Professional medical education approaches: mobilizing evidence for clinicians

Building capacity for genomics in primary care: a scoping review of practitioner attitudes, education needs, and enablers

Introduction

Improving clinical capacity for genomics in primary care promises to lead to better health, but genomics uptake in the sector is slow and patchy. This review aimed to identify the attitudes of primary care practitioners (PCPs) and the education needs and enablers in applying genomics to inform priorities in education and implementation.

Methods

Searches were conducted across Medline, Scopus, CINAHL, Embase, and Cochrane CENTRAL until November 2023. Barriers and enablers were mapped to the Theoretical Domains Framework and the Genomic Medicine Integrative Research Framework.

Results

A total of 52 studies were included, and the most frequently mapped domains from the Theoretical Domains Framework were 'Knowledge' (65.4% of papers), 'Environmental context and resources' (40.4%), 'Skills' (38.5%), and 'Social/professional role and identity' (32.7%). Four key implications were identified: knowledge as a major barrier and enabler, education to build capacity, uncertainty about the role of PCPs, and additional needs beyond education alone.

Discussion

While PCPs are optimistic about genomics, long-standing barriers to delivery in primary care remain. Multifaceted, evidence-based education strategies, including interactive components to change behaviour, will help to address barriers. Clarifying the role of PCPs, referral pathways, and collaboration with tertiary genetics services will further build capacity for genomics delivery in primary care.

Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research

BACKGROUND

Midwives play a crucial role in maternal and newborn health, highlighting the need for quality education. Guided by the International Confederation of Midwives' core competencies, the Comprehensive Midwifery Skills Practice (CMSP) course integrates simulation-based learning (SBL) to bridge theory and practice, enhancing students' midwifery competence.

AIM

To construct and implement the CMSP course using SBL, and to investigate its effectiveness on the level of core competence among undergraduate midwifery students.

DESIGN AND METHODS

An action research design was employed. Teachers constructed and optimized the CMSP course by formulating two cycles of "plan-action-observation-reflection" among midwifery students from the 2020 and 2021 classes. Competency was evaluated before and after the course, impressions were gathered through simulated teaching evaluations, and different kinds of qualitative data were collected.

RESULTS

The CMSP course included 12 lessons, 37 teaching cases, 128 midwifery activity scenes, and a resource library. It won the provincial Teaching Innovation Competition and was recognized as a first-class undergraduate course. Midwifery competency evaluation showed significant improvements in professional skills (P = 0.039, Cohen's d = 0.554) and behavior (P = 0.024, Cohen's d = 0.457) for the 2020 cohort, and in total score, knowledge, skills, and behavior for the 2021 cohort (all P < 0.05, Cohen's d > 0.5). Simulated teaching evaluations improved across all dimensions, with notable enhancements in Learning Methods and Expectations (2020) and in Active Learning, Cooperation, Learning Methods, and Simulation (2021) (all P < 0.05). Overall, the students' rich experiences translated to gaining professional growth while experiencing learning difficulties.

CONCLUSION

The constructed and refined CMSP course is both feasible and effective in enhancing midwifery students' core competencies, promoting systematic clinical and research thinking, strengthening teamwork skills, improving adaptability, and fostering professional confidence and growth. Additionally, given the reported learning dilemmas, it is recommended that teachers actively guide and encourage flexible, independent learning while continuously enriching and optimizing the course resource library.

Approaches to Reach Trustworthy Patient Education: A Narrative Review

BACKGROUND

Patient education is a cornerstone of modern healthcare. Health literacy improves health-related quality of life and health outcomes of patients, enhanced by effective patient education. Inadequate competency of patient education in healthcare providers triggered this review to summarize common approaches and recent advancements.

METHODS

This narrative review summarizes common approaches and recent advancements in patient education with their relations to health literacy, their strengths, limitations, and practical issues.

RESULTS

This review highlighted the multifaceted approaches to patient education, emphasizing the importance of tailoring methods to meet the diverse needs of patients. By integrating various strategies, including intrapersonal, interpersonal, and societal/community-level interventions, healthcare providers can create a more comprehensive educational experience that addresses the complexities of patient needs, meanwhile improving the health literacy of patients. With the rise of digital media and artificial intelligence, there is an increasing need for innovative educational resources that can effectively reach and engage patients. Ongoing research and collaboration among healthcare professionals and policymakers will be essential to refine educational strategies and adapt to emerging challenges. It is essential to remain vigilant about potential conflicts of interest that may compromise the integrity of educational content.

CONCLUSION

Effective patient education empowers individuals and their contributions to a healthier society by fostering informed decision-making and encouraging proactive health management.