Simulation for communication skills training in medical students: Protocol for a systematic scoping review

被引：2

作者：

Bakogiannis, Angelos ^{[1
,4
]}

Darling, Jonathan C. ^{[1
,2
]}

Dimitrova, Vania ^{[1
,3
]}

Roberts, Trudie E. ^{[1
,5
]}

机构：

[1] Univ Leeds, Leeds Inst Med Educ, Sch Med, Fac Med & Hlth, Worsley Bldg,Room 9-98, Leeds LS2 9JT, W Yorkshire, England

[2] Leeds Teaching Hosp NHS Trust, Leeds, W Yorkshire, England

[3] Univ Leeds, Sch Comp, Fac Engn, E C Stoner Bldg,Room 9-11, Leeds LS2 9JT, W Yorkshire, England

[4] Teesside Univ, Sch Social Sci Humanities & Law, Middlesbrough, Cleveland, England

[5] Univ Leeds, Leeds Inst Med Educ, Sch Med, Fac Med & Hlth, Worsley Bldg,Room 7-12, Leeds LS2 9JT, W Yorkshire, England

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2019年 / 93卷

关键词：

Human-based simulation; Computer-Based simulation; Communication skills; Medical education; TECHNOLOGY-ENHANCED SIMULATION; EDUCATION;

D O I：

10.1016/j.ijer.2018.11.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Empirical research has produced inconclusive, and occasionally contradictory, evidence relating to the extent to which improvements in medical communication skills taught through simulation can be measured. This is further limited by the wide range of designs and outcome collection methods that studies employ and does not allow for data comparability or meta-analysis. The proposed scoping review aims to systematically map and comprehensively explore the extent, range and nature of research activity on the use of simulation for communication skills training in medical education. Comprehensive literature searches in MEDLINE, EMBASE, Scopus and Web of Science will be performed and data will be reported using quantitative (simple numeric counts) and qualitative (thematic synthesis) analyses.

引用

页码：243 / 249

页数：7

共 28 条

[1]

[Anonymous], DEFINING WHAT TEACH

[2]

[Anonymous], TEACHING LEARNING ME

[3]

[Anonymous], BMJ SIMULATION TECHN

[4]

Arksey H., 2005, INT J SOC RES METHOD, V8, P19, DOI [10.1080/1364557032000119616, DOI 10.1080/1364557032000119616, DOI 10.1080/1364-557032000119616]

[5] Which basic communication skills in medicine are learnt spontaneously and which need to be taught and trained? [J].

Aspegren, K ;

Lonberg-Madsen, P .

MEDICAL TEACHER, 2005, 27 (06) :539-543

[6] BEME Guide No. 2: Teaching and learning communication skills in medicine - a review with quality grading of articles [J].

Aspegren, K .

MEDICAL TEACHER, 1999, 21 (06) :563-570

[7] The history of simulation in medical education and possible future directions [J].

Bradley, P .

MEDICAL EDUCATION, 2006, 40 (03) :254-262

[8] Scoping reviews: time for clarity in definition, methods, and reporting [J].

Colquhoun, Heather L. ;

Levac, Danielle ;

O'Brien, Kelly K. ;

Straus, Sharon ;

Tricco, Andrea C. ;

Perrier, Laure ;

Kastner, Monika ;

Moher, David .

JOURNAL OF CLINICAL EPIDEMIOLOGY, 2014, 67 (12) :1291-1294

[9] Comparative Effectiveness of Technology-Enhanced Simulation Versus Other Instructional Methods A Systematic Review and Meta-Analysis [J].

Cook, David A. ;

Brydges, Ryan ;

Hamstra, Stanley J. ;

Zendejas, Benjamin ;

Szostek, Jason H. ;

Wang, Amy T. ;

Erwin, Patricia J. ;

Hatala, Rose .

SIMULATION IN HEALTHCARE-JOURNAL OF THE SOCIETY FOR SIMULATION IN HEALTHCARE, 2012, 7 (05) :308-320

[10] Technology-Enhanced Simulation for Health Professions Education A Systematic Review and Meta-analysis [J].

Cook, David A. ;

Hatala, Rose ;

Brydges, Ryan ;

Zendejas, Benjamin ;

Szostek, Jason H. ;

Wang, Amy T. ;

Erwin, Patricia J. ;

Hamstra, Stanley J. .

JAMA-JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION, 2011, 306 (09) :978-988

← 1 2 3 →