AIRR - ANZCA Institutional Research Repository
Skip navigation
Please use this identifier to cite or link to this item: https://hdl.handle.net/11055/851
Title: Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity
Authors: Sidhu, NS 
Edwards, M
Issue Date: Mar-2019
Source: 41(3):282-296
Abstract: PURPOSE AND METHOD: We conducted a scoping review of tools designed to add structure to clinical teaching, with a thematic analysis to establish definitional clarity. RESULTS: Six thousand and forty nine citations were screened, 434 reviewed for eligibility, and 230 identified as meeting study inclusion criteria. Eighty-nine names and 51 definitions were identified. Based on a post facto thematic analysis, we propose that these tools be named "deliberate teaching tools" (DTTs) and defined as "frameworks that enable clinicians to have a purposeful and considered approach to teaching encounters by incorporating elements identified with good teaching practice." We identified 46 DTTs in the literature, with 38 (82.6%) originally described for the medical setting. Forty justification articles consisted of 16 feedback surveys, 13 controlled trials, seven pre-post intervention studies with no control group, and four observation studies. Current evidence of efficacy is not entirely conclusive, and many studies contain methodology flaws. Forty-nine clarification articles comprised 12 systematic reviews and 37 narrative reviews. The most number of DTTs described by any review was four. A common design theme was identified in approximately three-quarters of DTTs. CONCLUSIONS: Applicability of DTTs to specific alternate settings should be considered in context, and appropriately designed justification studies are warranted to demonstrate efficacy.
URI: http://hdl.handle.net/11055/851
ISSN: 0142-159X
Appears in Collections:Scholarly and Clinical

Show full item record

Page view(s)

22
checked on Mar 28, 2024

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.