ReviewAnnals of medicine and surgery (2012)2018
Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.
Review in Annals of medicine and surgery (2012), 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 30 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
30 citing papers in PubMed.
- An assessment of the effects of simulation training on management of postpartum hemorrhage: short- and long-term impact on knowledge retention, skills and teamwork in the Democratic Republic of Congo.BMC medical education · 2025Trial
- Article
- Integrating non-technical skills into undergraduate medical simulation: a scoping review and thematic analysis of current practices.Advances in simulation (London, England) · 2025Article
- Training technical or non-technical skills: an arbitrary distinction? A scoping review.BMC medical education · 2024Article
- Eye tracking and audio sensors to evaluate surgeon's non-technical skills: An empirical study.Applied ergonomics · 2024Article
- Teachers' knowledge of soft skills and flipped classrooms: Nursing and health technologies.Heliyon · 2024Article
- Unveilling the hidden skillset: exploring non-technical skills in surgical education across spanish medical universities.BMC medical education · 2024Observational
- Creating transformational learning experiences for 21BMC medical education · 2024Article
- Teaching nontechnical skills in the undergraduate education of health care professionals: a nationwide cross-sectional study in Hungary.BMC medical education · 2024Article
- Soft skills in Orthodontics: an analysis in residents and experienced professionals.Dental press journal of orthodontics · 2024Observational
- Level of knowledge of nurses and healthcare technicians regarding soft skills: An exploratory study.Revista da Escola de Enfermagem da U S P · 2024Article
- Knowledge and Awareness of Non-Technical Skills Over the Course of an Educational Program in Nursing - A Repeated Cross-Sectional Study.Advances in medical education and practice · 2023Article
- Reliability of the Behaviorally Anchored Rating Scale (BARS) for assessing non-technical skills of medical students in simulated scenarios.Medical education online · 2022Article
- Communication Skills (CS) training of physicians in China and its role in actual challenges of patient-physician relationship: a cross-sectional survey.BMC medical education · 2022Article
- The value of in-person undergraduate dissection in anatomical education in the time of Covid-19.Anatomical sciences education · 2022Article
- Teaching and Assessment of Medical Students During Complex Multifactorial Team-Based Tasks: The "Virtual on Call" Case Study.Advances in medical education and practice · 2022Article
- Importance of non-technical skills in anaesthesia education.Indian journal of anaesthesia · 2022Article
- Between clinical practice, teaching and research - a project report on the development and implementation of a career mentoring curriculum for female clinician scientists.GMS journal for medical education · 2022Article
- Peer Mentoring as a Tool for Developing Soft Skills in Clinical Practice: A 3-Year Study.Dentistry journal · 2021Article
- Survey-based experiential learning as a new approach to strengthening non-technical skills in LMIC health care settings.BMC medical education · 2021Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.
methodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.
resultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A 'triad of outcomes' in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.
conclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the 'NTS Training Framework', in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.
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