Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

Hynes, Helen; Stoyanov, Slavi; Drachsler, Hendrik; Maher, Bridget; Orrego, Carola; Stieger, Lina; Druener, Susanne; Sopka, Saša; Schröder, Hanna; Henn, Patrick

doi:10.1097/acm.0000000000000642

Cited by 25 publications

(19 citation statements)

References 18 publications

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“…Previous studies have employed clustering approaches to address survey data in medical education. [43][44][45] Past research has demonstrated that medical technology adoption by physicians is influenced by their characteristics and practice settings. 46 In the present study, 9 demographic and practice-related variables were used to Cluster the respondents, giving rise to a total of 37 individual categories, each of which served as a dimension for the agglomerative clustering.…”

Section: Discussionmentioning

confidence: 99%

A global perspective on implant education: Cluster analysis of the “first dental implant experience” of dentists from 84 nationalities

Dragan

Pirc

Rizea³

et al. 2019

Eur J Dental Education

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Objectives:The aim of this cross-sectional study was to explore the demographic and educational patterns related to the dentists' first implant dental experience. Material and methods:Participants of a Massive Open Online Course in implant dentistry who have placed and restored implants completed a 25-item online questionnaire investigating their pathway of education and assessing their experience with the "first implant placement." Exploratory analysis included hierarchical clustering using 9 demographic categorical factors.Results: A total of 1015 respondents from 84 countries formed 5 distinct clusters.Age and work experience were dominant clustering traits, decreasing from Cluster 1 to Cluster 5. Clusters 1 and 3 represented "senior" and "younger" general dental practitioners, respectively, whilst Clusters 2 and 4 represented post-graduate educated clinicians. Cluster 5 represented recent graduates. Asia, South America and Africa were over-represented in "younger" clusters. Time in practice was a significant determinant of attitudes, followed by completion of post-graduate education. There were significant differences in reported patterns of challenges and complications depending on dentists' time in practice, age and post-graduate education. Challenge in implant positioning was more frequently identified by "young post-graduate" educated dentists. Recent graduates reported having the fewest complications of all clusters. Obtaining implant education in University settings was most frequently recommended by clusters of dentists with post-graduate education. Conclusions:Time in practice is a parameter to be considered when designing implant education. The absence of structured education and mentorship might lead to inability to properly assess treatment outcomes and identify complications. Quality-assured and practice-directed education is needed at a global level, to support in particular, recent graduates who now seem to engage with implant dentistry early in their career.

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Section: Discussionmentioning

confidence: 99%

A global perspective on implant education: Cluster analysis of the “first dental implant experience” of dentists from 84 nationalities

Dragan

Pirc

Rizea³

et al. 2019

Eur J Dental Education

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“…This is similar to the clinical situation where multiple teams need to share critical information regarding the patient to provide continuous safe and high quality care (Mullan et al, ). The anatomic SBAR handoff serves to bridge the clinical and basic science realms by providing an innovative clinical script to facilitate peer‐to‐peer anatomy teaching and learning and one that has been called for in the literature (Hynes et al, ).…”

Section: Discussionmentioning

confidence: 99%

Practicing handoffs early: Applying a clinical framework in the anatomy laboratory

Lazarus

Santos

Haidet

et al. 2016

Anatomical Sciences Ed

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The anatomy laboratory provides an ideal environment for the integration of clinical contexts as the willed-donor is often regarded as a student's "first patient." This study evaluated an innovative approach to peer teaching in the anatomy laboratory using a clinical handoff context. The authors introduced the "Situation, Background, Assessment, Recommendation" (SBAR) handoff framework within the anatomy laboratory. Study participants included 147 second-year medical students completing the head and neck portion of an anatomy course. The authors used mixed methods to evaluate the impact of the anatomic SBAR on the student anatomy laboratory experience. Qualitative analysis of student evaluations revealed three themes which emerged from students' summaries of their anatomic handoff experiences: Learning-by-teaching; Acquiescing to doing more with less; and Distrust of the peer handoff process. All the themes demonstrated that the anatomic handoff encouraged students' focus on the knowledge preparation and reflection. Closed question analysis suggested that that students' perceptions of handoff usefulness were tied to deeper learning strategies. The handoff provided a mechanism for promoting students' focus on anatomical relationships and facilitated students' learning of transferable clinical skills. Together, these results suggest that the introduction of a handoff process in anatomy education provided both a mechanism for learning anatomy and a unique opportunity for early exposure to an essential clinical skill. This clinical and basic science integration may serve as a vertical integration thread which can be woven throughout undergraduate medical education. Future study will focus on exploring the long-term impacts and learning outcomes of this integration. Anat Sci Educ 9: 476-487. © 2016 American Association of Anatomists.

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“…Proficiency in patient hand‐offs and sign out are important skills for medical trainees prior to independent practice . In the current study, patient hand‐offs were an educational priority for senior medical students.…”

Section: Discussionmentioning

confidence: 82%

Educational priorities of students in the entrustable professional activity era

et al. 2017

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A total of 113 students participated. The top three EPA-based educational priorities were 'recognising a patient requiring urgent/emergent care' (EPA10), 'performing procedures of a physician' (EPA12) and 'collaborating as an interprofessional' (EPA9). Over 80 per cent of students rated 'managing time efficiently' and 'communicating around care transitions' as very important pre-internship skills. Of the institutional objectives, 87 per cent rated 'recognising critically ill patients' and 'knowing when to ask for help' as the most important pre-internship skills. The voice of senior medical students is lacking CONCLUSIONS: Although the emphasis on knowing when to ask for help and communication around care transitions differed somewhat across stakeholders, educational priorities were shared by students, residents, educators and institutional objectives. These preliminary data support national assessments of perceptions and achievements of senior medical students to guide residency readiness in the EPA era.

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Designing Learning Outcomes for Handoff Teaching of Medical Students Using Group Concept Mapping

Cited by 25 publications

References 18 publications

A global perspective on implant education: Cluster analysis of the “first dental implant experience” of dentists from 84 nationalities

A global perspective on implant education: Cluster analysis of the “first dental implant experience” of dentists from 84 nationalities

Practicing handoffs early: Applying a clinical framework in the anatomy laboratory

Educational priorities of students in the entrustable professional activity era

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