Choe Myong Sun, Huffman Lynne C, Feldman Heidi M, Hubner Lauren M
Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, California, CA, United States.
Front Med (Lausanne). 2022 Mar 2;9:835045. doi: 10.3389/fmed.2022.835045. eCollection 2022.
The academic half-day (AHD) has grown in popularity for medical education because it intends to provide learners with uninterrupted, immersive learning time that may promote participant attendance, engagement, and knowledge. Little is known about the extent of use, forms, or effectiveness of AHD in Post-graduate medical education. This scoping review summarizes existing literature and describes the learning outcomes, according to the Kirkpatrick model of learning evaluation, of AHD experiences on Post-graduate medical trainees.
Authors used Arksey and O'Malley's methodological framework, searching electronic scientific literature databases from the years of 1977-2019 with relevant key terms and identifying 735 papers. Two independent raters completed title/abstract screening and then extracted pertinent data from papers meeting specified criteria.
Authors identified 38 relevant papers published in English, originating from programs in US ( = 19) and Canada ( = 19), spanning 4 disciplines: Medicine ( = 17, 45%), Pediatrics ( = 10, 26%), Critical Care/Surgery ( = 9, 24%), Radiology ( = 2, 5%). A majority ( = 33, 87%) described specific educational experiences; most focused on residents only ( = 27). The educational experiences included various teaching strategies; few were didactics only ( = 4) and most were multi-modal including simulation, case-based learning, problem-based learning, and/or self-directed online study. AHD size ranged from 5 to 364 participants (median 39). AHD length was 1.5-6 h (median 3). Required resources were inconsistently described. When evaluations of the specific educational experience were reported ( = 35 studies), the majority of studies used weak research designs (e.g., one group, pre/post-test, = 19); few studies used strong research designs (e.g., randomized controlled trial, = 2). Positive effects of AHD ranged across Kirkpatrick levels 1-3 learner outcomes.
The composition and content of AHD in Post-graduate medical education vary. Few studies of AHD use stringent research designs, and none include learner outcome measures at the highest Kirkpatrick level (i.e., level 4 results/patient outcomes). A consensus definition and further high-quality research on AHD in Post-graduate medical education is needed.
学术半天制（AHD）在医学教育中越来越受欢迎，因为它旨在为学习者提供不间断的沉浸式学习时间，这可能会提高参与者的出勤率、参与度和知识水平。关于AHD在研究生医学教育中的使用程度、形式或效果，人们了解甚少。本范围综述总结了现有文献，并根据柯克帕特里克学习评估模型描述了AHD对研究生医学实习生的学习成果。
作者采用了阿克西和奥马利的方法框架，使用相关关键词搜索1977 - 2019年的电子科学文献数据库，共识别出735篇论文。两名独立评估者完成标题/摘要筛选，然后从符合特定标准的论文中提取相关数据。
作者确定了38篇以英文发表的相关论文，这些论文来自美国（19篇）和加拿大（19篇）的项目，涵盖4个学科：医学（17篇，45%）、儿科学（10篇，26%）、重症监护/外科（9篇，24%）、放射学（2篇，5%）。大多数（33篇，87%）描述了具体的教育经历；大多数仅关注住院医师（27篇）。教育经历包括各种教学策略；仅有少数是单纯的讲授法（4篇），大多数是多模式的，包括模拟、基于案例的学习、基于问题的学习和/或自主在线学习。AHD的规模从5名到364名参与者不等（中位数为39名）。AHD时长为1.5 - 6小时（中位数为3小时）。所需资源的描述不一致。当报告对具体教育经历的评估时（35项研究），大多数研究采用的是较弱的研究设计（例如，一组前后测试，19项）；很少有研究采用较强的研究设计（例如，随机对照试验，2项）。AHD的积极影响涵盖柯克帕特里克1 - 3级学习者成果。
研究生医学教育中AHD的组成和内容各不相同。很少有关于AHD的研究采用严格的研究设计，而且没有一项研究包括柯克帕特里克最高级别（即4级结果/患者结果）的学习者成果测量。需要对研究生医学教育中的AHD进行共识定义并开展进一步的高质量研究。
