TY - JOUR
T1 - Assessing the educational quality of shared decision-making interventions for residents
T2 - A systematic review
AU - Spinnewijn, Laura
AU - Scheele, Fedde
AU - Braat, Didi
AU - Aarts, Johanna
N1 - Publisher Copyright: © 2024 The Authors
PY - 2024/2/3
Y1 - 2024/2/3
N2 - Objectives: Many studies on educational interventions to enhance residents' shared decision-making (SDM) skills show limited improvement in SDM skills and clinical outcomes. One plausible explanation for these suboptimal results is the insufficient emphasis on the educational quality of training interventions. Methods: This review evaluates interventions' educational quality using an evaluation framework based on a previous study on effective skills transfer and a well-known SDM model. A systematic review was conducted, searching three databases until December 13, 2022. We assessed study quality by calculating MERSQI scores, examined the levels of study effects based on Kirkpatrick's model, and applied our evaluation framework to assess the interventions’ educational quality. Given the heterogeneity among the studies, a meta-analysis was not feasible. Results: Twenty-six studies were included. Role-play and feedback were common training characteristics (65% and 54% of interventions). Only four studies (15%) met our framework's high educational quality threshold. No correlation was found between MERSQI scores and educational quality. Conclusions: This review is a valuable attempt to assess the educational quality of SDM interventions beyond measuring study outcomes. Practice implications: Future evaluation frameworks should consider study results, training characteristics, and training content. Our framework offers a sound basis for such an evaluation framework.
AB - Objectives: Many studies on educational interventions to enhance residents' shared decision-making (SDM) skills show limited improvement in SDM skills and clinical outcomes. One plausible explanation for these suboptimal results is the insufficient emphasis on the educational quality of training interventions. Methods: This review evaluates interventions' educational quality using an evaluation framework based on a previous study on effective skills transfer and a well-known SDM model. A systematic review was conducted, searching three databases until December 13, 2022. We assessed study quality by calculating MERSQI scores, examined the levels of study effects based on Kirkpatrick's model, and applied our evaluation framework to assess the interventions’ educational quality. Given the heterogeneity among the studies, a meta-analysis was not feasible. Results: Twenty-six studies were included. Role-play and feedback were common training characteristics (65% and 54% of interventions). Only four studies (15%) met our framework's high educational quality threshold. No correlation was found between MERSQI scores and educational quality. Conclusions: This review is a valuable attempt to assess the educational quality of SDM interventions beyond measuring study outcomes. Practice implications: Future evaluation frameworks should consider study results, training characteristics, and training content. Our framework offers a sound basis for such an evaluation framework.
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U2 - 10.1016/j.pec.2024.108187
DO - 10.1016/j.pec.2024.108187
M3 - Review article
C2 - 38355382
SN - 0738-3991
VL - 123
SP - 108187
JO - Patient Education and Counseling
JF - Patient Education and Counseling
M1 - 108187
ER -