Undergraduate medical students |
Brown et al., 2018 (30) | Intellectual, occupational | Individual | 123; first-year undergraduate medical students | Program for Improvement in Medical Education for engagement in quality improvement training | Thematic | Continuous support; genuine interest in improving medical education; team-based learning and problem solving; regular project feedback; access to education resources for quality improvement | Medical education is an appropriate setting to teach preclerkship medical students about quality improvement, which might lead to increased knowledge of quality improvement. |
Byszewski et al., 2017 (32) | Intellectual, occupational | Individual | 93; undergraduate medical students | Multimedia podcast resource on what a geriatric specialty entails | Thematic | Students found the podcast a creative method to present a specialty and suggested creating podcasts for other medical fields; students provided suggestions for including patient testimonials and “A day in the life of …” | A multimedia podcast for medical students can raise awareness of geriatric medicine as a potential career choice and can be used as a novel multimedia approach for a variety of career options when considering residency programs. |
Cadieux et al., 2017 (33) | Intellectual, occupational | System | 62; first-year undergraduate medical students | Leadership course grounded in business pedagogy | Thematic | Understanding change; effective teamwork; leading in patient safety; leadership in action | Leadership in medical education should be applicable to the learner’s stage of training and may be better supported if leadership is framed as a competency throughout their career. |
Chew et al., 2012 (36) | Intellectual, occupational | Individual | 18; second-year undergraduate medical students | Preclerkship HIV elective | Thematic | Enthusiasm for small group sessions; clinical observerships; community agency placements; diversity of topics covered | Student-run initiatives can supplement medical curriculum content and promote student leadership and interest, community partnerships, and faculty mentorship. |
Ellaway et al., 2014 (45) | Social, intellectual | System | 101; first-year undergraduate medical students | Mobile device program | Grounded theory | Mobile devices augment, but are not replacements for, laptop computers, and mobile devices in medical education are perceived as a tool and source of support | Medical learners use mobile devices depending on the learning culture and contexts of their specific medical programs and education ecologies. |
Law et al., 2019 (66) | Intellectual, occupational | Individual | 17; undergraduate medical students | Computer programming certificate course | Thematic | Value of the course; potential application of learning | Computer science and medicine would benefit from enhanced 2-way communication when developing technology for use in medicine. |
Lynch et al., 2014 (68) | Social, intellectual | Individual | 4; undergraduate medical students | Linking students from North America and Europe with a peer-to-peer learning approach | Thematic | Peer connection; trust in data veracity; aid to clinical learning process | Connecting students across continents in a community of peer-to-peer learning encourages peer cooperation with potential to disseminate key clinical learnings. |
Welsher et al., 2018 (88) | Intellectual | Individual | 23; preclerkship undergraduate medical students | Video-based observational practice communities that augment simulation-based skill education and connect geographically distributed learners | Thematic | Ease of use; technical knowledge; versatile and accessible; observational tools beneficial to learning; desire for more networked, observational learning activities | Video-based observational practice communities are feasible to support simulation-based learning of clinical skills in a distributed group of health professional trainees. |
Yeung et al., 2017 (90) | Social, intellectual | Individual | 20; second-year undergraduate medical students | Longitudinal Students as Teachers program | Thematic | Program increased perceived knowledge and provided students with opportunities to practice teaching and to provide and receive feedback, and to reflect on their practice | Early exposure to medical education theories allows opportunity to apply theories practically through ongoing teaching and feedback sessions that include reflective exercises. |
Postgraduate medical students |
Campagna-Vaillancourt et al., 2014 (34) | Social | Program | 45; otolaryngology–head and neck surgery | Multiple Mini Interview (MMI) for the selection of applicants to residency | Thematic | Meet more staff; less stressful; multiple first impressions; different aspects of personality; objective and fair; team assessment | Using the MMI for admission to a residency program has good acceptability and reliability, and is feasible. |
Malhotra et al., 2008 (69) | Mental, intellectual | Program | 12; internal medicine | Mini Clinical Evaluation Exercise | Phenomenological | Education; assessment; exam preparation | The mini Clinical Evaluation Exercise is anxiety provoking at first, but may provide insight into clinical competence over time. |
Myden et al., 2012 (74) | Intellectual, occupational | Program | 6; orthopedics | Computer-assisted surgery simulations | Thematic | Confidence; awareness; deepening knowledge; changed perspectives | High-impact educational interventions endorsing cognitive flexibility increases confidence, changes awareness, and deepens knowledge and perspectives. |
Sachedina et al., 2019 (77) | Occupational | Individual | 17; cardiac critical care | Code Blue Simulation Program (CBSP) | Thematic | The CBSP is a useful tool to help prepare residents to serve as code blue learners and the authenticity of the CBSP cases was useful | The CBSP enhanced resident preparedness. Differences between simulated and real codes should be addressed to enhance fidelity. |
Sukhera et al., 2018 (83) | Mental | System | 10; psychiatry | Mental illness implicit association test | Grounded theory | Vulnerability provoked tension between personal and professional identities reconciled through striving for ideal while acknowledging the actual | Addressing implicit bias among health professionals is influenced by the process of recognizing and managing biases. |
Tait et al., 2013 (84) | Mental, intellectual, occupational | Individual | 7; family medicine, psychiatry | The Dignity Interview | Thematic | Experience of the interview; patient as teacher; residents reflecting on their own lives; resident reflections on palliative or end-of-life care education; physician role in conflict | Conversations with dying patients and soliciting a patient’s story are poorly taught and modelled in medical education. |
Tan et al., 2013 (85) | Social, occupational | Program | 130; family medicine | Online virtual patient clinical case in palliative care | Thematic | Useful content; beneficial teaching modality; realism of case; awkward navigation; worried about missing key points in the case | The online virtual patient case in palliative care is a useful teaching tool to address need for increased formal palliative care experience in medical education. |