Survey response rates in health sciences education research: A 10-year meta-analysis.

Growth in the online survey market may be increasing response burden and possibly jeopardizing higher response rates. This meta-analysis evaluated survey trends over one decade (2011-2020) to determine: (1) changes in survey publication rates over time, (2) changes in response rates over time, (3) typical response rates within health sciences education research, (4) the factors influencing survey completion levels, and (5) common gaps in survey methods and outcomes reporting. Study I estimated survey publication trends between 2011 and 2020 using articles published in the top three health sciences education research journals. Study II searched the anatomical sciences education literature across six databases and extracted study/survey features and survey response rates. Time plots and a proportional meta-analysis were performed. Per 2926 research articles, the annual estimated proportion of studies with survey methodologies has remained constant, with no linear trend (p > 0.050) over time (Study I). Study II reported a pooled absolute response rate of 67% (95% CI = 63.9-69.0) across 360 studies (k), totaling 115,526 distributed surveys. Despite response rate oscillations over time, no significant linear trend (p = 0.995) was detected. Neither survey length, incentives, sponsorship, nor population type affected absolute response rates (p ≥ 0.070). Only 35% (120 of 339) of studies utilizing a Likert scale reported evidence of survey validity. Survey response rates and the prevalence of studies with survey methodologies have remained stable with no linear trends over time. We recommend researchers strive for a typical absolute response rate of 67% or higher and clearly document evidence of survey validity for empirical studies.

Cognitive intra-individual variability in breast cancer survivors: A systematic review.

Subjective and objective cognitive impairments in Breast Cancer Survivors (BCS) often do not correlate. One important contribution to the reported disparities may be the reliance on mean-based cognitive performance. Cognitive intra-individual variability (IIV) may provide important insights into these reported disparities. Cognitive IIV refers to the fluctuation in performance for an individual on either one cognitive task across a trial or dispersed across tasks within a neuropsychological test battery. The purpose of this systematic review was to search for and examine the literature on cognitive IIV in BCS. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach was used to search for all articles related to cognitive IIV in BCS. MEDLINE (via PubMed), Embase, and Scopus databases were searched using detailed search terms and strategies. Initially, 164 articles were retrieved but only 4 articles met the criteria for this systematic review. BCS differed from healthy controls in similar ways across the four studies, generally demonstrating similar performance but showing increased cognitive IIV for the more difficult tasks. Differences were enhanced later during chemotherapy. The four studies provide support for cognitive IIV as a useful measure to detect the subtle objective cognitive change often reported by BCS but frequently not detected by standard normed-based cognitive testing. Unexpectedly, measures of cognitive IIV were not consistently associated with self-reported measures of cognition.

Contemporary practice of standardised bedside teaching rounds.

BACKGROUND: The purpose of this article is to review the extant literature on bedside teaching rounds within the context of ward rounds performed with the entire clinical team at the patient's bedside, and to assess the effects of standardisation of this process on patient and learner satisfaction, as well as other duty-hour restrictions and patient care metrics in the academic inpatient setting. Ultimately, the intent of this review is to inform faculty development sessions for educators on the benefits and challenges of standardised rounding protocols. METHODS: We performed a search of PubMed, Scopus and CINAHL databases (from 2003 to August 2019). Randomised, controlled trials, pre- and post-interventional studies and cohort studies, in English, were eligible for inclusion. Two reviewers independently searched, screened and analysed the studies, and a narrative synthesis was performed. Articles were evaluated methodologically using the Medical Education Research Quality Study Instrument (MERQSI). RESULTS: Five articles were included, with one randomised controlled trial, three cohort studies, and one pre- and post-interventional study. The collective MERSQI score for the studies was 12.3. Patient satisfaction increased uniformly across studies when standardised practices were used. Attempts to improve learner satisfaction, however, achieved mixed results. In addition, the time of bedside rounds was found to decrease with standardised interventions overall. CONCLUSION: In light of generally positive albeit limited evidence for standardised rounding practices, faculty development initiatives might use these data to inform and educate faculty members regarding the use of standardised protocols for bedside rounds.

Out of the Curricular Shadows: Revolutionizing Undergraduate Immunology Education.

Immunology has its developmental roots in understanding protection of the host from pathogens, leading to the development of vaccines and subsequently identification of soluble and cellular components of the immune system. Thus, immunology education has historically been tightly linked to infectious disease. Decades of research have demonstrated that the complexity and intricacies of the immune system are far greater than perhaps was once imagined. As a system that interfaces with all other organ systems in the body, it plays a key role in both maintaining health and causing life-threatening disease, thereby solidifying its importance in several clinical specialties beyond protective immunity. In the past decade, tremendous advances have taken place in which scientists and physicians have begun to harness the power of the immune system to create immunotherapies to fight cancer, inflammatory syndromes and autoimmune diseases. Thus, the argument can be made that training individuals in the field of immunology is becoming increasingly important. However, immunology is a highly conceptual discipline and understanding how the multiple cellular and soluble components of the immune system work in concert requires knowledge in a number of disciplines, including molecular biology, cell biology, genetics, and biochemistry. Time is needed for students to process, evaluate, and apply this information in meaningful ways. Concomitantly, knowledge in the field of immunology is expanding rapidly, bolstering the need for increased time in the curriculum to facilitate the ability of educators to convey information so that it can be effectively understood and applied. We propose that it is time for a renaissance in immunology education at the undergraduate level to better prepare individuals who will subsequently pursue careers in medicine, related health professions, and research. The purpose of this article is to discuss the current state of undergraduate immunology education with respect to its prevalence and how this compares to other biological disciplines, the need to develop robust immunology curricula at the undergraduate level and the importance of such programs in preparing students for pursuing postgraduate training in the health professions, and research-intensive careers.

Packed Red Blood Cell Transfusion in Older Adults: A Systematic Review.

Most packed red blood cell (PRBC) transfusion research focuses on younger patient populations (younger than 65) given the complexity of care and presence of comorbidities in older adults. The purpose of the current study was to critically examine the current evidence related to PRBC transfusion among older adults (age ≥65). PubMed, CINAHL, and Embase were searched for randomized controlled trials that evaluated blood transfusion in any manner (e.g., prevention, associated outcomes). Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the search resulted in 10 studies focused on cardiac, orthopedic, and gastrointestinal surgery patients. SQUIRE (Standards for QUality Improvement Reporting Excellence) guidelines were used to evaluate studies for bias; the average bias score was 13.0 (SD = 3.4), indicating a low level of bias. Greatest sources of bias were methods to assess completeness/accuracy of data, details about missing data, and costs associated with the study. Interventions to prevent PRBC transfusion in older adults vary widely, and outcomes associated with PRBC transfusion in older adults require further evaluation. [Journal of Gerontological Nursing, 44(3), 39-46.].

Acute Care for Elders (ACE) Team Model of Care: A Clinical Overview.

The Institute of Medicine (IOM) Reports of To Err is Human and Crossing the Quality Chasm have called for more interprofessional and coordinated hospital care. For over 20 years, Acute Care for Elders (ACE) Units and models of care that disseminate ACE principles have demonstrated outcomes in-line with the IOM goals. The objective of this overview is to provide a concise summary of studies that describe outcomes of ACE models of care published in 1995 or later. Twenty-two studies met the inclusion. Of these, 19 studies were from ACE Units and three were evaluations of ACE Services, or teams that cared for patients on more than one hospital unit. Outcomes from these studies included increased adherence to evidence-based geriatric care processes, improved patient functional status at time of hospital discharge, and reductions in length of stay and costs in patients admitted to ACE models compared to usual care. These outcomes represent value-based care. As interprofessional team models are adopted, training in successful team functioning will also be needed.