ror.org/02grkyz14
Abstracts
Abstract
Background: As medical institutions shift towards Competency Based Education, more effort is being directed towards understanding how healthcare teams' function competently. While many have studied the competencies required to be a successful clerk, few have examined this question within the context of team function and integration. Our primary objective is to identify how medical clerks successfully integrate and contribute to clinical teaching teams.
Methods: We performed a scoping review of the literature using the Ovid MEDLINE database. Data was extracted and thematically analysed in accordance with Arksey and O'Malley's (2005) approach to descriptive analysis.
Results: Out of 1368 papers returned by our search, 12 studies were included in this review. Seven main themes were identified amongst the included studies: (1) Communication (2) Taking Responsibility and Appropriate Autonomy (3) Humility and Knowing When to Ask for Help (4) Identity as a Team Member, (5) Self-Efficacy (6) Rapport and Relationship Building (7) Patient Advocacy
Conclusion: Analysis of these themes revealed four major findings: (i) The importance of documentation skills and communication towards team contribution (ii) The important connection between professional identity development and self-efficacy (iii) The impact of rapport on the reciprocity of trust between team members (iv) The role of clerks as patient advocates is poorly understood. This review also illustrates that there is a relative dearth of literature in this area. Future studies are needed to develop clear guidance on how clerks should perform these competencies in the context of team function and integration.
Résumé
Background : Alors que la formation médicale s'oriente vers un enseignement fondé sur les compétences, des efforts accrus sont déployés pour comprendre comment les équipes de soins de santé fonctionnent de manière compétente. Si de nombreux travaux ont porté sur les compétences requises pour être un bon externe, peu d'entre eux ont abordé cette question dans le contexte du fonctionnement et de l'intégration de l'équipe. Notre objectif principal est d'identifier comment les externes s'intègrent et contribuent avec succès aux équipes d'enseignement clinique.
Méthodes : Nous avons effectué une revue exploratoire de la littérature en utilisant la base de données Ovid MEDLINE. Les données ont été extraites et analysées thématiquement conformément à l'approche de l'analyse descriptive d'Arksey et O'Malley (2005).
Résultats : Sur les 1 368 articles issus de notre recherche, 12 études ont été incluses dans cette analyse. Sept thèmes principaux ont été identifiés parmi les études incluses : (1) communication (2) prise de responsabilité et autonomie appropriée (3) humilité et savoir quand demander de l'aide (4) identité en tant que membre de l'équipe, (5) efficacité personnelle (6) établissement de liens et de relations (7) défense des intérêts des patients.
Conclusion : L'analyse de ces thèmes a permis de dégager quatre grandes conclusions : (i) l'importance des compétences en matière de documentation et de communication pour la contribution à l'équipe (ii) le lien important entre le développement de l'identité professionnelle et l'efficacité personnelle (iii) l’importance d’établir un rapport entre les membres de l'équipe pour bâtir une confiance réciproque (iv) le rôle des externes en tant que défenseurs des intérêts des patients est mal compris. Cette analyse montre également qu'il y a une relative pénurie de littérature dans ce domaine. Plus de travaux sont nécessaires pour élaborer des orientations claires sur la manière dont les externes devraient exercer ces compétences dans le contexte du fonctionnement et de l'intégration de l'équipe.
Appendices
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