Dataset Information

A Systematic Scoping Review on Portfolios of Medical Educators.

ABSTRACT:

Background

Heralded as a teaching, assessment and reflective tool, and increasingly as a longitudinal and holistic perspective of the educator's development, medical educator's portfolios (MEP)s are increasingly employed to evaluate progress, assess for promotions and career switches, used as a reflective tool and as a means of curating educational activities. However, despite its blossoming role, there is significant dissonance in the content and structure of MEPs. As such, a systematic scoping review (SSR) is proposed to identify what is known of MEPs and its contents.

Methods

Krishna's Systematic Evidenced Based Approach (SEBA) was adopted to structure this SSR in SEBA of MEPs. SEBA's constructivist approach and relativist lens allow data from a variety of sources to be considered to paint a holistic picture of available information on MEPs.

Results

From the 12 360 abstracts reviewed, 768 full text articles were evaluated, and 79 articles were included. Concurrent thematic and content analysis revealed similar themes and categories including: (1) Definition and Functions of MEPs, (2) Implementing and Assessing MEPs, (3) Strengths and limitations of MEPs and (4) electronic MEPs.

Discussion

This SSR in SEBA proffers a novel 5-staged evidence-based approach to constructing MEPs which allows for consistent application and assessment of MEPs. This 5-stage approach pivots on assessing and verifying the achievement of developmental milestones or 'micro-competencies' that facilitate micro-credentialling and effective evaluation of a medical educator's development and entrust-ability. This allows MEPs to be used as a reflective and collaborative tool and a basis for career planning.

SUBMITTER: Hong DZ

PROVIDER: S-EPMC8855455 | biostudies-literature | 2021 Jan-Dec

REPOSITORIES: biostudies-literature

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Publications

A Systematic Scoping Review on Portfolios of Medical Educators.

Hong Daniel Zhihao DZ Lim Annabelle Jia Sing AJS Tan Rei R Ong Yun Ting YT Pisupati Anushka A Chong Eleanor Jia Xin EJX Quek Chrystie Wan Ning CWN Lim Jia Yin JY Ting Jacquelin Jia Qi JJQ Chiam Min M Chin Annelissa Mien Chew AMC Lee Alexia Sze Inn ASI Wijaya Limin L Cook Sandy S Krishna Lalit Kumar Radha LKR

Journal of medical education and curricular development 20210101

<h4>Background</h4>Heralded as a teaching, assessment and reflective tool, and increasingly as a longitudinal and holistic perspective of the educator's development, medical educator's portfolios (MEP)s are increasingly employed to evaluate progress, assess for promotions and career switches, used as a reflective tool and as a means of curating educational activities. However, despite its blossoming role, there is significant dissonance in the content and structure of MEPs. As such, a systematic ...[more]

PMID: 35187262

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Project description:PhenomenonMedical Student Portfolios (MSP)s allow medical students to reflect and better appreciate their clinical, research and academic experiences which promotes their individual personal and professional development. However, differences in adoption rate, content design and practice setting create significant variability in their employ. With MSPs increasingly used to evaluate professional competencies and the student's professional identity formation (PIF), this has become an area of concern.ApproachWe adopt Krishna's Systematic Evidence-Based Approach to carry out a Systematic Scoping Review (SSR in SEBA) on MSPs. The structured search process of six databases, concurrent use of thematic and content analysis in the Split Approach and comparisons of the themes and categories with the tabulated summaries of included articles in the Jigsaw Perspective and Funnelling Process offers enhanced transparency and reproducibility to this review.FindingsThe research team retrieved 14501 abstracts, reviewed 779 full-text articles and included 96 articles. Similarities between the themes, categories and tabulated summaries allowed the identification of the following funnelled domains: Purpose of MSPs, Content and structure of MSPs, Strengths and limitations of MSPs, Methods to improve MSPs, and Use of E-portfolios.InsightsVariability in the employ of MSPs arise as a result of a failure to recognise its different roles and uses. Here we propose additional roles of MSPs, in particular, building on a consistent set of content materials and assessments of milestones called micro-competencies. Whislt generalised micro-competencies assess achievement of general milestones expected of all medical students, personalised micro-competencies record attainment of particular skills, knowledge and attitudes balanced against the medical student's abilities, context and needs. This combination of micro-competencies in a consistent framework promises a holistic, authentic and longitudinal perspective of the medical student's development and maturing PIF.

Project description:IntroductionThe need for longitudinal and comprehensive evidenced development of surgical knowledge, skills and attitudes, and the attainment of appropriate competencies have spotlighted portfolio use. Yet variations in structure, content and roles as well as its resource-heavy reputation have limited its impact. The purpose of this study is to map prevailing data on the use of portfolios in postgraduate surgical education to address a lack of e-portfolio use and guide its design and structuring in surgery.Material and methodsA Systematic Evidenced Based Approach (SEBA) guided systematic scoping review (SSR) (SSR in SEBA) was conducted to map prevailing data. The constructivist ontological approach used allowed for enhanced reflexivity in the analysis and discussion.Results13,092 articles were reviewed, 839 full-text articles were evaluated, and 37 articles were included. Concurrent thematic and content analysis revealed similar themes and categories which were the role of portfolios, evaluation of portfolio use, and implementation of e-portfolios.DiscussionLessons from traditional surgical portfolios can be employed to enhance the design, support and utility of e-portfolios and yet maintain as a balanced trainee-led perspective of their progress. Focused on documenting the trainee's competencies, achievements, experiences, feedback, and reflections, a variety of methods are presently used to assess the reliability, validity, educational impact, acceptability and feasibility of surgical portfolios. The use of e-portfolios, in particular, has been adopted due to its accessibility, portability and convenience. Beyond its flexibility in access, repository and content, e-portfolios offer increased user accessibility, better quality interactions and smoother facilitation, clarification, and feedback.ConclusionsThe data in this SSR in SEBA underscores the need for systematic assessment tools to evaluate e-portfolio as well as evaluate the programs as a whole. Further research into training mentors to support e-portfolio use, assess progress and ensure effective oversight of e-portfolios are required.

Project description:BackgroundCharacterised by feelings of helplessness in the face of clinical, organization and societal demands, medical students are especially prone to moral distress (MD). Despite risks of disillusionment and burnout, efforts to support them have been limited by a dearth of data and understanding of MD in medical students. Yet, new data on how healthcare professionals confront difficult care situations suggest that MD could be better understood through the lens of the Ring Theory of Personhood (RToP). A systematic scoping review (SSR) guided by the RToP is proposed to evaluate the present understanding of MD amongst medical students.MethodsThe Systematic Evidence-Based Approach (SEBA) is adopted to map prevailing accounts of MD in medical students. To enhance the transparency and reproducibility, the SEBA methodology employs a structured search approach, concurrent and independent thematic analysis and directed content analysis (Split Approach), the Jigsaw Perspective that combines complementary themes and categories, and the Funnelling Process that compares the results of the Jigsaw Perspective with tabulated summaries to ensure the accountability of these findings. The domains created guide the discussion.ResultsTwo thousand six hundred seventy-one abstracts were identified from eight databases, 316 articles were reviewed, and 20 articles were included. The four domains identified include definitions, sources, recognition and, interventions for MD.ConclusionsMD in medical students may be explained as conflicts between the values, duties, and principles contained within the different aspects of their identity. These conflicts which are characterised as disharmony (within) and dyssynchrony (between) the rings of RToP underline the need for personalised and longitudinal evaluations and support of medical students throughout their training. This longitudinal oversight and support should be supported by the host organization that must also ensure access to trained faculty, a nurturing and safe environment for medical students to facilitate speak-up culture, anonymous reporting, feedback opportunities and supplementing positive role modelling and mentoring within the training program.

Project description:BackgroundCollective intelligence, facilitated by information technology or manual techniques, refers to the collective insight of groups working on a task and has the potential to generate more accurate information or decisions than individuals can make alone. This concept is gaining traction in healthcare and has potential in enhancing diagnostic accuracy. We aim to characterize the current state of research with respect to collective intelligence in medical decision-making and describe a framework for diverse studies in this topic.MethodsFor this systematic scoping review, we conducted a systematic search for published literature using PubMed, Embase, Web of Science, and CINAHL on August 8, 2017. We included studies that combined the insights of two or more medical experts to make decisions related to patient care. Studies that examined medical decisions such as diagnosis, treatment, and management in the context of an actual or theoretical patient case were included. We include studies of complex medical decision-making rather than identification of a visual finding, as in radiology or pathology. We differentiate between medical decisions, in which synthesis of multiple types of information is required over time, and studies of radiological scans or pathological specimens, in which objective identification of a visual finding is performed. Two reviewers performed article screening, data extraction, and final inclusion for analysis.ResultsOf 3303 original articles, 15 were included. Each study examined the medical decisions of two or more individuals; however, studies were heterogeneous in their methods and outcomes. We present a framework to characterize these diverse studies, and future investigations, based on how they operationalize collective intelligence for medical decision-making: 1) how the initial decision task was completed (group vs. individual), 2) how opinions were synthesized (information technology vs. manual vs. in-person), and 3) the availability of collective intelligence to participants.DiscussionCollective intelligence in medical decision-making is gaining popularity to advance medical decision-making and holds promise to improve patient outcomes. However, heterogeneous methods and outcomes make it difficult to assess the utility of collective intelligence approaches across settings and studies. A better understanding of collective intelligence and its applications to medicine may improve medical decision-making.

Dataset Information

A Systematic Scoping Review on Portfolios of Medical Educators.

Background

Methods

Results

Discussion

Publications

A Systematic Scoping Review on Portfolios of Medical Educators.

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