Abstract
BackgroundProfessionalism is a core competency of medical residents in residency programs. Unprofessional behavior has a negative influence on patient safety, quality of care, and interpersonal relationships. The objective of this scoping review is to map the range of teaching methods of professionalism in medical residency programs (in all specialties and in any setting, whether in secondary, primary, or community care settings). For doing so, all articles which are written in English in any country, regardless of their research design and regardless of the residents’ gender, year of study, and ethnic group will be reviewed.MethodsThis proposed scoping review will be directed in agreement with the methodology of the Joanna Briggs Institute for scoping reviews. The six steps of Arksey and O’Malley methodological framework for conducting scoping reviews, updated by Levac et al. (Implement. Sci. 5(1): 69, 2010) will be followed. The findings from this study will be merged with those of the previous Best Evidence Medical Education (BEME) systematic review. All published and unpublished studies from 1980 until the end of 2019 will be reviewed, and the previous BEME review will be updated by the findings of the articles from the beginning of 2010 until the end of 2019. All research designs and all credible evidence will be included in this review.ConclusionsConducting this scoping review will map the teaching methods of professionalism and will provide an inclusive evidence base to help the medical teachers in the choosing for proper teaching methods for use in their teaching practice.Systematic review registrationNot registered.
Highlights
Professionalism is a core competency of medical residents in residency programs
In order to help the medical teachers to keep themselves updated on methods of teaching professionalism, it was intended to conduct a scoping review focused on methods of teaching professionalism in medical residency programs, in all databases, regardless of the research design of the included studies
All published and unpublished studies from 1980 until the end of 2019 will be reviewed, and the previous Best Evidence Medical Education (BEME) review will be updated by the findings of the articles from the beginning of 2010 until the end of 2019
Summary
This proposed scoping review will identify and map the available and emerging evidence on the topic of teaching professionalism in medical residency programs. Except for the data including the name of the first author, journal name, publication year, country of study, residents’ characteristics (PGY) including year of residency, objective of study, type of study, conclusions, and recommendations, qualitative data will be extracted, and the findings will be grouped into seven key variables: training discipline, culture, method of teaching professionalism, setting of teaching, number of participants in each educational session, the role of the teacher, necessary skills for teaching, resources used. All data on teaching methods of professionalism in medical residency programs will be charted and summarized in relation to the objective of the study. Step 6: consultation Primary findings will be used as a basis for consultation with both medical teachers and residents By such a consultation, search strategies will be refined, and opportunities for knowledge transfer will be provided. Such an analysis will increase the use of finding by medical teachers in their daily practices
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