This is the accepted version of the paper.This version of the publication may differ from the final published version. 9 Abstract Compassion, benevolence, respect and dignity are important for any healthcare 10 professional to ensure the provision of high quality care and patient outcomes. This paper 11 presents a structured search and thematic review of the research evidence relating to 12 values-based recruitment within healthcare. Several different databases, journals and 13 government reports were searched to retrieve studies relating to values-based recruitment 14 published between 1998 and 2013, both in healthcare settings and other occupational 15 contexts. Limited published research related to values-based recruitment directly, so the 16 available theoretical context of values is explored alongside an analysis of the impact of 17 value congruence. The implications for the design of selection methods to measure values 18 is explored beyond the scope of the initial literature search. Research suggests some 19 selection methods may be appropriate for values-based recruitment, such as situational 20 judgment tests (SJTs), structured interviews and multiple-mini interviews (MMIs). Per-21 sonality tests were also identified as having the potential to compliment other methods (e.g. DOI 10.1007/s10459-014-9579-4 Author Proof Permanent repository link:44 Adv in Health Sci Educ U N C O R R E C T E D P R O O F29 required to state this conclusively however, and methods for values-based recruitment 30 represent an exciting and relatively unchartered territory for further research.31 Keywords Values based recruitment Á Selection Á Healthcare Á Review 32 33 Introduction 34 Historically, selection into healthcare-related education and training (e.g. medicine, nursing, 35 midwifery) has been based primarily on prior academic attainment (Ferguson et al. 2002). 36 Previous reviews conclude that academic indicators are far from perfect predictors of per-37 formance (accounting for approximately 23 % the variance in performance in undergraduate 38 medical training and 6 % in postgraduate education and training, Trost et al. 1998). It is 39 argued that academic ability is necessary but not sufficient to ensure that trainees become 40 competent healthcare professionals, as other qualities, attributes and values may need to be 41 present from the start (Patterson et al. 2000, in submission;Patterson and Ferguson 2010). 42There exists a large body of international research exploring the impact of caregivers' core 43 values of compassion, empathy, respect and dignity on patients' experience of health and 44 social care services. As an illustration within the UK, although the values and behaviours 45 expected of health and social care professionals are preserved in the National Health Service 46 (NHS) Constitution (2012), recent government enquiries (Cavendish 2013; Francis 2013) 47 have highlighted major concerns about the decline in compassionate care within all health-48 care roles, which has relevance internationally. Thes...
The LEP has been successful in combining a strong formative approach to continuous assessment with the collection of evidence on performance within the workplace that (alongside other tools within an assessment system) can contribute towards a summative decision regarding competence.
Context Medical underperformance puts patient safety at risk. Remediation, the process that seeks to ‘remedy’ underperformance and return a doctor to safe practice, is therefore a crucially important area of medical education. However, although remediation is used in health care systems globally, there is limited evidence for the particular models or strategies employed. The purpose of this study was to conduct a realist review to ascertain why, how, in what contexts, for whom and to what extent remediation programmes for practising doctors work to restore patient safety. Method We conducted a realist literature review consistent with RAMESES standards. We developed a programme theory of remediation by carrying out a systematic search of the literature and through regular engagement with a stakeholder group. We searched bibliographic databases (MEDLINE, EMBASE, PsycINFO, HMIC, CINAHL, ERIC, ASSIA and DARE) and conducted purposive supplementary searches. Relevant sections of text relating to the programme theory were extracted and synthesised using a realist logic of analysis to identify context–mechanism–outcome configurations (CMOcs). Results A 141 records were included. The majority of the studies were from North America (64%). 29 CMOcs were identified. Remediation programmes are effective when a doctor's insight and motivation are developed and behaviour change reinforced. Insight can be developed by providing safe spaces, using advocacy to promote trust and framing feedback sensitively. Motivation can be enhanced by involving the doctor in remediation planning, correcting causal attribution, goal setting and destigmatising remediation. Sustained change can be achieved by practising new behaviours and skills, and through guided reflection. Conclusion Remediation can work when it creates environments that trigger behaviour change mechanisms. Our evidence synthesis provides detailed recommendations on tailoring implementation and design strategies to improve remediation interventions for doctors.
The development of trainees' insight into their performance can be assessed using a single criterion on a simple global ratings form. The process involves no additional burden on evaluators in terms of their time or cost, and promotes best practice in the provision of feedback for trainees.
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