The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review.

Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.

Development of a pharmacy educational environment questionnaire.

INTRODUCTION: A robust instrument for measuring the educational environment in a pharmacy patient care setting is currently lacking. The authors aimed to develop a person-reported outcome measure to gauge trainee pharmacists' perceptions of their clinical workplace-based educational environment. This paper reports the various sources of validity evidence. METHODS: A preliminary, three-domain (system, relationship, and personal), 36-item measurement instrument was developed by incorporating results from literature review, focus group interviews, iterative discussions among educators, and cognitive interviews. The preliminary instrument, together with the Dundee Ready Educational Environment Measure (DREEM) and Orientation to Happiness Scale (OHS), were administered to trainee pharmacists recruited from one pharmacy school and one healthcare cluster in Singapore. Rasch analysis was conducted on the overall instrument as well as three domains: System, Relationship, and Personal. RESULTS: The 36-item instrument was administered to 145 learners, of which 66 were trainee pharmacists and 79 undergraduate interns. Upon removal of the middle "neutral" category to resolve poorly functioning categories and removal of five poorly functioning items, the overall instrument and its domains generally showed good fit with the Rasch model. Moreover, the overall 31-item Singapore Pharmacy Educational Environment Questionnaire (SPEEQ) and its three domains showed moderate to high convergent correlation with all the five DREEM domains and low to non-significant divergent correlation with the OHS Pleasure of Life subscale. CONCLUSIONS: Among one sample of pharmacy trainees, the 31-item SPEEQ and its three component domains demonstrated notable validity evidence to gauge trainees' perceptions of their learning environment.

Professional identity formation amongst peer-mentors in a research-based mentoring programme.

BACKGROUND: Mentoring plays a pivotal yet poorly understood role in shaping a physician's professional identity formation (PIF) or how they see, feel and act as professionals. New theories posit that mentoring nurtures PIF by functioning as a community of practice through its structured approach and its support of a socialisation process made possible by its assessment-directed personalized support. To test this theory and reshape the design, employ and support of mentoring programs, we evaluate peer-mentor experiences within the Palliative Medicine Initiative's structured research mentoring program. METHODS: Semi-structured interviews with peer mentors under the Palliative Medicine Initiative (PMI) at National Cancer Centre Singapore were conducted and triangulated against mentoring diaries to capture longitudinal data of their PMI experiences. The Systematic Evidence-Based Approach (SEBA) was adopted to enhance the trustworthiness of the data. SEBA employed concurrent content and thematic analysis of the data to ensure a comprehensive review. The Jigsaw Perspective merged complementary themes and categories identified to create themes/categories. The themes/categories were compared with prevailing studies on mentoring in the Funnelling Process to reaffirm their accuracy. RESULTS: Twelve peer-mentors participated in the interviews and eight peer-mentors completed the mentoring diaries. The domains identified were community of practice and identity work. CONCLUSIONS: The PMI's structured mentoring program functions as a community of practice supporting the socialisation process which shapes the peer-mentor's belief system. Guided by a structured mentoring approach, stage-based assessments, and longitudinal mentoring and peer support, peer-mentors enhance their detection and evaluation of threats to their regnant belief system and adapt their self-concepts of identity and personhood to suit their context. These insights will help structure and support mentoring programs as they nurture PIF beyond Palliative Medicine.

Assessing the effects of a mentoring program on professional identity formation.

BACKGROUND: Medical education has enjoyed mixed fortunes nurturing professional identity formation (PIF), or how medical students think, feel and act as physicians. New data suggests that structured mentoring programs like the Palliative Medicine Initiative (PMI) may offer a means of developing PIF in a consistent manner. To better understand how a well-established structured research mentoring program shapes PIF, a study of the experiences of PMI mentees is proposed. METHODOLOGY: Acknowledging PIF as a sociocultural construct, a Constructivist approach and Relativist lens were adopted for this study. In the absence of an effective tool, the Ring Theory of Personhood (RToP) and Krishna-Pisupati Model (KPM) model were used to direct this dual Systematic Evidence-Based Approach (Dual-SEBA) study in designing, employing and analysing semi-structured interviews with PMI mentees and mentoring diaries. These served to capture changes in PIF over the course of the PMI's mentoring stages. Transcripts of the interviews and mentoring diaries were concurrently analysed using content and thematic analysis. Complementary themes and categories identified from the Split Approach were combined using the Jigsaw Approach and subsequently compared with mentoring diaries in the Funnelling Process. The domains created framed the discussion. RESULTS: A total of 12 mentee interviews and 17 mentoring diaries were analysed, revealing two domains-PMI as a Community of Practice (CoP) and Identity Formation. The domains confirmed the centrality of a structured CoP capable of facilitating longitudinal mentoring support and supporting the Socialisation Process along the mentoring trajectory whilst cultivating personalised and enduring mentoring relationships. CONCLUSION: The provision of a consistent mentoring approach and personalised, longitudinal mentoring support guided along the mentoring trajectory by structured mentoring assessments lay the foundations for more effective mentoring programs. The onus must now be on developing assessment tools, such as a KPM-based tool, to guide support and oversight of mentoring relationships.

Curriculum reform and trainees' perception of the pharmacy educational environment: a modified DREEM study.

OBJECTIVES: An undergraduate pharmacy curriculum reform was undertaken to meet the future healthcare demands of the people in Singapore. Understanding how educational reforms affect the learners' perceptions of the learning environment is important for quality assurance. The primary aim of this study was to investigate how pharmacy trainees perceive their educational environment before and after curriculum reform. The secondary aim was to evaluate the strengths and areas for improvement of the educational environment in the new curriculum. METHODS: This was a retrospective cohort study of pharmacy trainees in Singapore. A modified version of the Dundee Ready Educational Environment Measure (mDREEM) was used to assess the pharmacy educational environment. Univariate analysis was used to compare the responses of trainees from the old and new curricula. KEY FINDINGS: The sample comprised 523 (93.7%) responses from the old and 677 (94.6%) from the new curriculum. The global mean scores for the mDREEM survey in the old and new curriculums were 150.4 and 156.2, respectively (P < 0.001). These results indicate that there was an increase in satisfaction with the new educational environment. In the new curriculum, the perceived educational environment varied across different pharmacy settings, and trainees rated their educational environment after graduation lower than that during their undergraduate training. CONCLUSION: The findings demonstrate that curricular reforms can alter trainees' perception of their educational environment. In our subgroup analyses, trainees' perceptions of their educational environment changed as they progressed from the undergraduate to the postgraduate training phase. Further work is needed to explore the cause-and-effect relationships between curriculum design and implementation and the resulting perceived educational environment.

Drug-related problems in elderly patients with cancer receiving outpatient chemotherapy.

PURPOSE: This study aimed to identify common drug-related problems(s) (DRP) among elderly patients receiving outpatient chemotherapy, common drugs involved, and common actions taken to resolve key DRP detected. METHODS: A retrospective study was conducted at the National Cancer Centre Singapore (NCCS). Elderly patients (aged≥65) with any cancer type and stage, taking at least 3 chronic medications, and who received medication therapy management (MTM) between January 2011 and December 2012 were included in the study. RESULTS: Two hundred ninety-four patients were included in the final analysis. The mean age of the patients was 71.8 years. The patients had a median of 3 co-morbid conditions and were taking a median of 6 chronic medications. The common DRP detected were potential drug interactions (DDI) (398 cases, 36.4%), adverse drug events (346 cases, 31.7%), and non-adherence (97 cases, 8.9%). Majority of potential DDI detected involved non-chemotherapeutic agents (369 cases, 92.7%) and monitoring of patient was the most common action taken (316 cases, 79.4%). Adverse drug events detected were mostly associated with chemotherapy (316 cases, 91.3%) and patient education was the most common action taken (236 cases, 68.2%). Non-adherence in patients was commonly resolved by patient education (59 cases, 60.8%). Only 5 or more chronic medications taken were found to be associated with the presence of DRP in multivariate analysis (p≤0.05). CONCLUSION: Greater understanding of DRP will enable early detection and appropriate management of DRP, thereby improving patient care for elderly patients with cancer.

The impact of medication therapy management in older oncology patients.

PURPOSE: This project aimed to identify common drug-related problems (DRP) among elderly cancer patients, to determine the effectiveness of medication therapy management (MTM) service in resolving DRP, to determine the clinical significance of pharmacist interventions, and to determine patients' satisfaction level of MTM service. METHOD: Elderly cancer patients (age ≥65) who were at least on one chronic medication would be eligible for the MTM service. Any DRP that was detected would be recorded and steps to resolve it were taken. Pre- and post-service patient satisfaction surveys (PSS) were conducted before and after MTM. All interventions performed by MTM pharmacists were subjected to independent evaluation by a panel of three judges. RESULTS: One hundred eighteen patients received at least one session of MTM. We identified and attempted to resolve 361 DRPs, and the most common DRPs were drug interactions (117 cases, 32.4 %), adverse effects (114 cases, 31.6 %), and non-adherence (48 cases, 13.3 %). Forty-four interventions were performed by pharmacists and forty cases (91 %) were accepted by physicians. Almost two third of these interventions were deemed significant (or higher) by the judges. Seventy-two patients completed PSS. There was statistically significant improvement in patients' satisfaction level after the service was provided. CONCLUSION: MTM is an important platform in identifying and managing DRPs. Patients are generally satisfied with MTM services.