Submission ID 78194
| Code | OF-3-3 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Other |
| Presenter Other | Faculty |
| Title | How Does Educational Longitudinality in Medical Schools Contribute to Personal and Professional Development in Undergraduate Students? A Systematic Review |
| Background/Purpose | Internationally, longitudinal training experiences are an emerging model of training in undergraduate medical education. Educational longitudinality is defined as the persistence of educational components, participants, patients and contexts over time. The objective of this systematic review was to explore the impact of educational longitudinality in medical schools on the personal and professional development of undergraduate medical students. |
| Methods | We systematically searched 9 databases. Inclusion criteria were: empirical studies in undergraduate medical education; any language; published between January 2001 and September 2021; and reported longitudinal learning (> 8weeks). Studies were reviewed independently by multiple reviewers using Covidence software. The data extraction form was iteratively developed. Team members individually extracted data and held regular review meetings to achieve consensus. We appraised study quality using the CASP suite of tools and Kirkpatrick's assessment of impact. |
| Results | Of 23,738 studies identified, 104 were included. Most studies came from US (35 studies), Australia (28), the UK (15) or Canada (10). 53 studies were qualitative. 53% of longitudinal experiences were elective and 47% were longer than 6 months. 44% occurred in rural settings. Study quality was uneven. Outcomes reported included: clinical competence, knowledge and skills (57.7%), problem-solving and patient centred care (52.9%), confidence, motivation (39.4%) and sense of social responsibility (38.5%). |
| Discussion | Definitions of longitudinal experience varied considerably. While most literature was focused on rural longitudinal clerkships, innovations in urban curricula and at pre-clerkship level were also reported. Outcomes primarily highlighted individual student learning, satisfaction and career intention. |
| Keyword 1 | Longitudinal |
| Keyword 2 | Undergraduate |
| Keyword 3 | Systematic review |
| Abstract content most relevant to: (check all that apply) | Undergraduate Medical Education |
| Abstract Track - First Choice | Curriculum |
| Curriculum | General |
| Authors | Martina Kelly Aaron Johnston Grace Perez Rebecca Mahli Pariza Fazal Javeria Shafiq |
