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Table 1 Synthesis of M-level education outputs, outcomes and impact

From: Exploring taught masters education for healthcare practitioners: a systematic review of literature

  Description Data Source
Outputs Successful collaborative work and student’s engagement Successful formation and support of learning groups that facilitate collaborative peer interaction [33,34,35]
Perceiving relevance The perception of relevance to practice leads to engagement [36,37,38]
Deconstructing knowledge Questioning the effectiveness of practice and level of criticality that leads to reconstruction of M-level knowledge [36, 39,40,41,42]
Outcomes High level critical thinking skills and/or analysis Locate and understand arguments, relationships, make sound inferences, and warranted conclusions. [6, 34, 36, 38, 40, 43,44,45,46,47,48,49,50]
High level clinical reasoning skills Context-bounded cognitive processes used for clinical decision-making that draw on advanced level of knowledge [6, 34, 36, 40, 42, 44, 46, 50,51,52,53]
High confidence and motivation to practice Developing senses of efficacy and advocacy that motivate graduates for clinical practice [6, 34, 38, 41, 44, 47, 54, 55]
High level communication skills Effective communication with patients, colleagues, and other healthcare graduates [33, 36, 44, 49, 52, 56, 57]
Becoming lifelong learner Motivation for professional development and learning from practice [36, 39, 43, 44, 47, 48, 52, 58]
Enhanced sense of autonomy Ability to function without direct support [36, 42, 43, 52]
Enhanced career progression Getting promoted or movement to advanced level career [6, 38, 39, 41, 44, 47, 49, 54, 57, 59,60,61,62]
Impact Management complex patient presentation Understanding complex patient presentation, creative non-routine practice, understanding healthcare system, and demonstrating flexibility in role choices [42, 45, 56, 60, 63]
Assuming research, leadership and management positions Driving changes in practice and service delivery and supporting clinical-based research [56, 57, 64]
Assuming teaching roles Collegial teaching duties, supporting peer’s learning, and involvement in university education [35, 36, 41, 47, 50, 52, 64, 65]
Reduced direct patient care Assuming more managerial, research, and teaching duties at the expense of direct patient care [6, 43]
Increased retention rate Increased motivation to stay in clinical practice [35, 44, 50]
Patient Care Describing change to direct patient care routine like earlier recovery and ability to self-manage [49, 52, 65, 66]