Interventions for undergraduate and postgraduate medical learners with academic difficulties: A BEME systematic review update: BEME Guide No. 85.
| Autor: | Montreuil J; Department of Family Medicine and Emergency Medicine, Université Laval, Quebec, Canada., Lacasse M; Department of Family Medicine and Emergency Medicine, Université Laval, Quebec, Canada., Audétat MC; University Institute for primary care (IuMFE), University of Geneva, Geneva, Switzerland.; Unit of Development and Research (UDREM), University of Geneva, Geneva, Switzerland., Boileau É; Department of Family and Emergency Medicine, Université de Sherbrooke, Sherbrooke, Canada., Laferrière MC; Library, Université Laval, Quebec, Canada., Lafleur A; Department of Medicine, Université Laval, Quebec, Canada., Lee S; Department of Emergency Medicine, University of Ottawa, Ottawa, Canada., Nendaz M; Unit of Development and Research (UDREM), University of Geneva, Geneva, Switzerland.; Department of Medicine, University Hospitals, Geneva, Switzerland., Steinert Y; Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Canada. |
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| Jazyk: | angličtina |
| Zdroj: | Medical teacher [Med Teach] 2024 Apr 08, pp. 1-19. Date of Electronic Publication: 2024 Apr 08. |
| DOI: | 10.1080/0142159X.2024.2331041 |
| Abstrakt: | Background: Clinical teachers often struggle to record trainee underperformance due to lacking evidence-based remediation options. Objectives: To provide updated evidence-based recommendations for addressing academic difficulties among undergraduate and postgraduate medical learners. Methods: A systematic review searched databases including MEDLINE, CINAHL, EMBASE, ERIC, Education Source, and PsycINFO (2016-2021), replicating the original Best Evidence Medical Education 56 review strategy. Original research/innovation reports describing intervention(s) for medical learners with academic difficulties were included. Data extraction used Michie's Behaviour Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraised used the Mixed Methods Appraisal Tool (MMAT). Authors synthesized extracted evidence by adapting GRADE approach to formulate recommendations. Results: Eighteen articles met the inclusion criteria, primarily addressing knowledge (66.7%), skills (66.7%), attitudinal problems (50%) and learner's personal challenges (27.8%). Feedback and monitoring was the most frequently employed BCT. Study quality varied (MMAT 0-100%). We identified nineteen interventions (UG: n = 9, PG: n = 12), introducing twelve new thematic content. Newly thematic content addressed contemporary learning challenges such as academic procrastination, and use of technology-enhanced learning resources. Combined with previous interventions, the review offers a total dataset of 121 interventions. Conclusion: This review offers additional evidence-based interventions for learners with academic difficulties, supporting teaching, learning, faculty development, and research efforts. |
| Databáze: | MEDLINE |
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