Academic medicine : journal of the Association of American Medical Colleges
-
Meta Analysis
Mindfulness-Based Interventions to Reduce Burnout and Stress in Physicians: A Systematic Review and Meta-Analysis.
To perform a systematic review and meta-analysis of studies evaluating the effectiveness of mindfulness-based interventions (MBIs) in reducing burnout and stress among physicians. ⋯ MBIs can be effective in reducing physicians' burnout and stress. Shortcomings in the quality of evidence highlight the need for high-quality controlled trials providing long-term follow-up data.
-
Review Meta Analysis
Linking simulation-based educational assessments and patient-related outcomes: a systematic review and meta-analysis.
To examine the evidence supporting the use of simulation-based assessments as surrogates for patient-related outcomes assessed in the workplace. ⋯ Simulation-based assessments often correlate positively with patient-related outcomes. Although these surrogates are imperfect, tools with established validity evidence may replace workplace-based assessments for evaluating select procedural skills.
-
Review Meta Analysis Comparative Study
Patient outcomes in teaching versus nonteaching general internal medicine services: a systematic review and meta-analysis.
Patient care quality appears to be similar when delivered by trainee and attending physicians. The authors conducted a systematic review and meta-analysis to examine whether outcomes differ for general internal medicine (GIM) patients admitted to teaching versus nonteaching services. ⋯ There was no convincing evidence that outcomes differed substantively for patients admitted to teaching or nonteaching GIM services.
-
Review Meta Analysis
Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis.
Competency-based education requires individualization of instruction. Mastery learning, an instructional approach requiring learners to achieve a defined proficiency before proceeding to the next instructional objective, offers one approach to individualization. The authors sought to summarize the quantitative outcomes of mastery learning simulation-based medical education (SBME) in comparison with no intervention and nonmastery instruction, and to determine what features of mastery SBME make it effective. ⋯ Limited evidence suggests that mastery learning SBME is superior to nonmastery instruction but takes more time.
-
Review Meta Analysis
Use of simulation-based education to improve outcomes of central venous catheterization: a systematic review and meta-analysis.
Central venous catheterization (CVC) is increasingly taught by simulation. The authors reviewed the literature on the effects of simulation training in CVC on learner and clinical outcomes. ⋯ Despite some limitations in the literature reviewed, evidence suggests that simulation-based education for CVC provides benefits in learner and select clinical outcomes.