An integrative review of educational strategies that promote the clinical judgement ability of students in health care

[摘要] English: The plethora of literature available on the practice-theory gap, learning transfer and the continuous search for better methods of educating healthcare students emphasises the fact that an educational problem exists. The best available evidence informs clinical practice, and educators in healthcare should base educational decisions on the best evidence supporting educational strategies.The purpose of the study is to determine the educational strategies that promote clinical judgement of students in healthcare through an integrative literature review of studies published from January 2000 to October 2013.Multiple databases and search methods were used to identify studies that met the inclusion criteria for an integrative literature review. The search strategies identified 897 records of which seven were identified for critical appraisal according to the inclusion criteria. Three researchers independently critically appraised the articles according to the standardised CASP and QaulSyst, appraisal tools. Four of the seven studies were used for analysis. Although an integrative review allows for qualitative studies, all four articles were randomised control studies.This review was unable to provide conclusive evidence regarding appropriate educational techniques promoting clinical judgement. All four studies differed regarding sample size, duration, type of interventions and the outcome measurement tools. The four trials used high fidelity simulation, case-based learning and web-based learning as educational strategies. Shared educational design factors of the educational strategies were found, such as authenticity, active student engagement, cooperative learning, learner focussed and scaffolding, providing a shared base for educational strategies improving learning transfer and clinical judgement. Two of the studies indicated sequencing of the interventions improved clinical judgement.Due to the paucity of evidence, no conclusion as to which educational strategies promote clinical judgment could be made. However, there is evidence suggesting that high fidelity simulation, case-based learning and web-based learning may promote transfer of learning. Recommendations for further research include a standardised measurement of clinical judgement and that more educational strategies should be tested for their ability to promote transfer of learning.

[发布机构] University of the Free State