Quality Of Educational Research Research Articles

Fundus-first laparoscopic cholecystectomy for complex gallbladders: A systematic review

Retrograde ‘fundus-first’ cholecystectomy (FF) signifies the dissection that starts from the fundus of the gallbladder to the infundibulum in case structures of Calot's triangle cannot be identified. Although feasible in laparoscopic cholecystectomy (LC), FF remains an underutilized approach in difficult cases. We aimed to systematically review the fundus-first laparoscopic cholecystectomy (FFLC) and to evidence-base its advantages and feasibility. A systematic review was performed in compliance with PRISMA guidelines. A literature search was performed using PubMed/MEDLINE, ScienceDirect and Cochrane-Library for articles published from 2001 to 2021. Search keywords included ‘retrograde cholecystectomy’, ‘fundus-first cholecystectomy’ and ‘fundus-down cholecystectomy’. Quality assessments were applied using the Medical Education Research Quality Instrument (MERSQI) scores. Also, evidence levels were employed using GRADE. The protocol was registered with PROSPERO register (CRD42021227518). Altogether 9393 citations were identified and reviewed for this study. A final 23 studies were included, with a total of 7973 cholecystectomies comprising 3020 with FF approach. The endpoints were operative time, duration of postoperative hospital-stay and intraoperative and postoperative complications, as well as rate of conversion to open surgery. MERSQI mean score was 10.2 (SD= 1.85). The FF dissection was evidenced to be a superior technique when compared to conventional anterograde dissection as regards duration of operation, pain, nausea, conversion to open surgery and duration of sick leave. Furthermore, FF was found to be appropriate for difficult LC The fundus-first laparoscopic cholecystectomy was associated with a shorter operating time, decrease in pain and nausea scores and reduced incidence of conversion to open cholecystectomy. Ultrasonic dissection was favoured in the retrograde dissection compared to that with electrocautery.

Training and assessment of musculoskeletal ultrasound and injection skills-a systematic review.

To examine how residents are trained and assessed in musculoskeletal US (MSUS), MSUS-guided and landmark-guided joint aspiration and injection. Additionally, to present the available assessment tools and examine their supporting validity evidence. A systematic search of PubMed, Cochrane Library and Embase was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and studies published from 1 January 2000 to 31 May 2021 were included. Two independent reviewers performed the search and data extraction. The studies were evaluated using the Medical Education Research Quality Instrument (MERSQI). A total of 9884 articles were screened, and 43 were included; 3 were randomized studies, 21 pre- and post-test studies, 16 descriptive studies and 3 studies developing assessment tools. The studies used various theoretical training modalities, e.g. lectures, anatomical quizzes and e-learning. The practical training models varied from mannequins and cadavers to healthy volunteers and patients. The majority of studies used subjective 'comfort level' as assessment, others used practical examination and/or theoretical examination. All training programs increased trainees' self-confidence, theoretical knowledge, and/or practical performance, however few used validated assessment tools to measure the effect. Only one study met the MERSQI high methodical quality cut-off score of 14. The included studies were heterogeneous, and most were of poor methodological quality and not based on contemporary educational theories. This review highlights the need for educational studies using validated theoretical and practical assessment tools to ensure optimal MSUS training and assessment in rheumatology.

Social Media in Health Studies: A Systematic Review of Comparative Learning Methods.

Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included—anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies.

Administrators and teachers' perceptions of their quality and skills in educational action research

Administrators and teachers' perceptions of their quality and skills in educational action research

SP6.1.8Fundus-first laparoscopic cholecystectomy for complex gallbladders: A systematic review

Abstract Aims Retrograde ‘fundus-first’ cholecystectomy is when the dissection starts from the fundus of the gallbladder to the infundibulum, in case structures of Calot's triangle cannot be identified. Although feasible in laparoscopic cholecystectomy, it remains an underutilized approach. We aimed to systematically review the fundus-first laparoscopic cholecystectomy and study its safety and feasibility. Methods A systematic review was performed in compliance with PRISMA guidelines. A literature search was performed using PubMed/MEDLINE, ScienceDirect and Cochrane-Library for articles published from 2010 to 2020. Search keywords included ‘retrograde cholecystectomy’, ‘fundus-first cholecystectomy’ and ‘fundus-down cholecystectomy’. Quality assessments were applied using the Medical Education Research Quality Instrument (MERSQI) score. The protocol was registered with PROSPERO register. Results A total of 3503 studies formed the base for evidence evaluations. 12 studies with 1978 fundus-first cholecystectomies were assessed. Three citations were scored high and 5 moderate quality. Endpoints included blood loss, rate of conversion to open, bile duct injury, gallbladders perforations, postoperative pain and hospital stay. Nine studies provided both strong and moderate scientific evidence for a positive outcome of the fundus-first approach. Conclusion The fundus-first cholecystectomy was associated with a reduced need for intraoperative cholangiography, shorter operating time, lower incidence of intra-operative complications, bile duct injury and reduced incidence of conversion to open cholecystectomy.

Reflexões sobre Pedagogia e Ciências da Educação

This research has as its theme the relationship between Pedagogy and the Educational Sciences. We propose to reflect on the issue of pedagogy being a Science, identifying traces in the literature that confirm that pedagogy is a Science of education. The work consists of a qualitative research of literature review. The consulted authors, from the studies of the Thematic Seminary: Education, Pedagogy and Science of Education, discuss this theme. John Baptist of La Salle, creator of Lassalian pedagogy, is the reference author we brought to support our writing. The authors tend to understand Pedagogy as a science. We consider as evidence the fact that Lasallian pedagogy has been structured and continually growing for over three hundred years and, throughout this period, producing knowledge based on research. It is known that a Science does not appear in an empty space, there is already a walk with many contributions and science is being built in spaces and from these constructions, and this growth also occurs in the interfaces established with other sciences in the field of education. The studied authors corroborate the commitment to do quality educational research, which will certainly give more robustness and better structure to pedagogy as a science of education.

Establishing the effectiveness of technology-enabled dementia education for health and social care practitioners: a systematic review

BackgroundDementia prevalence is increasing globally and yet evidence suggest that gaps exist in dementia-specific knowledge among health and social care practitioners. Technological modes of educational delivery may be as effective as traditional education and can provide practitioners with increased accessibility to dementia training. Benefits of digitally based dementia education have been established including pedagogical strategies that influence dementia knowledge and care attitudes. This review aimed to appraise and synthesise contemporary experimental evidence that evaluated technology-enabled dementia education for health and social care practitioners. Outcomes based on Kirkpatrick’s Model were learner satisfaction; knowledge, skills, and attitudes; behaviours; and results.MethodsMEDLINE, CINAHL, and Web of Science were among 8 bibliographic databases searched from January 2005 until February 2020. Keywords included dementia and education (and terms for technological modes of education, learning, or training). We included experimental and quasi-experimental studies. Medical Education Research Study Quality Instrument established the overall quality of included studies and pragmatic application of Mixed Methods Appraisal Tool established individual study quality and highlighted methodological features of educational research. Narrative synthesis was conducted as heterogeneous outcome data precluded meta-analysis.ResultsWe identified 21 relevant studies: 16 evaluated online dementia education and 5 evaluated computer-based approaches. Most studies used before-after designs and study quality was moderate overall. Most studies reported knowledge-based outcomes with statistically significant findings favouring the training interventions. Positive effects were also observed in studies measuring skills and attitudinal change. Fewer studies reported significant findings for behavioural change and results due to training. Case-based instruction was a frequently described instructional strategy in online dementia education and videos were common information delivery modes. CD-ROM training and simulation activities were described in computer-based dementia education.DiscussionFuture emphasis must be placed on teaching and learning methods within technology-enabled dementia education which should be role relevant and incorporate active and interactive learning strategies. Future evaluations will require contextually relevant research methodologies with capacity to address challenges presented by these complex educational programmes and multi-component characteristics.Systematic review registrationThis systematic review is based on a protocol registered with PROSPERO (CRD42018115378).

Leveling the field: Development of reliable scoring rubrics for quantitative and qualitative medical education research abstracts.

Research abstracts are submitted for presentation at scientific conferences; however, criteria for judging abstracts are variable. We sought to develop two rigorous abstract scoring rubrics for education research submissions reporting (1) quantitative data and (2) qualitative data and then to collect validity evidence to support score interpretation. We used a modified Delphi method to achieve expert consensus for scoring rubric items to optimize content validity. Eight education research experts participated in two separate modified Delphi processes, one to generate quantitative research items and one for qualitative. Modifications were made between rounds based on item scores and expert feedback. Homogeneity of ratings in the Delphi process was calculated using Cronbach's alpha, with increasing homogeneity considered an indication of consensus. Rubrics were piloted by scoring abstracts from 22 quantitative publications from AEM Education and Training "Critical Appraisal of Emergency Medicine Education Research" (11 highlighted for excellent methodology and 11 that were not) and 10 qualitative publications (five highlighted for excellent methodology and five that were not). Intraclass correlation coefficient (ICC) estimates of reliability were calculated. Each rubric required three rounds of a modified Delphi process. The resulting quantitative rubric contained nine items: quality of objectives, appropriateness of methods, outcomes, data analysis, generalizability, importance to medical education, innovation, quality of writing, and strength of conclusions (Cronbach's α for the third round=0.922, ICC for total scores during piloting=0.893). The resulting qualitative rubric contained seven items: quality of study aims, general methods, data collection, sampling, data analysis, writing quality, and strength of conclusions (Cronbach's α for the third round=0.913, ICC for the total scores during piloting=0.788). We developed scoring rubrics to assess quality in quantitative and qualitative medical education research abstracts to aid in selection for presentation at scientific meetings. Our tools demonstrated high reliability.

Telling stories about the law school: autoethnography and legal education

ABSTRACT Autoethnography is a contemporary qualitative approach to research and writing where the researcher uses their lived experience as data. Autoethnographers reflect deeply on, and make sense of, their own struggles as well as exploring cultural practices and beliefs. A diverse range of academic disciplines have embraced autoethnography as a research method. Legal education, however, rarely mentions autoethnography. This is a pivotal time. We have an opportunity to enhance the quality of legal education research, particularly where law teachers want to utilise creative, literary techniques and draw on personal experiences. This article provides the first comprehensive assessment of the practicalities and pitfalls of doing autoethnography in legal education research. It uses lived experience narrative, employing first-person present tense storytelling, to examine and extend discussions on major methodological issues faced by autoethnographers. Above all, however, this article challenges law teachers to develop robust and rigorous autoethnographic research.

Professor Slavin and the Development of Evidence-Based Education in China

In the new century, the quantity and quality of empirical education research in China have been greatly improved, and more people are paying attention to and engaging in evidence-based research and practice in education. In this context, Professor Robert Slavin, a well- known expert in evidence-based education at Johns Hopkins University in the United States, contributed greatly to the guidance and assistance to the development of evidence-based education in China. He clarified some vague understandings of Chinese scholars on the research and reform of evidence-based education, trained and instructed Chinese scholars and students, and built a platform for exchanges between Chinese and foreign scholars, which has played an inestimable role in promoting the development of evidence-based education in China.

Colonoscopy competence assessment tools: a systematic review of validity evidence.

Assessment tools are essential for endoscopy training, being required to support feedback provision, optimize learner capabilities, and document competence. We aimed to evaluate the strength of validity evidence that supports the available colonoscopy direct observation assessment tools using the unified framework of validity. We systematically searched five databases for studies investigating colonoscopy direct observation assessment tools from inception until 8 April 2020. We extracted data outlining validity evidence (content, response process, internal structure, relations to other variables, and consequences) from the five sources and graded the degree of evidence, with a maximum score of 15. We assessed educational utility using an Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). From 10 841 records, we identified 27 studies representing 13 assessment tools (10 adult, 2 pediatric, 1 both). All tools assessed technical skills, while 10 each assessed cognitive and integrative skills. Validity evidence scores ranged from 1-15. The Assessment of Competency in Endoscopy (ACE) tool, the Direct Observation of Procedural Skills (DOPS) tool, and the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT) had the strongest validity evidence, with scores of 13, 15, and 14, respectively. Most tools were easy to use and interpret, and required minimal resources. MERSQI scores ranged from 9.5-11.5 (maximum score 14.5). The ACE, DOPS, and GiECAT have strong validity evidence compared with other assessments. Future studies should identify barriers to widespread implementation and report on the use of these tools in credentialing examinations.

A97 TOOLS FOR DIRECT OBSERVATION AND ASSESSMENT OF COLONOSCOPY: A SYSTEMATIC REVIEW OF VALIDITY EVIDENCE

Abstract Background An increasing focus on quality and safety in colonoscopy has led to broader implementation of competency-based educational systems that enable documentation of trainees’ achievement of the knowledge, skills, and attitudes needed for independent practice. The meaningful assessment of competence in colonoscopy is critical to this process. While there are many published tools that assess competence in performing colonoscopy, there is a wide range of underlying validity evidence. Tools with strong evidence of validity are required to support feedback provision, optimize learner capabilities, and document competence. Aims We aimed to evaluate the strength of validity evidence that supports available colonoscopy direct observation assessment tools using the unified framework of validity. Methods We systematically searched five databases for studies investigating colonoscopy direct observation assessment tools from inception until April 8, 2020. We extracted data outlining validity evidence from the five sources (content, response process, internal structure, relations to other variables, and consequences) and graded the degree of evidence, with a maximum score of 15. We assessed educational utility using an Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). Results From 10,841 records, we identified 27 studies representing 13 assessment tools (10 adult, 2 pediatric, 1 both). All tools assessed technical skills, while 10 assessed cognitive and integrative skills. Validity evidence scores ranged from 1–15. The Assessment of Competency in Endoscopy (ACE) tool, the Direct Observation of Procedural Skills (DOPS) tool, and the Gastrointestinal Endoscopy Competency Assessment Tool (GiECAT) had the strongest validity evidence, with scores of 13, 15, and 14, respectively. Most tools were easy to use and interpret and required minimal resources. MERSQI scores ranged from 9.5–11.5 (maximum score 14.5). Conclusions The ACE, DOPS, and GiECAT have strong validity evidence compared to other assessments. Future studies should identify barriers to widespread implementation and report on use of these tools in credentialing purposes. Funding Agencies None

Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships

The contemporary social, economic, and cultural conditions within and outside the academy prompt important questions about the role of research in education policy and practice. Scholars have framed research-practice partnerships (RPPs) as a strategy to promote evidence-based decision-making in education. In this chapter, I interrogate the notion that RPPs offer an insightful framework to consider how the quality of research can be measured through its use. The findings suggest that using RPPs to assess the quality of education research enhances the relevance to policy and practice as well as attention to the quality of reporting, and pivots from the preeminence of methodological quality. RPPs increase local education leaders’ access to research and bolster the use of research. RPPs may also strengthen the alignment between education research and the public good. Notwithstanding, employing RPPs as a vehicle to assess research quality has its challenges. Valuing the work of RPPs in academia is a work in progress. Building and sustaining an RPP is challenging, and there is still much to learn about the ways in which RPPs work and overcome obstacles. Assessing the impact of RPPs is also difficult. Future considerations are discussed.

Investigating the role of governmental scholarships, technical training and R&D in the provision of better-quality education in Asia

It is believed that the significance of various factors like the availability of training in technical terms, research and development expenditure, and government scholarships play a major role in increasing the quality of education. This study has been carried out in order to analyze the detailed impact of various variables on the quality of education in the region of Asia. For this purpose, data was collected over the last 26 years from various Asian economies while considering different databases and sources as well. After collecting the data, unit root test was used in order to analyze the cointegration. Furthermore, ARDL test was also applied in order to investigate the short run and long run relationship between the study variables. The findings of the study reveals the fact that there is a positive impact of selected explanatory variables on the quality of education in Asian economy. Furthermore, the authors conclude that various policy makers, and decision makers can use the present study in both theoretical and practical perspectives as well. However, various limitations are also associated with the present study.
 
 Keywords: Asia ; government scholarship;quality of educationresearch and development.

The contribution of Open Science to the quality of educational research

Ausgangspunkt dieses Beitrags sind Diskussionen um die Belastbarkeit empirischer Befunde in benachbarten Disziplinen, namentlich der Sozialpsychologie, die in der sog. „Replication Crisis“ gipfelten. Von derartigen Diskussionen um Replikationen und „Questionable Research Practices“ ist die Bildungsforschung bisher noch nicht in dem Maße betroffen, aber die Problemlagen sind in Teilbereichen ähnlich. Es mag daher nur eine Frage der Zeit sein, bevor diese Kontroversen auch in der Bildungsforschung aufkommen. Vor diesem Hintergrund argumentieren wir, wie Open Science einen Beitrag leisten kann, um die Belastbarkeit von Befunden der Bildungsforschung zu erhöhen. Im Besonderen greifen wir drei Open Science Praktiken auf: Präregistrierung, Open Materials und Open Data. Wir stellen diese vor und beleuchten, wie sie in der Bildungsforschung implementiert werden können. Wir thematisieren dabei die spezifischen Verhältnisse der Bildungsforschung im Vergleich zu Nachbardisziplinen, und gehen auf Limitationen und Besonderheiten der Bildungsforschung ein. Wir schließen mit einem Plädoyer für Transparenz.

Effect of mental rehearsal on team performance and non-technical skills in surgical teams: systematic review.

BackgroundSimulation‐based training in medical education has become a common method to develop both technical and non‐technical skills in teams. Mental rehearsal (MR) is the cognitive act of simulating a task in our heads to pre‐experience tasks imaginatively. It has been used widely to improve individual and collective performance in fields outside healthcare, and offers potential for more efficient training in time‐pressured surgical and medical team contexts. This study aimed to review the available literature to determine the impact of MR on team performance and non‐technical skills in healthcare.MethodsMEDLINE, Embase, British Educational Index, CINAHL, Web of Science, PsycInfo and Cochrane databases were searched for the period 1994–2018. The primary outcome measure was improvement in team performance and non‐technical skills. Study quality of RCTs was assessed using the Medical Education Research Quality Instrument. The reported impacts of MR in all included studies were mapped on to the Kirkpatrick framework for evaluation of educational interventions.ResultsEight studies with 268 participants were identified that met the inclusion criteria, of which there were six randomized trials, one prospective pragmatic trial and one qualitative study. Three studies found MR to be effective in improving team non‐technical skills. MR practices were varied and often poorly defined. MR benefited team non‐technical skills when it was specifically designed to do so, but was not an automatic consequence of technical MR alone. The majority of studies demonstrated benefits of MR for technical performance, but only three showed positive impacts on teamwork. Overall the studies were of low quality and lacked sufficient discriminatory focus to examine impacts on teamwork dynamics.ConclusionMR can improve technical performance, but the benefits on non‐technical skills are less clear. Future research should look at longitudinal mixed‐method evaluation designs and focus on real clinical teams.

Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners

ABSTRACT Concerns have been raised about the quality of practice-focused research in education generally and in early years education specifically. Chris Pascal and Tony Bertram argue that a shift in worldview is needed to improve the robustness and overall quality of participatory research in the early years and proposed a “praxeological framework” for research comprising praxis, power, values, and methodology. This paper provides an example of how this praxeological framework was applied within an existing research-practice partnership focusing on autism education in the early years. We used a “non-orthodox” Digital Storytelling methodology to co-construct knowledge between researchers, practitioners, children and families about educational transitions. Our co-construction of knowledge involved the embodied knowledge of children and the exemplary (practical) knowledge of families and practitioners, leading to new insights into educational practices. In adopting a knowledge co-creation approach from the start, we established a powerful pathway to impact through which our research is already making a difference to practice. We propose that pathway to impact is an important element that could be made more explicit within a praxeological framing of research.

Contemporary practice of standardised bedside teaching rounds.

SUMMARYBackgroundThe purpose of this article is to review the extant literature on bedside teaching rounds within the context of ward rounds performed with the entire clinical team at the patient’s bedside, and to assess the effects of standardisation of this process on patient and learner satisfaction, as well as other duty‐hour restrictions and patient care metrics in the academic inpatient setting. Ultimately, the intent of this review is to inform faculty development sessions for educators on the benefits and challenges of standardised rounding protocols.MethodsWe performed a search of PubMed, Scopus and CINAHL databases (from 2003 to August 2019). Randomised, controlled trials, pre‐ and post‐interventional studies and cohort studies, in English, were eligible for inclusion. Two reviewers independently searched, screened and analysed the studies, and a narrative synthesis was performed. Articles were evaluated methodologically using the Medical Education Research Quality Study Instrument (MERQSI).ResultsFive articles were included, with one randomised controlled trial, three cohort studies, and one pre‐ and post‐interventional study. The collective MERSQI score for the studies was 12.3. Patient satisfaction increased uniformly across studies when standardised practices were used. Attempts to improve learner satisfaction, however, achieved mixed results. In addition, the time of bedside rounds was found to decrease with standardised interventions overall.ConclusionIn light of generally positive albeit limited evidence for standardised rounding practices, faculty development initiatives might use these data to inform and educate faculty members regarding the use of standardised protocols for bedside rounds.

Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review.

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.

A Narrative Review of Interventions to Teach Medical Students How to Break Bad News.

Breaking bad news (BBN) is a key advanced communication skill that physicians must learn. Despite the breadth of literature describing patients' preferences and data citing poor physician competency in this arena, there remains significant dissatisfaction with how doctors deliver bad news. One way to solve this dilemma is to ensure that we are using the best evidence-based educational approaches to train the cadre of medical students who graduate from medical school each year. This article provides a 15-year review of articles on BBN in the undergraduate medical education curriculum that have been validated using the Medical Education Research Quality Instrument (MERSQI) (Acad Med 90:1067-76, 2015). This narrative review aims to identify articles which describe undergraduate medical education curriculum that evaluate how to best teach students to communicate bad news to patients. In the process, the authors reviewed 179 abstracts in 118 academic journals. Articles that met the inclusion criteria were evaluated using the MERSQI and those that scored higher than 11.3 were chosen for analysis. This paper summarizes the 15 articles that met the criteria. The review reveals (1) standard components which should be included in an undergraduate BBN curriculum, (2) a pressing need for utilizing a teaching and evaluation tool that incorporates nonverbal communication, and (3) a further need to test long-term curriculum retention.