Table 1 PICOS, inclusion and exclusion criteria applied to literature search
Role modelling | Teaching and tutoring | Coaching | Supervision | |||||
|---|---|---|---|---|---|---|---|---|
PICOS | Inclusion criteria | Exclusion criteria | Inclusion criteria | Exclusion criteria | Inclusion criteria | Exclusion criteria | Inclusion criteria | Exclusion criteria |
Population | - Postgraduate or undergraduate - Involve medical student/ junior clinician/ resident and/or senior clinician in a facility where medical services are provided, or in a facility of medical education - Within clinical or academia or research setting - Limited to Internal Medicine and General Medicine | - Clinical specialties not associated with Internal Medicine such as Surgery, Paediatrics, Emergency Medicine, Psychiatry, Obstetrics and Gynaecology, and Clinical and Translational Science - Allied health roles, such as Nursing, Physiotherapy, Occupational Therapy, Pharmacy, Radiography, Psychology, Medical Social Work - Wet bench research/lab work - Veterinary work or Dentistry - Ancillary staff such as housekeepers, administrators, finance professionals, accountancy | - Postgraduate or undergraduate - Involve medical student/ junior clinician/ resident and/or senior clinician in a facility where medical services are provided, or in a facility of medical education - Within clinical or academia or research setting - Limited to Internal Medicine and General Medicine | - Clinical specialties not associated with Internal Medicine such as Surgery, Paediatrics, Emergency Medicine, Psychiatry, Obstetrics and Gynaecology, and Clinical and Translational Science - Allied health roles, such as Nursing, Physiotherapy, Occupational Therapy, Pharmacy, Radiography, Psychology, Medical Social Work - Wet bench research/lab work - Veterinary work or Dentistry - Ancillary staff such as housekeepers, administrators, finance professionals, accountancy | - Postgraduate or undergraduate - Involve medical student/ junior clinician/ resident and/or senior clinician in a facility where medical services are provided, or in a facility of medical education - Within clinical or academia or research setting - Limited to Internal Medicine and General Medicine | - Clinical specialties not associated with Internal Medicine such as Surgery, Paediatrics, Emergency Medicine, Psychiatry, Obstetrics and Gynaecology, and Clinical and Translational Science - Allied health roles, such as Nursing, Physiotherapy, Occupational Therapy, Pharmacy, Radiography, Psychology, Medical Social Work - Wet bench research/lab work - Veterinary work or Dentistry - Ancillary staff such as housekeepers, administrators, finance professionals, accountancy | - Postgraduate or undergraduate - Involve medical student/ junior clinician/ resident and/or senior clinician in a facility where medical services are provided, or in a facility of medical education - Within clinical or academia or research setting - Limited to Internal Medicine and General Medicine | - Clinical specialties not associated with Internal Medicine such as Surgery, Paediatrics, Emergency Medicine, Psychiatry, Obstetrics and Gynaecology, and Clinical and Translational Science - Allied health roles, such as Nursing, Physiotherapy, Occupational Therapy, Pharmacy, Radiography, Psychology, Medical Social Work - Wet bench research/lab work - Veterinary work or Dentistry - Ancillary staff such as housekeepers, administrators, finance professionals, accountancy |
Intervention | - Accounts of, or involving, role modelling between medical student, junior clinician, and/ or resident, and senior clinician - Dyadic/ One-to-one role modelling relationship - Role modelling process - Characteristics of the role model and student - Role modelling relationship - Barriers of role modelling | - Supervision, coaching, teaching, tutoring, advising and sponsorship - Peer mentoring, mentoring for leadership, mentoring patients or mentoring by patients, interdisciplinary mentoring - No mention of role modelling | - Accounts of, or involving, senior and junior clinicians, residents and/or medical students who underwent tutoring and/or teaching - Dyadic/ One-to-one teaching/ tutoring relationship - Teaching/ tutoring process - Characteristics of the teacher/ tutor and student - Teaching/ tutoring relationship - Barriers of teaching/ tutoring | - Supervision, coaching, role modelling, advising and sponsorship - Peer mentoring, mentoring for leadership, mentoring patients or mentoring by patients, interdisciplinary mentoring - No mention of teaching or tutoring | - Accounts of, or involving, coaching between medical student, junior clinician, and/ or resident, and senior clinician - Dyadic/ One-to-one coaching relationship - Coaching process - Characteristics of coach and student - Coaching relationship - Barriers of coaching | - Supervision, role modelling, teaching, tutoring, advising and sponsorship - Peer mentoring, mentoring for leadership, mentoring patients or mentoring by patients, interdisciplinary mentoring - No mention of coaching | - Accounts of, or involving, supervision between medical student, junior clinician, and/ or resident, and senior clinician - Dyadic/ One-to-one supervising relationship - Supervising process - Characteristics of supervisor and student - Supervising relationship - Barriers of supervision | - Supervision of procedure - Role modelling, coaching, teaching, tutoring, advising and sponsorship - Peer mentoring, mentoring for leadership, mentoring patients or mentoring by patients, interdisciplinary mentoring - No mention of supervision |
Comparison | Comparisons of accounts on dyadic role modelling, including its approach to implement dyadic role modelling, processes, characteristics, challenges, evaluation methods and criteria | Comparisons of accounts on dyadic tutoring and teaching, including its approach to implement dyadic teaching/tutoring, processes, characteristics, challenges, evaluation methods and criteria | Comparisons of accounts on dyadic coaching, including its approach to implement dyadic coaching, processes, characteristics, challenges, evaluation methods and criteria | Comparisons of accounts on dyadic supervision, including its approach to implement dyadic supervision, processes, characteristics, challenges, evaluation methods and criteria | ||||
Outcome | - Personal outcomes - Professional outcomes - Career-related outcomes - Research and academia outcomes - Impact on role model and student | Studies where role modelling outcome was not the main component studied | - Personal outcomes - Professional outcomes - Career-related outcomes - Research and academia outcomes - Impact on teacher/ tutor and student | Studies where teaching/ tutoring outcome was not the main component studied | - Personal outcomes - Professional outcomes - Career-related outcomes - Research and academia outcomes - Impact on coach and student | Studies where coaching outcome was not the main component studied | - Personal outcomes - Professional outcomes - Career-related outcomes - Research and academia outcomes - Impact on supervisor and student | Studies where supervising outcome was not the main component studied |
Study design | All study designs are included: - Descriptive papers - Qualitative, quantitative and mixed study methods - Published between 1 Jan 2000 and 31 Dec 2018 - Written in English Language or translated into English Language | - Grey literature - Perspectives, opinion, commentary pieces and editorials | All study designs are included: - Descriptive papers - Qualitative, quantitative and mixed study methods - Published between 1 Jan 2000 and 31 Dec 2018 - Written in English Language or translated into English Language | - Grey literature - Perspectives, opinion, commentary pieces and editorials | All study designs are included: - Descriptive papers - Qualitative, quantitative and mixed study methods - Published between 1 Jan 2000 and 31 Dec 2018 - Written in English Language or translated into English Language | - Grey literature - Perspectives, opinion, commentary pieces and editorials | All study designs are included: - Descriptive papers - Qualitative, quantitative and mixed study methods - Published between 1 Jan 2000 and 31 Dec 2018 - Written in English Language or translated into English Language | - Grey literature - Perspectives, opinion, commentary pieces and editorials |