An integrative review and evidence-based conceptual model of the essential components of pre-service education

Human Resources for Health

Volumn 11, Issue 1, 2013, Pages

  Johnson, Peter ^a   Fogarty, Linda ^a   Fullerton, Judith ^b   Bluestone, Julia ^a   Drake, Mary ^a  

^a JHPIEGO   (United States)

^b Independent consultant 7717 Canyon Point Lane ^*  (United States)

Author keywords

Conceptual model; Impact; Outcomes; Pre service education

Indexed keywords

CURRICULUM; DECISION MAKING; EVIDENCE BASED MEDICINE; HUMAN; MEDICAL EDUCATION; METHODOLOGY; ORGANIZATION AND MANAGEMENT; REVIEW; THEORETICAL MODEL;

CAREER CHOICE; COMPETENCY-BASED EDUCATION; CURRICULUM; EDUCATION, MEDICAL, GRADUATE; EVIDENCE-BASED MEDICINE; HUMANS; MODELS, THEORETICAL;

EID: 84883125517     PISSN: None     EISSN: 14784491     Source Type: Journal    
DOI: 10.1186/1478-4491-11-42     Document Type: Article

References (72)

1. Weinberger SE, Pereira AG, Lobst WF, Mechaber AJ, Bronze MS. Competency-based education and training in internal medicine. Ann Intern Med 2010, 153:751-756. 10.7326/0003-4819-153-11-201012070-00009, 21135298.
2. Whittemore R, Knafl K. The integrative review: updated methodology. J Adv Nurs 2005, 52:546-553. 10.1111/j.1365-2648.2005.03621.x, 16268861.
3. Ebell MH, Siwek J, Weiss BD, Woolf SH, Susman JL, Ewigman B, Bowman M. Simplifying the language of evidence to improve patient care: strength of recommendation taxonomy (SORT): a patient-centered approach to grading evidence in the medical literature. J Fam Pract 2004, 53:111-120.
4. Kirkpatrick D. Great ideas revisited. Techniques for evaluating training programs. Revisiting Kirkpatrick's four-level model. Train Dev 1996, 50:54-59.
5. Barr H, Freeth D, Hammick M, Koppel I, Reeves S. Evaluations of interprofessional education: a United Kingdom review of health and social care 2000, London: CAIPE/BERA.
6. Grumbach K, Chen E. Effectiveness of University of California postbaccalaureate premedical programs in increasing medical school matriculation for minority and disadvantaged students. JAMA 2006, 296(9):1079-1085. 10.1001/jama.296.9.1079, 16954487.
7. Rolfe IE, Ringland C, Pearson SA. Graduate entry to medical school? Testing some assumptions. Med Educ 2004, 38(7):778-786. 10.1111/j.1365-2929.2004.01891.x, 15200402.
8. Santee J, Garavalia L. Peer tutoring programs in health professions schools. Am J Pharm Educ 2006, 70(3):70. 10.5688/aj700370, 1636940, 17136190.
9. Pariyo GW, Kiwanuka SN, Rutebemberwa E, Okui O, Ssengooba F. Effects of changes in the pre-licensure education of health workers on health-worker supply. Cochrane Database Syst Rev 2009, 2:CD007018.
10. Norman IJ, Watson R, Murrells T, Calman L, Redfern S. The validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students. Int J Nurs Stud 2002, 39:133-145. 10.1016/S0020-7489(01)00028-1, 11755444.
11. Kaye DK, Mwanika A, Sewankambo N. Influence of the training experience of Makerere University medical and nursing graduates on willingness and competence to work in rural health facilities. Rural Remote Health 2010, 10:1372.
12. Laven G, Wilkinson D. Rural doctors and rural backgrounds: how strong is the evidence? A systematic review. Aust J Rural Health 2003, 11:277-284. 10.1111/j.1440-1584.2003.00534.x, 14678410.
13. Longombe AO. Medical schools in rural areas-necessity or aberration?. Rural Remote Health 2009, 9:1131.
14. Steinert Y, Mann K, Centeno A, Dolmans D, Spencer J, Gelula M, Prideaux D. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8. Med Teach 2006, 28:497-526. 10.1080/01421590600902976, 17074699.
15. Udlis KA. Preceptorship in undergraduate nursing education: An integrative review. J Nurs Educ 2008, 47(1):20-29. 10.3928/01484834-20080101-09, 18232611.
16. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. JAMA 2008, 300:1181-1196. 10.1001/jama.300.10.1181, 18780847.
17. Cook DA, et al. Instructional design variations in Internet-based learning for health Professions education: A systematic review and meta-analysis. Acad Med 2011, 85(5):909-922.
18. Reeves S, et al. The effectiveness of interprofessional education: Key findings from a new systematic review. J Interprof Care 2010, 24(3):230-241. 10.3109/13561820903163405, 20178425.
19. Dornan T, Littlewood S, Margolis SA, Scherpbier A, Spencer J, Ypinazar V. How can experience in clinical and community settings contribute to early medical education? A BEME systematic review. Med Teach 2006, 28:3-18. 10.1080/01421590500410971, 16627313.
20. Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornam T. Early practical experience and the social responsiveness of clinical education: systematic review. BMJ 2005, 331:387-391. 10.1136/bmj.331.7513.387, 1184253, 16096306.
21. Salvatori P. Reliability and validity of admissions tools used to select students for the health professions. Adv Health Sci Educ Theory Pract 2001, 6:159-175. 10.1023/A:1011489618208, 11435766.
22. Mathews M, Rourke JTB, Park A. The contribution of Memorial University's medical school to rural physician supply. Can J Rural Med 2008, 13:15-21.
23. Fowler J, Norrie P. Development of an attrition risk prediction tool. Brit J Nurs 2009, 18:1194-1200.
24. Mulholland J, Anionwu EN, Atkins R, Tappern M, Franks PJ. Diversity, attrition and transition into nursing. J Adv Nurs 2008, 64:49-59. 10.1111/j.1365-2648.2008.04758.x, 18808592.
25. Greene S, Baird K. An exploratory, comparative study investigating attrition and retention of student midwives. Midwifery 2009, 25:79-87. 10.1016/j.midw.2007.09.002, 18242804.
26. Cameron J, Roxburgh M, Taylor J, Lauder W. An integrative review of student retention in programmes of nursing and midwifery education: why do students stay?. J Clin Nurs 2011, 20:1372-1382. 10.1111/j.1365-2702.2010.03336.x, 21269343.
27. Curran V, Rourke J. The role of medical education in the recruitment and retention of rural physicians. Med Teach 2004, 26:265-272. 10.1080/0142159042000192055, 15203506.
28. Leon BK, Riise KJ. Wrong schools or wrong students? The potential role of medical education in regional imbalances of the health workforce in the United Republic of Tanzania. Hum Res Health 2010, 8:3.
29. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach 2010, 32:631-637. 10.3109/0142159X.2010.500898, 20662573.
30. Jayasekara R, Schultz T, McCutcheon H. A comprehensive systematic review of evidence on the effectiveness and appropriateness of undergraduate nursing curricula. Int J Evid Based Healthc 2006, 4:191-207. 10.1111/j.1479-6988.2006.00044.x, 21631768.
31. Williams SM, Beattie HJ. Problem based learning in the clinical setting-a systematic review. Nurse Educ Today 2008, 28:146-154. 10.1016/j.nedt.2007.03.007, 17919784.
32. Jones MC, Johnston DW. Is the introduction of a student-centred, problem-based curriculum associated with improvements in student nurse well-being and performance? An observational study of effect. Int J Nurs Stud 2006, 43:941-952. 10.1016/j.ijnurstu.2005.10.013, 16376348.
33. Beers GW, Bowden S. The effect of teaching method on long-term knowledge retention. J Nurs Ed 2005, 44:511-514.
34. Crandall SJ, Reboussin BA, Michielutte R, Anthony JE, Naughton MJ. Medical students' attitudes toward underserved patients: a longitudinal comparison of problem-based and traditional medical curricula. Adv Health Sci Educ Theory Pract 2007, 12:71-86. 10.1007/s10459-005-2297-1, 17041814.
35. Tamblyn R, Abrahamowicz M, Dauphinee D, Girard N, Bartlett G, Grand'Maison P, Brailovsky C. Effect of a community oriented problem based learning curriculum on quality of primary care delivered by graduates: historical cohort comparison study. BMJ 2005, 331:1002. 10.1136/bmj.38636.582546.7C, 1273455, 16239292.
36. Akiode A, Fetters T, Daroda R, Okeke B, Oji E. An evaluation of a national intervention to improve the postabortion care content of midwifery education in Nigeria. Intl J Gynecol Obstet 2010, 110:186-190.
37. Walsh M, Bailey PH, Koren I. Objective structured clinical evaluation of clinical competence: an integrative review. J Adv Nurs 2009, 65:1584-1595. 10.1111/j.1365-2648.2009.05054.x, 19493134.
38. Benor D. Faculty development, teacher training and teacher accreditation in medical education: Twenty years from now. Med Teach 2000, 22:503-512. 10.1080/01421590050110795, 21271965.
39. Marinopoulos SS, Dorman T, Ratanawongsa N, Wilson LM, Ashar BH, Magaziner JL, Miller RG, Thomas PA, Prokopowicz GP, Qayyum R, Bass EB. Effectiveness of continuing medical education. Evid Rep Technol Assess 2007, 149:1-69.
40. Robertson MK, Umble KE, Cervero RM. Impact studies in continuing education for health professions: update. J Cont Ed Health Prof 2003, 23:146-156.
41. Kaviani N, Stillwell Y. An evaluative study of clinical preceptorship. Nurse Educ Today 2000, 20:218-226. 10.1054/nedt.1999.0386, 10820576.
42. Ramani S, Leinster S. AMEE guide No. 34: teaching in the clinical environment. Med Teach 2008, 30:347-364. 10.1080/01421590802061613, 18569655.
43. Brown D, White J, Leibbrandt L. Collaborative partnerships for nursing faculties and health service providers: what can nursing learn from business literature?. J Nurs Manag 2006, 14:170-179. 10.1111/j.1365-2934.2006.00598.x, 16600004.
44. Casey M. Interorganisational partnership arrangements: a new model for nursing and midwifery education. Nurse Educ Today 2010, 31:304-308.
45. Madge B, Plutchak TS. The increasing globalization of health librarianship: a brief survey of international trends and activities. Health Infor Libr J 2005, Suppl 1:20-30.
46. Gantt LT. Strategic planning for skills and simulation labs in colleges of nursing. Nurs Econ 2010, 28:308-313.
47. Adler MD, Johnson KB. Quantifying the literature of computer-aided instruction in medical education. Acad Med 2000, 75:1025-1028. 10.1097/00001888-200010000-00021, 11031152.
48. Haigh J. Information technology in health professional education: why IT matters. Nurse Educ Today 2004, 24:547-552. 10.1016/j.nedt.2004.07.008, 15465170.
49. Pochciol JM, Warren JI. An information technology infrastructure to enable evidence-based nursing practice. Nurs Adm Q 2009, 33:317-324. 10.1097/NAQ.0b013e3181b9dd9d, 19893445.
50. Cook DA, Levinson AJ, Garside S. Time and learning efficiency in internet-based learning: a systematic review and meta-analysis. Adv Health Sci Educ Theory Pract 2010, 15:755-770. 10.1007/s10459-010-9231-x, 20467807.
51. Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med 2010, 85:909-922. 10.1097/ACM.0b013e3181d6c319, 20520049.
52. Bernard RM, Abrami PC, Lou Y, Borokhovski E, Wade A, Wozney L, Wallet PA, Fiset M, Huang B. How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Rev Ed Res 2004, 74:379-439.
53. Jwayyed S, Stiffler KA, Wilber ST, Southern A, Weigand J, Bare R, Gerson L. Technology-assisted education in graduate medical education: a review of the literature. Int J Emerg Med 2011, 4:51. 10.1186/1865-1380-4-51, 3162483, 21824405.
54. Issenberg SB, McGaghie WC, Petrusa ER, Gordon L, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005, 27:10-28. 10.1080/01421590500046924, 16147767.
55. Cook DA, Erwin PJ, Triola MM. Computerized virtual patients in health professions education: a systematic review and meta-analysis. Acad Med 2010, 85:1589-1602. 10.1097/ACM.0b013e3181edfe13, 20703150.
56. Cooper H, Carlisle C, Gibbs T, Watkins C. Developing an evidence base for interdisciplinary learning: a systematic review. J Adv Nurs 2001, 35:228-237. 10.1046/j.1365-2648.2001.01840.x, 11442702.
57. Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME guide No. 9. Med Teach 2007, 29:735-751. 10.1080/01421590701682576, 18236271.
58. Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M, Koppel I. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database Syst Rev 2008, 1:CD002213.
59. Zwarenstein M, Reeves S, Barr H, Hammick M, Koppel I, Atkins J. Interprofessional education: effects on professional practice and health care outcomes. Cochrane Database Syst Rev 2001, 1:CD002213.
60. McNair R, Stone N, Sims J, Curtis C. Australian evidence for interprofessional education contributing to effective teamwork preparation and interest in rural practice. J Interprof Care 2005, 19:579-594. 10.1080/13561820500412452, 16373214.
61. Remington TL, Foulk MA, Williams BC. Evaluation of evidence for interprofessional education. Am J Pharm Educ 2006, 70:66. 10.5688/aj700366, 1636959, 17136186.
62. Cutcliffe JR, Bajkay R, Forster S, Small R, Travale R. Nurse migration in an increasingly interconnected world: the case for internationalization of regulation of nurses and nursing regulatory bodies. Arch Psychiatr Nurs 2011, 25:320-328. 10.1016/j.apnu.2011.03.006, 21978800.
63. Fealy GM, Carney M, Drennan J, Treacy M, Burke J, O'Connell D, Howley B, Clancy A, McHugh A, Patton D, Sheerin F. Models of initial training and pathways to registration: a selective review of policy in professional regulation. J Nurs Manag 2009, 17:730-738. 10.1111/j.1365-2834.2009.01031.x, 19694916.
64. Buchan J, Dal Poz MR. Skill mix in the health care workforce: reviewing the evidence. Bull World Health Organ 2002, 80:575-580. 2567564, 12163922.
65. Boelen C, Wollard B. Social accountability and accreditation: a new frontier for educational institutions. Med Educ 2009, 43:887-894. 10.1111/j.1365-2923.2009.03413.x, 19709014.
66. Pfister CA, Egger L, Wirthmüller B, Greif R. Structured training in introaseous infusion to improve potentially life saving skills in pediatric emergencies - Results of an open prospective national quality development project over 3 years. Paediatr Anaesth 2008, 18:223-229.
67. DeVito C, Nobile CG, Furnari G, Pavia M, De Giusti M, Angellilo IF, Villari P. Physician's knowledge, attitudes and professional use of RCTs and meta-analyses: a cross-sectional survey. Eur J Public Health 2009, 19:297-302. 10.1093/eurpub/ckn134, 19129347.
68. Grady K, Ameh C, Adegoke A, Kongnyuy E, Dornan J, Falconer T, Islam M, van den Broek N. Improving essential obstetric and newborn care in resource-poor countries. J Obstet Gynaecol 2011, 31:18-23. 10.3109/01443615.2010.533218, 21280987.
69. Ahmed C, Adegoke A, Hofman J, Ismail FM, Ahmed FM, van den Broek N. The impact of emergency obstetric care training in Somaliland, Somalia. Int J Gynaecol Obstet 2012, 117:283-287. 10.1016/j.ijgo.2012.01.015, 22445951.
70. Mitchell DA, Lassiter SL. Addressing health care disparities and increasing workforce diversity: the next step for the dental, medical, and public health professions. Am J Pub Health 2006, 96:2093-2097.
71. Fauveau V, Sherratt DR, de Bernis L. Human resources for maternal health: multi-purpose or specialists?. Hum Resour Health 2008, 6:21. 10.1186/1478-4491-6-21, 2569064, 18826600.
72. Pawson R, Wong G, Owen L. Known knowns, known unknowns, unknown unknowns: the predicament of evidence-based policy. Am J Eval 2011, 32:518-546.