Development of a portfolio framework for implementation of an outcomes-based healthcare professional education curriculum using a modified e-Delphi method

Datta, Rakesh; Datta, Kamal; Routh, Dronacharya; Bhatia, Jasvinder Kaur; Yadav, Arun Kumar; Singhal, Anuj; Dalal, Shamsher

doi:10.1016/j.mjafi.2020.11.012

Cited by 13 publications

(13 citation statements)

References 19 publications

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“…The use of online tools such as Zoom and Google Jamboards to facilitate the DT process and Google Forms to execute the DM allowed for the participants to share their ideas for the design of the VR simulation remotely and instantaneously, contributing to the speed of data collection [29,30]. The downside to Zoom is that it can pose technological problems (i.e., Internet connectivity and hardware issues related to audio) that can limit individuals from contributing their ideas.…”

Section: Discussionmentioning

confidence: 99%

Development of Content for a Virtual Reality Simulation to Understand and Mitigate Moral Distress in Healthcare Workers

Sivanathan¹,

Espinola²,

Quevedo³

et al. 2022

Cureus

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BackgroundIn high-stakes situations, healthcare workers are prone to suffer moral injury, the psychological, social, and spiritual impact of events involving betrayal or transgression of one's own deeply held moral beliefs and values. As a result, this may negatively impact their capacity to provide adequate levels of care to patients. There is a lack of educational resources catered to help healthcare workers navigate ethical situations in clinical settings that may lead to or worsen moral distress. The aim of this report is to describe the methodology of development and resulting outcomes in the form of an educational resource that includes a virtual reality (VR) simulation to help healthcare workers understand and mitigate moral distress as a result of internal and external constraints at their workplaces. MethodologyA study using a method outlining a set of constraint parameters, followed by ideation utilizing design thinking (DT), and concluding with a consensus-building exercise using Delphi methodology (DM) with a group of 13 experts in healthcare simulation, VR, psychiatry, psychology, and nursing. The constraints parameters included technology use (VR), use of experiential learning theory, and duration of the intervention (15 minutes). A DT process was performed to generate and expand on ideas on the scenario and intervention of a possible VR simulation which were funneled into a three-round DM to define the foundations of the VR simulation. Average, standard deviations, and free-text comments in the DM were used to assess the inclusion of the produced requirements. Finally, a focus group interview was conducted with the same experts to draft the VR simulation. ResultsWithin the specified constraints, the DT process produced 33 ideas for the VR simulation scenario and intervention that served as a starting point to short-list the requirements in Round 1. In Rounds 1 to 2, 25 items were removed, needed revising, and/or were retained for the subsequent rounds, which resulted in eight items at the end of Round 2. Round 2 also required specialists to provide descriptions of potential scenarios and interventions, in which five were submitted. In Round 3, experts rated the descriptions as somewhat candidate to use in the final VR simulation, and the open feedback in this round proposed combining the elements from each of the descriptions. Using this data, a prototype of the VR simulation was developed by the project team together with VR designers. ConclusionsThis development demonstrated the feasibility of using the constraints-ideation-consensus approach to define the content of a possible VR simulation to serve as an educational resource for healthcare workers on how to understand and mitigate moral distress in the workplace. The methodology described in this development may be applied to the design of simulation training for other skills, thereby advancing healthcare training and the quality of care delivered to the greater society.

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Section: Discussionmentioning

confidence: 99%

Development of Content for a Virtual Reality Simulation to Understand and Mitigate Moral Distress in Healthcare Workers

Sivanathan¹,

Espinola²,

Quevedo³

et al. 2022

Cureus

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“…to populate the EPAs and milestones. [ 8 ] The main ingredients of this template are EPAs and milestones. This portfolio was designed to meet the needs of an outcome-based curriculum.…”

Section: Methodsmentioning

confidence: 99%

Identifying entrustable professional activities for postgraduation in psychiatry

Chauhan¹,

Chatterjee²,

Prakash³

et al. 2022

Industrial Psychiatry Journal

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Background: Competency-based medical education (CBME) has been the mandate by regulatory bodies of medical education in India, and implementation is an evolving process. This study aimed to identify and propose a set of entrustable professional activities (EPAs) for a master's degree in psychiatry. An attempt has been made to present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went through phases of review to select appropriate EPAs for postgraduate residents from divergent thinking to development of portfolio. Results: One hundred and sixty-seven EPAs were identified and are presented. These were divided according to expertise required. Of these, 54% were considered vital, 30% essential, and 16% desirable. Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental in implementation and success of CBME in psychiatry. It is expected that medical universities will incorporate them in their curricula. It is also expected that data will be generated to identify challenges, which shall guide future refinement of the EPAs.

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“…○ Provides a platform to express inner dialogue 7 • Self-directed learning 7,11,53,54,62,64,65,67,71,73,91,101,102,105,109,115,117,126 ○ Identify personal learning needs 11,115 ○ Individualise learning goals and plans 110 • Workplace-based learning 66,115,131 ○ Encouraged by clinical components of portfolio 66 • Group learning 130,132 Assessment • Formative Assessment 1,3,5,7,47,60,61,68,75,76,78,84,85,101,106,116,117,124,133 ○ Platform to receive constructive feedback 60,68,116,…”

Section: Collection and Selection Of Work Samples To Allow For Reflec...mentioning

confidence: 99%

“…Learning objectives • Institutions list out clear learning objectives that students can refer to as a guide for their learning 5,7,47,54,57,67,76,79,81,102,108,111,121,124,140 • Some institutions refer to professional accreditation guidelines 5,7,67,76,79,82,102,108,111 For example, several institutions have made use of the Canadian CanMEDS framework 79,82 . • Other institutions utilised descriptions of professional roles to substitute learning objectives 54,57 as these are easier to comprehend 54 .…”

Section: Contributed By Institutionmentioning

confidence: 99%

Medical Student Portfolios: A Systematic Scoping Review

Tan

Ting

Hong

et al. 2022

Journal of Medical Education and Curricular Development

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Phenomenon Medical 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. Approach We 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. Findings The 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. Insights Variability 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.

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Development of a portfolio framework for implementation of an outcomes-based healthcare professional education curriculum using a modified e-Delphi method

Cited by 13 publications

References 19 publications

Development of Content for a Virtual Reality Simulation to Understand and Mitigate Moral Distress in Healthcare Workers

Development of Content for a Virtual Reality Simulation to Understand and Mitigate Moral Distress in Healthcare Workers

Identifying entrustable professional activities for postgraduation in psychiatry

Medical Student Portfolios: A Systematic Scoping Review

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