{"title":"农村纵向综合文书工作和医务人员工作成果：范围界定综述。","authors":"Jessica Beattie, Marley Binder, Lara Fuller","doi":"10.1080/0142159X.2023.2260082","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Internationally the medical workforce is suffering from a persistent geographic and specialist maldistribution. Longitudinal models of rural medical education such as longitudinal integrated clerkships (LIC) have been one of the strategies employed to redress this issue.</p><p><strong>Aim: </strong>To map and synthesise the evidence on the medical workforce outcomes of rural LIC graduates, identifying gaps in the literature to inform future research.</p><p><strong>Methods: </strong>This review followed Arksey and O'Malley's methodological steps. Databases searched included Medline, CINAHL Complete (EBSCOhost), Scopus, Embase (Elsevier), and ISI Web of Science.</p><p><strong>Results: </strong>A total of 9045 non-duplicate articles were located, 112 underwent a full review, with 25 articles meeting the inclusion criteria. Studies were commonly cohort-based (84%), with data collected by database tracking and data linkage (52%). Five themes were identified to summarise the studies: (i) Overall geographic workforce outcomes (ii) influence of non-LIC medical training, (iii) remaining in region and level of rurality, (iv) medical speciality choice and rurality, and (v) selection and preferences.</p><p><strong>Conclusion: </strong>Synthesis of the evidence related to workforce outcomes of rural LIC graduates provides directions for future rural medical workforce planning and research. While rural LIC graduates were found to be more likely to work rurally and in primary care specialities compared to graduates from other training pathways there is evidence to suggest this can be enhanced by strategically aligning selection and training factors.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"545-555"},"PeriodicalIF":3.3000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Rural longitudinal integrated clerkships and medical workforce outcomes: A scoping review.\",\"authors\":\"Jessica Beattie, Marley Binder, Lara Fuller\",\"doi\":\"10.1080/0142159X.2023.2260082\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Internationally the medical workforce is suffering from a persistent geographic and specialist maldistribution. Longitudinal models of rural medical education such as longitudinal integrated clerkships (LIC) have been one of the strategies employed to redress this issue.</p><p><strong>Aim: </strong>To map and synthesise the evidence on the medical workforce outcomes of rural LIC graduates, identifying gaps in the literature to inform future research.</p><p><strong>Methods: </strong>This review followed Arksey and O'Malley's methodological steps. Databases searched included Medline, CINAHL Complete (EBSCOhost), Scopus, Embase (Elsevier), and ISI Web of Science.</p><p><strong>Results: </strong>A total of 9045 non-duplicate articles were located, 112 underwent a full review, with 25 articles meeting the inclusion criteria. Studies were commonly cohort-based (84%), with data collected by database tracking and data linkage (52%). Five themes were identified to summarise the studies: (i) Overall geographic workforce outcomes (ii) influence of non-LIC medical training, (iii) remaining in region and level of rurality, (iv) medical speciality choice and rurality, and (v) selection and preferences.</p><p><strong>Conclusion: </strong>Synthesis of the evidence related to workforce outcomes of rural LIC graduates provides directions for future rural medical workforce planning and research. 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引用次数: 0
摘要
引言：在国际上，医务人员正遭受持续的地理和专业人员分布不均的困扰。农村医学教育的纵向模式，如纵向综合牧师（LIC），一直是解决这一问题的策略之一。目的：绘制和综合关于农村LIC毕业生医疗劳动力结果的证据，找出文献中的空白，为未来的研究提供信息。方法：本综述遵循Arksey和O'Malley的方法论步骤。搜索的数据库包括Medline、CINAHL Complete（EBSCOhost）、Scopus、Embase（Elsevier）和ISI Web of Science。结果：共找到9045篇非重复文章，112篇接受了全面审查，其中25篇符合纳入标准。研究通常基于队列（84%），通过数据库跟踪和数据链接收集数据（52%）。确定了五个主题来总结研究：（i）总体地理劳动力结果（ii）非LIC医疗培训的影响，（iii）留在地区和农村水平，（iv）医疗专业选择和农村，以及（v）选择和偏好。结论：综合与农村LIC毕业生劳动力成果相关的证据，为未来农村医疗劳动力规划和研究提供了方向。虽然研究发现，与其他培训途径的毕业生相比，农村LIC毕业生更有可能在农村和初级保健专业工作，但有证据表明，可以通过战略性地调整选择和培训因素来加强这一点。
Rural longitudinal integrated clerkships and medical workforce outcomes: A scoping review.
Introduction: Internationally the medical workforce is suffering from a persistent geographic and specialist maldistribution. Longitudinal models of rural medical education such as longitudinal integrated clerkships (LIC) have been one of the strategies employed to redress this issue.
Aim: To map and synthesise the evidence on the medical workforce outcomes of rural LIC graduates, identifying gaps in the literature to inform future research.
Methods: This review followed Arksey and O'Malley's methodological steps. Databases searched included Medline, CINAHL Complete (EBSCOhost), Scopus, Embase (Elsevier), and ISI Web of Science.
Results: A total of 9045 non-duplicate articles were located, 112 underwent a full review, with 25 articles meeting the inclusion criteria. Studies were commonly cohort-based (84%), with data collected by database tracking and data linkage (52%). Five themes were identified to summarise the studies: (i) Overall geographic workforce outcomes (ii) influence of non-LIC medical training, (iii) remaining in region and level of rurality, (iv) medical speciality choice and rurality, and (v) selection and preferences.
Conclusion: Synthesis of the evidence related to workforce outcomes of rural LIC graduates provides directions for future rural medical workforce planning and research. While rural LIC graduates were found to be more likely to work rurally and in primary care specialities compared to graduates from other training pathways there is evidence to suggest this can be enhanced by strategically aligning selection and training factors.
期刊介绍：
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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