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Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.

ABSTRACT: Objectives:There is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions. Methods:A systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included. Results:Initial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n?=?37). A variety of educational tools were used (n?=?32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A 'triad of outcomes' in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework. Conclusions:The existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the 'NTS Training Framework', in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

SUBMITTER: Nicolaides M

PROVIDER: S-EPMC6199815 | biostudies-literature | 2018 Dec

REPOSITORIES: biostudies-literature

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Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.

Nicolaides Marios M Cardillo Luca L Theodoulou Iakovos I Hanrahan John J Tsoulfas Georgios G Athanasiou Thanos T Papalois Apostolos A Sideris Michail M

Annals of medicine and surgery (2012) 20181009

<h4>Objectives</h4>There is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.<h4>Methods</h4>A systematic review of the MEDLINE database was performed using a prospective protocol f ...[more]

PMID: 30370054

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Project description:BACKGROUND:Talent identification and development (TID) programs aim to identify players with the greatest potential for long-term success. Previous research suggests that the assessment of sport-specific technical skills is valuable for discriminating between more and less skilled individuals and/or for predicting future performance. OBJECTIVE:This review aims to provide an overview on both the instruments used to assess sport-specific technical skills and their discriminatory, explanatory and/or predictive findings in the context of TID. METHODS:Electronic searches were conducted in PubMed, Web of Knowledge, SPORTDiscus, SURF and Scopus (January 1990-October 2019). Search terms covered the areas of sport, technical skills assessment, performance, skill level and youth. In the end, 59 relevant studies were identified and evaluated. RESULTS:The results highlight the widespread and important role of technical skills in TID; almost all studies (93%) reported discriminatory, explanatory and/or predictive benefits for the assessment of sport-specific technical skills. Analyzing and categorizing the number of assessment methods applied in the studies (n?=?69) according to their method type ('technique-related' or 'outcome-related' variables) and method set-up ('experimental' or 'competition' data acquisition environment) indicated a clear tendency towards 'outcome-related' (73%) and 'experimental' (75%) assessment methods. We also found a strong overrepresentation of studies assessing cross-sectional data (75%) in soccer (53%) in male samples (74% of studies reporting subjects' sex) from European countries (64%). CONCLUSIONS:On the one hand, our findings demonstrate the great capability of sport-specific technical skills assessments to discriminate different performance levels and predict future performance in TID activities. On the other hand, this review highlights the focus on 'outcome-related' and 'experimental' methods in specific populations and, consequently, the limited knowledge in other areas. Here, the application of 'technique-related' and 'competition' methods appears promising for adding new knowledge, especially in the light of technological advances.

Project description:BackgroundSimulation-based training in medical education has become a common method to develop both technical and non-technical skills in teams. Mental rehearsal (MR) is the cognitive act of simulating a task in our heads to pre-experience tasks imaginatively. It has been used widely to improve individual and collective performance in fields outside healthcare, and offers potential for more efficient training in time-pressured surgical and medical team contexts. This study aimed to review the available literature to determine the impact of MR on team performance and non-technical skills in healthcare.MethodsMEDLINE, Embase, British Educational Index, CINAHL, Web of Science, PsycInfo and Cochrane databases were searched for the period 1994-2018. The primary outcome measure was improvement in team performance and non-technical skills. Study quality of RCTs was assessed using the Medical Education Research Quality Instrument. The reported impacts of MR in all included studies were mapped on to the Kirkpatrick framework for evaluation of educational interventions.ResultsEight studies with 268 participants were identified that met the inclusion criteria, of which there were six randomized trials, one prospective pragmatic trial and one qualitative study. Three studies found MR to be effective in improving team non-technical skills. MR practices were varied and often poorly defined. MR benefited team non-technical skills when it was specifically designed to do so, but was not an automatic consequence of technical MR alone. The majority of studies demonstrated benefits of MR for technical performance, but only three showed positive impacts on teamwork. Overall the studies were of low quality and lacked sufficient discriminatory focus to examine impacts on teamwork dynamics.ConclusionMR can improve technical performance, but the benefits on non-technical skills are less clear. Future research should look at longitudinal mixed-method evaluation designs and focus on real clinical teams.

Project description:IntroductionThe high incidence of unsafe anaesthetic care leads to adverse events and increases the burden on patient safety. An important reason for unsafe anaesthesia care is the lack of non-technical skills (NTS), which are defined as personal cognitive, social or interpersonal skills, among anaesthetists. The anaesthetists' NTS (ANTS) behavioural marker system has been widely used to evaluate and improve anaesthetists' behavioural performance to ensure patient safety. This protocol describes a planned systematic review aiming to determine the validity and reliability of the ANTS behavioural marker system and its application as a tool for the training and assessment of ANTS and for improving patient safety.Methods and analysisThis systematic review follows the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocol. Studies that applied the ANTS behavioural marker system in a meaningful way, including using the ANTS behavioural marker system to guide data collection, analysis, coding, measurement, and/or reporting, which have been published in peer-reviewed journals, will be eligible. A citation search strategy will be employed. We will search Scopus and Web of Science for publications from 2002 to May 2022, which cite the three original ANTS behavioural marker system publications by Fletcher et al. We will also search the references of the relevant reviews for additional eligible studies. For each study, two authors will independently screen papers to determine eligibility and will extract the data. The quality of the included studies will be assessed using the Joanna Briggs Institute (JBI) Critical Appraisal Checklists. A framework analysis approach that consists of five steps-familiarisation, identifying a thematic data extraction framework, indexing, charting, mapping and interpretation-will be used to synthesise and report the data.Ethics and disseminationEthics approval is not required for this study. The findings will be disseminated primarily through peer-reviewed publications and conference presentations.Prospero registration numberCRD42022297773.

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Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.

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Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.

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