Browsing by Author "Dr Mehvish Shahid"

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    Benefits and Drawbacks of learner handover: A Scoping Review
    (2021-08-13) Dr Mehvish Shahid
    Introduction: Learner Handover (LH), modelled after Patient Handover Protocols, is the act of collecting data regarding different aspects of student performance, highlighting their strengths and weaknesses so that it can be presented to future teachers as an added aide in planning their teaching activities. It has recently gained popularity due to its application in Competency-Based Medical Education (CBME). This scoping review aimed to consolidate current knowledge regarding the usage, benefits and drawbacks of Learner Handover and to highlight areas for future research. Method: The Arksey and O’Malley framework was used to systematically select and summarize the literature available. Articles relevant to Medical Education were selected from searches of two databases and one search engine. Only articles published after 2017 to ensure the most recent developments were accounted for. Data was analysed thematically and quantitatively. Results: Out of the 12 articles reviewed, 46% usage of the Learner Handover revolved around smoothening out the UGME-PGME transition. 39% studies focused on the assessment of students and talked about the use of Learner Handover as a teaching aide. The most common benefits were a) Tailored Learning Environment, b) Programme Preparedness, and Improved Patient Safety whereas the drawbacks most mentioned revolved around a) Generation of bias, b) Resource intensiveness, and c) Breach of confidentiality. Conclusion: Learner Handover is a multifaceted process that provides performance information to future faculty, establishing a continuum that can map out the longitudinal improvements of medical students. However, there are major drawbacks – like generation of academic bias and breach of confidentiality - that need to be controlled. Additional research is needed to fully understand the efficacy of the benefits and the extent of the drawbacks. However, in the Competency-Based Educational Model, a well-designed Handover Protocol may prove integral.
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    Effects of informal learner handover in clinical dental education
    (2023-05-16) Dr Mehvish Shahid
    Background It is currently under discussion whether Learner Handovers (LH) are beneficial, disadvantageous, or useful in Health Professions Education. Research has not been conducted to determine the extent of existing informal learner handover (ILH) through faculty discussions. In addition to providing stakeholders with added context, examining the nature of ILH may also provide insight into the bias associated with Learner Handover. Methods Transcripts from a series of semi-structured Focus Group Discussions (FGDs) and interviews (from January to March 2022) were iteratively reviewed to identify relevant patterns and correlations. The study involved the voluntary participation of 16 active clinical dental faculty members with a variety of designations. We did not discard any opinions. Results It was found that ILH had a mild impact on students’ training. ILH effects can be categorized into four key areas: (1) faculty behavior with students, (2) faculty expectations from students, 3) teaching approach, and 4) faculty feedback practices. Furthermore, five additional factors were identified as having a greater influence on ILH practices. Conclusions In clinical dental training, ILH has a minor effect on faculty-student interactions. Faculty perceptions and ILH are strongly influenced by other factors contributing to the student’s ’academic reputation. As a result, studentfaculty interactions are never free of prior influences, so stakeholders need to take them into consideration when creating a formal LH.
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    Exploration of Factors Influencing Co-creation in Medical Education using Holistic Approach
    (2024-06-30) Dr Mehvish Shahid
    Introduction: Co-creation, an emerging pedagogical concept, has become a promising approach to enhancing medical education. Despite the escalating demands and justifications for involving learners in the educational design process, students and faculty lack familiarity with implementing this approach. Objective: This study adopts a holistic approach to identify and examine the diverse factors that impact co-creation in medical education. Methods: The study employed a qualitative approach using a semi-structured, open-ended questionnaire. An interview guide was utilized for data collection. The total number of participants in the present study was 16. Results: The study was concluded by highlighting the stakeholders' experiences, explaining the factors that motivate their participation, and outlining the challenges faced in the student-staff engagement process. Conclusion: Educational institutions can foster a collaborative learning environment by investing in partnership programs.