groups: one group receiving an innovative, interactive excellence course and the other group receiving a more traditional approach. Ethnopsychiatry was chosen as the topic since it was hypothesized that it would have contributed to generation of a new approach toward diseases and patients. The first group of students, exposed to interactive lectures with the aim of promoting the adoption of critical thinking, were more satisfied than the second group. Participants who were involved in an active manner and had to work in small groups, actively finding their own solutions to solve the problems, perceived the utilized teaching method and experience more stimulating, involving, and effective. Implications for education policy makers are also envisaged.

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Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38

Abstract: Background: Despite the growing prominence of professional (non-technical) competencies

Cited by 83 publications

References 54 publications

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Instruments to measure the ability to self‐reflect: A systematic review of evidence from workplace and educational settings including health care

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Ethnopsychiatry fosters creativity and the adoption of critical and reflexive thinking in higher education students: insights from a qualitative analysis of a preliminary pilot experience at the Faculty of Medicine and Surgery, University of Genoa, Italy

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