ArticleCurationis2024
Exploring pre-requisites for clinical learning indicators: A scoping review.
Article in Curationis, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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.
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.
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundUnderstanding how clinical learning takes place and what could stand as an indicator of clinical learning is crucial. There are existing challenges in the clinical learning environment that require clinical indicators. These serve as accountability standards in settings that have challenges of human resources and material poverty. Thus, clinical indicators are pre-requisites for self-regulation and self-directedness to promote lifelong learning. The reality that exists in today's Malawian health education institutions and clinical settings requires that those in training receive support and guidance on how essential competencies and skills can be acquired during training.
objectivesThe objective of this scoping review was to identify current literature on clinical learning indicators among health professional students.
methodThe Joanna Briggs Institute's (May 2020) standards for scoping reviews including narrative synthesis were followed in the conduct of this review. The protocol was registered in the Open Science Framework https://osf.io/yj9nr.
resultsThe results generated seven themes on clinical learning process and these are (1) planning for learning, (2) awareness of self-directedness in clinical learning, (3) knowledge of achievement of learning outcomes, (4) educators' evidence of students' clinical learning, (5) students' perspective on clinical learning, (6) students' knowledge of achievement in practice and (7) impact of prior knowledge on clinical learning.
conclusionClinical learning indicators among undergraduate health professionals are essential and clinical learning should be a planned endeavour by the students before the clinical placement settings.Contribution: This study contributed to understanding clinical learning indicators and self-regulated learning practices among healthcare students.
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Registered trials
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.