Recruiting for values in healthcare: a preliminary review of the evidence

Abstract

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...

Evaluating the complementary roles of an SJT and academic assessment for entry into clinical practice

“…Moreover, it is common practice in postgraduate medical settings internationally to combine measures of academic attainment and non-academic attributes in selection (Patterson et al 2015b(Patterson et al , 2016; however to date few researchers have empirically examined the complementary nature of these different selection methods in predicting in-role performance in practice (Prideaux et al 2011;Patterson et al 2016). The almost full range of scores achieved by successful applicants in this study provided a unique opportunity to address both of these areas of enquiry.…”

“…high performing) academically, which can make differentiating between applicants on the basis of academic achievement challenging, and potentially inaccurate (McManus et al 2008). Conceptually, therefore, it appears necessary for non-academic attributes, in addition to academic attainment, to be assessed throughout physicians' medical career progression (Patterson et al 2015b). For this reason, in both undergraduate and postgraduate medical settings internationally, multi-method approaches to selection are increasingly used.…”

Selection methods in healthcare professions: where are we now and where next?

“…SEEG 2014;McLachlan 2010;Stratton and Elam 2014;Patterson et al 2015). Nonetheless, knowledge and evidence-based practice regarding selection of such attributes is undeniably in its embryonic stages in comparison to cognitive and academic assessments, which has over 100 years of research evidence behind it (e.g.…”

“…Elsewhere, researchers have focussed on values (e.g. Patterson et al 2015), integrity (Husbands et al 2015) and many other non-academic attributes and skills. MacKenzie et al (2016) paper in this special issue takes steps towards eliminating some of the attributes and traits that are not necessarily suitable to assess at the point of selection into medical school, as they are not found to be predictive of subsequent performance.…”

Identifying applicants suitable to a career in nursing: a value‐based approach to undergraduate selection

“…Research studies reported in medical education demonstrate a mixed response with some studies reporting a predictive correlation and others showing no correlation (Patterson et al . ). A surprising finding of our analysis was that scores for the personal statement, generally regarded as an unreliable measure on which to select applicants, were significantly positively correlated with results for three of the four in‐course modules.…”