September in this issue

Abstract

Conceptualised as a temporary form of assessment during COVID-19, virtual OSCEs (vOSCEs) could become a permanent part of health professions education. This meta-ethnography of candidates' and assessors' experiences of vOSCEs revealed both positive and negative consequences in this transition from in-person to virtual assessment. Students have felt less intimidated and more confident in vOSCEs, but vOSCEs may be limited when assessing examination skills. The authors of the study suggest that medical education policymakers should consider the various technical and operational challenges and develop a clear vision for the role of vOSCEs in the rapid rise of telehealth.

Chan, SCC, Choa, G, Kelly, J, Maru, D, Rashid, MA. Implementation of virtual OSCE in health professions education: a systematic review. Med Educ. 2023; 57(9): 833-843. doi:10.1111/medu.15089

Leading in academic health science centres can be difficult due to the need to maintain multiple roles and changing expectations. A group of leadership development practitioners and experts developed a new model, the LEADS+ Developmental Model, to help leaders navigate these complexities.

Through their work, conducted as an integrative conceptual review with knowledge user consultation, the authors developed a new model with four nested stages that leaders can move through as they evolve their practices. The received a high level of endorsement from knowledge users, suggesting that the model may be very useful in fostering the development of academic health centre leaders.

Ramelli, S, Lal, S, Sherbino, J, Dickson, G, Chan, TM. LEADS+ Developmental Model: proposing a new model based on an integrative conceptual review. Med Educ. 2023; 57(9): 857-869. doi:10.1111/medu.15062

As medical education application processes continue to become more holistic, determining skillsets and experiences that predict success in applicants is paramount. This systematic review demonstrates that prior participation in athletics may be a predictor of success in medical school and residency. This is demonstrated through objective scoring methods, such as exam scores, and subjective outcomes, such as faculty ratings and burnout. Specifically, multiple studies indicate that former athletes demonstrate increased surgical skill proficiency and decreased burnout as medical students and residents.

Anderson, KG, Lemos, J, Pickell, S, Stave, C, Sgroi, M. Athletes in medicine: a systematic review of performance of athletes in medicine. Med Educ. 2023; 57(9): 807-819. doi:10.1111/medu.15033

Self-monitoring is an ‘in-the-moment’ self-awareness of one's performance that seems critical for safe clinical practice and professional growth. After all, the only person who is consistently ‘with’ a practicing physician is the physician themselves. This scoping review explores self-monitoring in graduate medical education, describing self-monitoring accuracy, impact on performance and influencing factors. The authors present a two-dimensional framework for identifying self-monitoring based on time and context dependence. They delineate different types of self-monitoring based on thought and timing. This is a fundamental piece for researchers applying self-regulated learning theory and an influential piece for clinical-educators striving to develop lifelong learners.

Johnson, WR, Durning, SJ, Allard, RJ, Barelski, AM, Artino, AR. A scoping review of self-monitoring in graduate medical education. Med Educ 2023; 57(9): 795-806. doi:10.1111/medu.15023