Faculty Focus Education Evidence Update   July - August 2023   Faculty Focus Podcast Scan or click the QR codes to access wherever you like to listen!     Contents General Education Medical Education: Postgraduate Undergraduate Nursing & Midwifery Allied Health Professionals Simulation Mentoring Technology in Education East Midlands Research Repository Training events Other alert services     Leicester Publications Have your published your work recently and it's not here? Missing something? Please email and let me know! Discrimination, feeling undervalued, and health-care workforce attrition: an analysis from the UK-REACH study. Martin CA, Medisauskaite A, Gogoi M, Teece L, Nazareth J, Pan D, Carr S, Khunti K, Nellums LB, Woolf K, Pareek M; UK-REACH Study Collaborative Group. Role of clinical attachments in psychiatry for international medical graduates to enhance recruitment and retention in the NHS. Rajpara M, Chand P, Majumder P. Reflection in clinical practice: guidance for postgraduate doctors in training. Richardson E, Jackson Koku G, Kaul H. Development and testing of a bespoke cultural intervention to support healthcare professionals with patients from a diverse background. Deshmukh A, Roberts L, Adebajo A, Kamal A, Armitage CJ, Evison F, Bunting H, Dubey S, Moorthy A, Reehal J, Dogra N, Kumar K. Assessment of Antimicrobial Stewardship through objective structured clinical examination in pharmacy education. Lim A, Krishnan SS, Blebil AQ, Malone D.   Check out EMER for other work from our area   Please click here if this evidence update is useful to you   General Education   Clinical learning evaluation questionnaire: a reliable and valid tool for the evaluation of clinical education by educators and students.   How to … define clinical education research terminology: A glossary.   Eureka moments: ICU physicians' views on teaching.   The power of written word: Reflection reduces errors of omission.   How to use illustrated storytelling for interprofessional teaching and learning.   Building partnerships with local schools.   Promoting inclusivity in health professions education.   Implementing briefing and debriefing during rounds.   Disseminating evidence in medical education: journal club as a virtual community of practice.   Can clinical decision support systems be an asset in medical education? An experimental approach.   Online case-based learning in medical education: a scoping review.   Micromanagement in clinical supervision: a scoping review.   Learning to collaborate with medical interpreters in health professions education: A systematic review of training programs.   Pride & prejudice: A scoping review of LGBTQ + medical trainee experiences.   Twelve tips for creating a multicultural mindfulness-based intervention in diverse healthcare settings.   Postgraduate Medical Education     Measuring deliberate reflection in residents: validation and psychometric properties of a measurement tool.   Anesthesiologists' conceptions of learning anesthesia in the context of their specialty training program: a phenomenographic study.   Measuring informal workplace learning outcomes in residency training: a validation study.   The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis.   Flipped learning as an educational model in a cardiology residency program.   Undergraduate Medical Education   Peer observation of student-led teaching.   Exploring basic science knowledge retention within a cohort of undergraduate medical students in the United Kingdom: A longitudinal study.   Good bedside teaching on secondary care placement: The student perspective.   A brief intervention decreases student distress.   Capturing growth curves of medical students' clinical skills performance.   Envisioning future roles: How women medical students navigate the figured world of medical school.   How team clinical reasoning occurs on ward rounds: Implications for learning.   Investigating factors that influence residency program selection among medical students.   How often do medical students change career preferences over the course of medical school?   Medical students' knowledge and attitude towards tele-education and associated factors at University of Gondar, Ethiopia, 2022: mixed method.   A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge.   Developing student-centred perspectives in PBL: how teacher profiles reveal educational needs for faculty development programmes.   How do peer group reflection meetings support medical students' learning and personal development during clinical rotations?   Nursing & Midwifery Education   Construction and application on the training course of information literacy for clinical nurses.   An educational program of reducing moral distress (PRMD) in nurses; designing and evaluating.   In-service education in trauma care for intensive care unit nurses: An exploratory multiple case study.   Promoting evidence-based practice and nursing excellence: How involvement in a Magnet4Europe® research study led to development of critically appraised topics sessions for health care staff.   Supporting nursing degree apprentices: advice for higher education institutions and employers.   Embedding the A-EQUIP model of restorative supervision in a critical care unit by professional nurse advocates.   The experiences of doctorally prepared nurses and doctoral nursing students with being mentored in the Nurse-Lead programme: A focus group study.   A visual ethnographic study on nurse lecturers' enactment of compassionate care within the adult pre-registration nursing curriculum.   Trainee nursing associates in England: A multisite qualitative study of higher education institution perspectives.   A cross-sectional study of discipline-based self-perceived digital literacy competencies of nursing students.   Allied Health Professional Education   'Being and becoming a practice educator': An AHP online programme.   Students' perceptions of a UK physiotherapy student-led clinic.   Comparison of pharmacy student performance in a self-care therapeutics course conducted as a flipped classroom on-campus and remotely.   Evaluation of Staffordshire, Stoke on Trent Allied Health Professionals preceptorship programmes: a mixed method UK study.   Physiotherapists' views and experiences of health literacy in clinical practice.   An exploration of self-perceived competence in providing nutrition care among physiotherapists in Ireland: a cross-sectional study.   Developing an application for the UK Pre-Doctoral Clinical and Practitioner Academic Fellowship (PCAF): the collective experience of a community of physiotherapists.   The value of allied health professional research engagement on healthcare performance: a systematic review.   Simulation   A competitive edge: Developing a simulation faculty using competition.   Near-peer teaching in simulation.   Reframing morning report: Cognitive simulation in a safe space.   A simulation workshop to introduce coping skills.   Effects of simulation with problem-based learning (S-PBL) on nursing students' clinical reasoning ability: based on Tanner's clinical judgment model.   A scoping review of remote facilitation during simulation-based healthcare education.   Simulation video: a tool to evaluate communications skills in radiologist residents.   Mentoring   Advancing the model of virtual international medical research mentorship.   Mentoring for Black and Minoritized Allied Health Professionals in Health and Social Care: A Scoping Review.   A Virtual National Diversity Mentoring Initiative to Promote Inclusion in Emergency Medicine.   Intentional Mentoring of Healthcare Provider Students from Underrepresented Groups in Medicine.   Preserving Resilience for Prevention of Burnout in Anesthesiology Residents as Frontline Healthcare Workers During the COVID-19 Outbreak: A Report of Real-Life Experiences of Professionalism and Mentoring in Medical Education.   Role of a mentor in enhancing the academic performance of students in remediation.   Junior doctors receiving supervisor and peer support are more work-engaged professionals who express their voice for quality improvement.   Using Technology in Education   #MedEd-The 'TikTok' frontier of medical education.   A novel virtual course to teach medical students high-value decision-making.   Evaluation of two Massive Open Online Courses (MOOCs) in genomic variant interpretation for the NHS workforce.   Perception and knowledge of learners about the use of 3D technologies in manual therapy education - a qualitative study.   Teaching clinical empathy skills in medical education: Can ChatGPT assist the educator?     EMER - the East Midlands Evidence Repository The East Midlands Evidence Repository (EMER) is the official institutional research repository for; Derbyshire Community Health Services, Leicester Partnership Trust, NHS Nottingham and Nottinghamshire CCG, Nottinghamshire Healthcare, Sherwood Forest Hospitals, University Hospitals of Derby and Burton and the University Hospitals Of Leicester EMER is intended to make NHS research more visible and discoverable by capturing, storing and preserving the East Midlands research output and making it available to the research community through open access protocols. Wherever possible, full-text content is provided for all research publications in the repository. Content grows daily as new collections are added. https://eastmid.openrepository.com/   Education Journals Medical Teacher BMC Medical Education Medical Education Academic Medicine Advances in Health Sciences Education Teaching and Learning in Medicine The Clinical Teacher   Click here for details of training courses available through UHL Clinical Education     Like this alert, but want something more?  Sign up below for more detailed, tailored emails relating to your personal research interests: KnowledgeShare sign up     Suggest content for this evidence update

 COVID-19 Search Bank

NHS Health Education England virtually gathered together a group of information specialists in April to create a "search bank" of work undertaken on COVID-19. The aim of this work was to enable sharing of information on the new coronavirus and streamline the time taken on literature searches. 

For the most part, entire search strategies and results are available on the search bank. I was involved as a peer reviewer of the strategies, as well as a contributor. For my purposes, I wanted to be able to replicate chunks of searches for my requesters, as often I was being asked questions with a slightly different slant. With the amount of literature being published daily on COVID-19, I would be wary of sending on someone else's results wholesale (and certainly never without due credit!), so I mostly used the bank for borrowing search strings and re-running these in the biomedical databases. However, a couple of times I did send on other librarian's results where the question was so similar to mine, and used that as a springboard for my own update on the topic, which I added.

The search bank can be found here: https://kfh.libraryservices.nhs.uk/covid-19-coronavirus/for-lks-staff/literature-searches/

Working on this project gave me a real insight into the different ways we practise as Clinical Librarians and how we present our results to requesters. There's a broad range across HEE, as I'd always suspected, and I don't think there's a single way of doing things that should be adopted by all, we clearly do what works best for our service users and for our services. 

There's definitely an argument over whether we as information specialists overemphasise the importance of the search strategy. I find it interesting that in some database outputs, the strategy/search history features at the beginning (e.g. OVID) and others place it at the end (HDAS). It's not the most important thing for the end user but I think it's essential for transparency and reproducibility and so I like to see it included in full, and so at the end of the results file is probably the right place for it to be for me. It's not often that the final line of the strategy is the only place I find the selected abstracts from, so it's not always a completely clear picture of the search, but it's a useful tool to see what the information specialist was up to. I often look at my colleague's searches to prompt ideas for searching, and I always check relevant Cochrane strategies! 

 Clinical Librarian bibliography updated

The Clinical Librarian bibliography has been updated here: http://www.uhl-library.nhs.uk/cl/pdfs/clinical_librarian_bibliography.pdf

If you're aware of any articles that we've not included, please let us know!

Using the Data Miner Chrome extension to collate Google results

This last week I ran a search for a rapid review which was particularly grey literature heavy. As a result, I ended up with several domain-specific search strings for Google. Originally, I thought I could either copy the first 100 results into a Word document for screening, or screen the results for relevance myself. However, the former is not the most user friendly, and the latter would inevitably introduce some bias. Additionally, speed was key for this rapid review!

I decided to look into how I could possibly pull all the required information from the Google results, in a way that would enable the reviewer to efficiently screen themselves. My colleagues know that I LOVE a Chrome extension, and now I have found yet another one in the Data Miner Scraper.

Data Miner is a really handy tool which enables you to quickly scrape the information you want from any webpage. They have a bunch of public “Recipes” available which can pull off a range of information depending on your needs (under the "Public" tab). In this case, I simply needed the URL, title, and summary info (effectively what you would get as you’re scrolling through the results normally). I found a recipe that would do this, and simply ran it on each of the pages from my searches.

You can then export the results into Excel. Once I had it in this format it was also really easy to de-duplicate the results using the URLs. So in the end, I had a much more user-friendly format, with de-duplicated results, which would enable my colleague to screen the results more easily.

I am yet to look into whether this could be uploaded to a reference manager so the results could all be screened in one place (seems feasible?). However, for now I’m glad I’ve found Data Miner and I know I’ll be using it in more searches in the future.

• You can download Data Miner here (big bonus was that I didn’t need permission from IT!).

• They also have a YouTube channel with lots of tutorials which can be accessed here.

COVID-19 resources

Our colleague Keith Nockels at University of Leicester is putting together information on COVID-19 at his blog currently. Take a look here: http://browsing.blogspot.com/2020/01/outbreak-of-novel-coronavirus.html

Using Global Index Medicus in systematic reviews

I recently had cause to search Global Index Medicus (GIM) from the World Health Organisation (WHO) as a part of an international systematic review that I’m working on. The team specifically needed to search databases that covered low and middle income countries (LMICs). Global Index Medicus covers five regions, Africa Index Medicus (AIM), Index Medicus for the Eastern Mediterranean Region (IMEMR), Index Medicus for the South-East Asia Region (IMSEAR), Latin American and the Caribbean Literature of Health Sciences (LILACS), and Western Pacific Region Index Medicus (WPRO). Through the WHO interface it is possible to search all of these databases combined, or individually.

When it came to constructing the search strategy for the systematic review, I’d never used GIM before. I had a look around for any guides to searching the database effectively and came up blank.

Through some experimentation, I found that an advanced search allowed me to search using MeSH descriptors, and having already built my search in Medline, that meant straightforward transposing of the terms should be possible. However, the advanced search did not allow me to build a strategy in the same way I would use other databases as the search lines were not numbered. So, to get around this issue, I searched for all of the MeSH terms and keywords for each concept, and combined with the OR operator. Once that search was run, GIM gave me a single line search in the search box, which I copied to a Word document. I repeated this process for each concept in my search strategy and was able to come up with three single lines of search string combined with the OP operator, that the database then allowed me to combine using the Advanced Search feature with the AND operator. It was a lengthy search strategy and a lengthy process!

What I discovered:

• Adjacency operators did not seem to work, or at least, ADJ and NEAR were not recognised by GIM.
• It is possible to select and download references within the search results
• The best way to view all results was by downloading the .csv file and using Excel to read (which is often what the systematic reviewers I work with want to see) – there was no limit of numbers and I was able to download 3000+ results in a single file
• Downloading .ris files for reference management software could only be done in batches of 100 (so quite a time consuming process)
• Keep a copy of your strategy safe so you can re-run it immediately prior to submission to your journal of choice

If you want a real global slant on your systematic review, it’s a fantastic resource that’s free to use, it will just take a little bit of time to negotiate.

Helping with Systematic Reviews

Just after I started last Autumn, I was really excited to have the opportunity to get involved with helping design and run the searches for a few systematic reviews.

In the last few weeks, two of those systematic reviews have been published! They are:

• Frailty Factors and Outcomes in Vascular Surgery Patients: ASystematic Review and Meta-analysis (Houghton et al., 2019)

• A systematic review investigating the identification,causes, and outcomes of delays in the management of chronic limb-threateningischemia and diabetic foot ulceration (Nickinson et al., 2019)

It’s great to see that not only are they now published, but I’m very grateful that both authors chose to include me as an author too. It’s incredible to look back at how many SRs we’ve helped with this last year at UHL – I’m currently helping on my 17^th!

Whilst the projects themselves were really interesting, it was also a great learning opportunity for me as a new Clinical Librarian too. In 2019, I’ve also had the opportunity to go on two courses on systematic review searching. The main things I’ve learnt are:

1. Whilst daunting for a perfectionist at first, once you’ve done a few, they’re the best thing! It’s really satisfying creating a sensitive strategy that fits the question well.
2. Don’t be afraid to experiment with different databases, and with different fields.
3. Keep open communication with requestors, and manage expectations. I learnt from my colleagues about the benefits of scoping strategies, and now I use them every time. They really help gauge whether I’ve understood the question correctly, and pin down what the requestor wants, as well as giving them a good idea on result numbers.
4. Run tests to check the key articles have been found. This was emphasised on the courses, but I have also found it reassures requestors, and helps you identify any terms that might have been missed.

My final learning point is that librarians deserve credit for their input! Developing high-quality strategies is a real skill and can take weeks. I’m now much less daunted by the prospect of asking for acknowledgement or authorship for my contributions upfront.