Evidence map›Paper›PMID 33451314›Full record

ArticleBMC medical education2021

Reflective practice and transcultural psychiatry peer e-learning between Somaliland and the UK: a qualitative evaluation.

Mia Prosser, Thomas Stephenson, Jai Mathur, Hanieh Enayati, Abdirasak Kadie, Manal Mohamed Abdi, Jibril I M Handuleh, Roxanne C Keynejad

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In one paragraph

Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Virtual global health in graduate medical education: a systematic review.International journal of medical education · 2022
    Pooled it
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  3. Review
  4. Article
  5. Article
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Mia ProsserKing's College London, London, UK.
Thomas StephensonSouth London and Maudsley NHS Foundation Trust Maudsley Hospital, Denmark Hill, London, Greater London, SE5 8AZ, UK.
Jai MathurSt George's, University of London, London, UK.
Hanieh EnayatiSt George's, University of London, London, UK.
Abdirasak KadieBuhoodle District Hospital, IOM Mida Finnsom Health Project, Bohotle, Somaliland.
Manal Mohamed AbdiCollege of Medicine and Health Science, University of Hargeisa, Hargeisa, Somalia.
Jibril I M HandulehCollege of Health Sciences, Amoud University, Borama, Somaliland. djibril@amoud.edu.so.ORCID http://orcid.org/0000-0003-2662-1078
Roxanne C KeynejadSection of Women's Mental Health, Health Service and Population Research Department, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundReflective practice is a key skill for healthcare professionals. E-learning programmes have the potential to develop reflective practice in remote settings and low- and middle-income countries (LMICs), where access to in-person reflective groups may be reduced. 'Aqoon' is a global mental health peer-to-peer e-learning programme between Somaliland and UK medical students. We aimed to explore participants' experiences of participating in the Aqoon programme, including their experiences of reflective practice.

methodsThirty-three medical students (22 Somaliland, 11 UK) enrolled in Aqoon. We matched volunteer learners in trios, to meet online to discuss anonymised clinical cases relevant to chapters of the World Health Organization's mental health gap action programme (mhGAP) intervention guide. We conducted thematic analysis of learners' reflective writing and post-programme focus group transcripts.

resultsTwenty-four students (73%) attended at least three online discussions (14 Somaliland, 10 UK). Somaliland and UK students described improved reflective skills and greater recognition of stigma towards mental ill-health. Themes included gaining memorable insights from peer discussions which would impact their medical education. UK students emphasised improved cultural understanding of common psychiatric presentations whilst Somaliland students reflected on increased clinical confidence. DISCUSSION: Integrating reflective practice into Aqoon showed the potential for low-cost e-learning interventions to develop cross-cultural reflective practice among medical students in diverse settings.

Indexed as

Computer-Assisted InstructionEducation, MedicalStudents, MedicalEthnopsychologyHumansUnited KingdomE-learningHealth partnershipsIntercultural awarenessIntercultural practiceMedical educationPeer-to-peer educationReflective practiceSomalilandTranscultural psychiatryUnited Kingdom

Identifiers

PMID33451314
PMCPMC7811254

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.