Foreign bodies: Is it feasible to develop tolerance for ambiguity among medical students through Equine-Facilitated learning?

Liou, Kevin T; Jamorabo, Daniel S.; Geha, Rabih M.; Crawford, Constance M; George, Paul; Schiffman, Fred J.

doi:10.1080/0142159x.2019.1578876

Cited by 6 publications

(19 citation statements)

References 15 publications

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“…The characteristics of the 24 included studies are summarised in Table 1. Studies were conducted in the UK (10), [17][18][19][20][21][22][23][24][25][26] USA (9), [27][28][29][30][31][32][33][34][35] Australia (1), 36 Canada (1), 37 Germany (1), 38 Finland (1) 39 and…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…40 Twelve studies involved a single year group, 17,19,22,23,26,27,29,35,36,[38][39][40] six involved a mixture of year groups, 28,[30][31][32]34,37 five involved interventions employed throughout undergraduate training, 18,20,21,24,25 and one intervention was throughout the first and second years of training. 33 The total number of participants per educational intervention ranged from 12 31 to 900. 37 The total number of students participating was not reported for six of the studies.…”

Section: Israelmentioning

confidence: 99%

“…17,20,21,[24][25][26] 19,22,23,27,31,34,35,38,39 voluntary (9), 17,18,20,21,[24][25][26]33,36,40 elective (i.e., a chosen module within the compulsory curricula) (2) 30,32 or mixed (3). 28,29,37 The intervention schedule varied; nine were single session exposures, 17,19,22,23,27,28,31,37,40 seven involved multiple sessions, 29,30,32,34,35,38,39 and eight were curricula wide. 18,20,21,[24][25]…”

Section: Israelmentioning

confidence: 99%

“…A range of intervention types were identified, which have been separated into nine categories using information provided in the published paper and discussions between the authors: Problem Based Learning (PBL) curricula (n = 7), 18,20,21,[24][25][26]33 medical humanities (n = 6), 27,29,30,32,34,40 simulation (n = 3), 17,23,28 assessment (n = 2), 22,37 reflection (n = 2), 38,39 anatomy course (n = 1), 36 clinical feedback tool (n = 1), 35 equine facilitated learning (n = 1) 31 and Tactical Decision Games (n = 1). 19 None of the identified studies explicitly stated the source of uncertainty utilised according to any existing theory or definition.…”

Section: Characteristics Of Interventions and Framework Applicationmentioning

confidence: 99%

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Improving uncertainty tolerance in medical students: A scoping review

et al. 2022

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Introduction: Uncertainty is an inevitable part of medical practice. An ability to tolerate uncertainty is viewed as a key competency across many health-care systems.Poor uncertainty tolerance (UT) has been linked to negative outcomes including reduced psychological well-being in medical students. A variety of medical education interventions have been developed with the intention of increasing medical students' UT. However, there is no synthesis of these studies available to inform education and research practice. Our aim was to conduct a scoping review of medical education interventions that evaluate their impact on UT.Methods: Medline, PsycInfo, Embase and ERIC databases were searched for articles published from inception to December 2020. An extensive supplementary search was conducted and both quantitative and qualitative evaluations were included. For each intervention, we categorised the stimulus of uncertainty (ambiguity, complexity and/or probability) and mapped the students' reported cognitive, behavioural, and/or emotional response(s) to uncertainty onto an existing conceptual framework.Results: Twenty-two of 24 included studies reported a positive impact on medical student UT in at least one domain (cognitive, behavioural or emotional). Interventions included problem based learning-based curricula, medical humanities, simulation, reflection and assessment. We found in four studies that a negative response in the emotional domain was reported despite positive responses also being reported in the cognitive and/or behavioural domains. Conclusion:We identified a range of medical education interventions which report a positive impact on medical student UT. Further research is required to understand why a single intervention may stimulate a negative emotional response alongside a positive cognitive or behavioural response. In turn, this could support stakeholders such as policymakers and institutions to adapt the medical curriculum to better prepare their medical students for practice by enhancing their UT.

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Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Israelmentioning

confidence: 99%

Section: Israelmentioning

confidence: 99%

Section: Characteristics Of Interventions and Framework Applicationmentioning

confidence: 99%

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Improving uncertainty tolerance in medical students: A scoping review

et al. 2022

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“…Pupils with complex learning needs have been described as a "21st century frontier" [1] [2]and have been documented to present substantial challenges to educators. Due to the complexity of these pupils learning needs, they require unique and interchanging learning interventions and pathways, which offer them the specific support necessary to engage effectively in the learning process [3] [4]. A huge question which arises…”

Section: Introductionmentioning

confidence: 99%

An Observational Review and Analysis of Qualitative Data to Explore the Benefits of Equine Assisted Learning in Improving the Engagement of Adolescents with Complex Learning Needs, within the Educational Setting

Madders

Orrell-Stokes

2019

Adv. J. Grad. Res.

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The study determined whether Equine Assisted Learning (EAL) acted as a positive influence to improve the engagement of adolescents with complex learning needs, within their educational setting. The past two years has seen a continuous increase in the number of pupils with complex learning needs in the UK, from 1,244,255 in January 2017 to 1,276,215 in January 2018, an increase from 14.4% to 14.6%. These increasing figures provide a clear rationale for the requirement for a greater utilisation of various learning intervention tools, to begin to meet the dynamic needs of these learners. Seven participants engaged in six EAL sessions over six weeks and were involved in an array of unmounted EAL activities. Questionnaires were formulated with reference to the “Student Engagement (SE) Survey” and were presented to both staff and parents at three points throughout the study, along with Carpenters approved engagement scale for staff to complete weekly, within the lesson following the EAL session. Furthermore, observational research was conducted by the researcher to generate a supportive discussion for the obtained results. Through the quantitative data formulated no significant difference was shown, however a moderate positive correlation between the before and after results of staff and parent questionnaires was presented (Staff Questionnaire p =.119366. Parent Questionnaire p = .145547). Further trends also began to emerge, with correlations forming between improved engagement and specific EAL activities, providing a direction for future research.

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The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

Moffett

Hammond

Murphy

et al. 2021

Adv in Health Sci Educ

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Although the evidence base around uncertainty and education has expanded in recent years, a lack of clarity around conceptual terms and a heterogeneity of study designs means that this landscape remains indistinct. This scoping review explores how undergraduate health professions' students learn to engage with uncertainty related to their academic practice. To our knowledge, this is the first scoping review which examines teaching and learning related to uncertainty across multiple health professions. The scoping review is underpinned by the five-stage framework of (Arksey and O'Malley in Scoping studies: Towards a methodological framework International Journal of Social Research Methodology 8(1) 19-32, 2005). We searched MEDLINE, Embase, PsychINFO, ISI Web of Science, and CINAHL and hand-searched selected health professions’ education journals. The search strategy yielded a total of 5,017 articles, of which 97 were included in the final review. Four major themes were identified: “Learners’ interactions with uncertainty”; “Factors that influence learner experiences”; “Educational outcomes”; and, “Teaching and learning approaches”. Our findings highlight that uncertainty is a ubiquitous concern in health professions’ education, with students experiencing different forms of uncertainty at many stages of their training. These experiences are influenced by both individual and system-related factors. Formal teaching strategies that directly support learning around uncertainty were infrequent, and included arts-based teaching, and clinical case presentations. Students also met with uncertainty indirectly through problem-based learning, clinical teaching, humanities teaching, simulation, team-based learning, small group learning, tactical games, online discussion of anatomy topics, and virtual patients. Reflection and reflective practice are also mentioned as strategies within the literature.

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Foreign bodies: Is it feasible to develop tolerance for ambiguity among medical students through Equine-Facilitated learning?

Cited by 6 publications

References 15 publications

Improving uncertainty tolerance in medical students: A scoping review

Improving uncertainty tolerance in medical students: A scoping review

An Observational Review and Analysis of Qualitative Data to Explore the Benefits of Equine Assisted Learning in Improving the Engagement of Adolescents with Complex Learning Needs, within the Educational Setting

The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty

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