Evidence map›Paper›PMID 37016407›Full record

ArticleBMC medical education2023

The framework of Systematic Assessment for Resilience (SAR): development and validation.

Majed Mohammed Wadi, Muhamad Saiful Bahri Yusoff, Mohamed Hassan Taha, Sarra Shorbagi, Nik Ahmad Zuky Nik Lah, Ahmad Fuad Abdul Rahim

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
4.1field-weighted citation impact, top 6% of its field
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

3 citing papers in PubMed, 14 citations in OpenAlex.

  1. 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

6 authors at 4 institutions in 3 countries.

Majed Mohammed WadiMedical Education Department, College of Medicine, Qassim University, Buraydah, Saudi Arabia.ORCID http://orcid.org/0000-0002-8117-770X
Muhamad Saiful Bahri YusoffMedical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia. msaiful_bahri@usm.my.ORCID http://orcid.org/0000-0002-4969-9217
Mohamed Hassan TahaCollege of Medicine and Center of Medical Education, University of Sharjah, Sharjah, United Arab Emirates.ORCID http://orcid.org/0000-0003-0808-5590
Sarra ShorbagiDepartment of Family and Community Medicine and Behavioral Science, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.ORCID http://orcid.org/0000-0001-9246-2904
Nik Ahmad Zuky Nik LahObstetrics and Gynecology Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.ORCID http://orcid.org/0000-0002-1148-9484
Ahmad Fuad Abdul RahimMedical Education Department, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
Hospital Universiti Sains Malaysia · MYUniversity of Sharjah · AEQassim University · SAUniversiti Sains Malaysia · MY

Funding

by Fundamental Research Grant Scheme, Ministry of Education, Malaysia. FRGS: 203.PPSP.6171219
6 · The paper itself

Abstract

backgroundBurnout and depression among health professions education (HPE) students continue to rise, leading to unwanted effects that ultimately jeopardise optimal medical care and patient health. Promoting the resilience of medical students is one solution to this issue. Several interventions have been implemented to foster resilience, but they focus on aspects other than the primary cause: the assessment system. The purpose of this study is to develop a framework to promote resilience in assessment planning and practice.

methodsWe followed the guidelines suggested by Whetten for constructing a theoretical model for framework development. There were four phases in the model development. In the first phase, different literature review methods were used, and additional students' perspectives were collected through focus group discussions. Then, using the data, we constructed the theoretical model in the second phase. In the third phase, we validated the newly developed model and its related guidelines. Finally, we performed response process validation of the model with a group of medical teachers.

resultsThe developed systematic assessment resilience framework (SAR) promotes four constructs: self-control, management, engagement, and growth, through five phases of assessment: assessment experience, assessment direction, assessment preparation, examiner focus, and student reflection. Each phase contains a number of practical guidelines to promote resilience. We rigorously triangulated each approach with its theoretical foundations and evaluated it on the basis of its content and process. The model showed high levels of content and face validity.

conclusionsThe SAR model offers a novel guideline for fostering resilience through assessment planning and practice. It includes a number of attainable and practical guidelines for enhancing resilience. In addition, it opens a new horizon for HPE students' future use of this framework in the new normal condition (post COVID 19).

Indexed as

Burnout, ProfessionalCOVID-19Resilience, PsychologicalStudents, Health OccupationsStudents, MedicalBurnout, PsychologicalHumansSystematic Reviews as TopicAssessmentHealth professions educationResilienceStudent well-beingTest anxiety

Identifiers

PMID37016407
PMCPMC10073620
OpenAlexW4362601686

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.