Abstract
ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.
Highlights
In an era of globalized medicine and increased public pressure for high-quality care, the need to form medical professionals with greater adaptability to social environments is ever-growing
A total of 100 studies were selected from primary screening, and the full-text articles retrieved for eligibility assessment
non-technical skills (NTS) training was compulsory in the majority of studies included, and we suggest it be a mandatory element of medical school curricula (Table 5)
Summary
In an era of globalized medicine and increased public pressure for high-quality care, the need to form medical professionals with greater adaptability to social environments is ever-growing. Even at the undergraduate level, lack of practice, anxiety and reduced confidence are all factors contributing to students' under performance when interacting with patients or operating within multidisciplinary environments [11]. These shortcomings may be traceable to the lack of a universal NTS training framework, highlighting the need for a unified and focused training approach part of medical school curricula [12,13,14]
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