Department of Medicine, University of California, San Francisco, San Francisco, CA, USA.
Department of Anaesthesia and Perioperative Care and Medicine, University of California, San Francisco, San Francisco, CA, USA.
Med Educ. 2021 Dec;55(12):1350-1362. doi: 10.1111/medu.14605. Epub 2021 Sep 4.
Remediation can be crucial and high stakes for medical learners, and experts agree it is often not optimally conducted. Research from other fields indicates that explicit incorporation of emotion improves education because of emotion's documented impacts on learning. Because this could present an important opportunity for improving remediation, we aimed to investigate how the literature on remediation interventions in medical education discusses emotion.
The authors used Arksey and O'Malley's framework to conduct a scoping literature review of records describing remediation interventions in medical education, using PubMed, CINAHL Complete, ERIC, Web of Science and APA PsycInfo databases, including all English-language publications through 1 May 2020 meeting search criteria. They included publications discussing remediation interventions either empirically or theoretically, pertaining to physicians or physician trainees of any level. Two independent reviewers used a standardised data extraction form to report descriptive information; they reviewed included records for the presence of mentions of emotion, described the mentions and analysed results thematically.
Of 1644 records, 199 met inclusion criteria and were reviewed in full. Of those, 112 (56%) mentioned emotion in some way; others focused solely on cognitive aspects of remediation. The mentions of emotion fell into three themes based on when the emotion was cited as present: during regular coursework or practice, upon referral for remediation and during remediation. One-quarter of records (50) indicated potential intentional incorporation of emotion into remediation programme design, but they were non-specific as to how emotions related to the learning process itself.
Even though emotion is omnipresent in remediation, medical educators frequently do not factor emotion into the design of remediation approaches and rarely explicitly utilise emotion to improve the learning process. Applications from other fields may help medical educators leverage emotion to improve learning in remediation, including strategies to frame and design remediation.
对于医学学习者来说，补救措施可能至关重要且风险很高，专家们一致认为，补救措施通常做得不够理想。其他领域的研究表明，由于情绪对学习的已有影响，明确纳入情绪可以改善教育。因为这可能为改善补救措施提供一个重要机会，所以我们旨在调查医学教育中补救干预措施的文献如何讨论情绪。
作者使用 Arksey 和 O'Malley 的框架，对描述医学教育中补救干预措施的文献进行了范围广泛的文献回顾，使用了 PubMed、CINAHL Complete、ERIC、Web of Science 和 APA PsycInfo 数据库，包括符合搜索条件的所有英语出版物，截至 2020 年 5 月 1 日。他们纳入了讨论补救干预措施的出版物，无论是经验性的还是理论性的，涉及任何级别的医生或医生培训生。两名独立审查员使用标准化的数据提取表格报告描述性信息；他们审查了纳入的记录，以确定是否提到情绪，描述这些提及，并根据主题进行分析。
在 1644 条记录中，有 199 条符合纳入标准并进行了全面审查。其中，有 112 条（56%）以某种方式提到了情绪；其他的则仅关注补救的认知方面。根据引用情绪的时间，情绪的提及可以分为三个主题：在常规课程或实践中、在被推荐进行补救时和在补救过程中。四分之一的记录（50 条）表明可能有意将情绪纳入补救计划设计中，但它们没有具体说明情绪与学习过程本身的关系。
尽管情绪在补救中无处不在，但医学教育工作者经常不将情绪纳入补救方法的设计中，也很少明确利用情绪来改善学习过程。来自其他领域的应用可能有助于医学教育者利用情绪来改善补救中的学习，包括制定和设计补救的策略。
