review protocol template recommendation 103/25 1.0 background there is a current global crisis of...

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REVIEW PROTOCOL TEMPLATE

Recommendation 10

Should national governments introduce accreditation of health professional education where it does not exist and strengthen it where it

does exist?

A systematic review

Review protocol

Organization, City, Country: The Nethersole School of Nursing, The Chinese

University of Hong Kong, Hong Kong

Prepared by: Prof. Diana Lee Date September 2011 Senior supervisor: Francesca Celletti Project lead: Prof. Diana Lee Research team members: Prof. Diana Lee, Prof. SY Chair, Dr. Eric Chan

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Table of Contents

A SYSTEMATIC REVIEW ............................................................................................................................ 1

1.0 Background ......................................................................................................... 3 2.0 Objective ............................................................................................................. 3 3.0 Review question .................................................................................................. 4 4.0 Evidence gathering and study selection ............................................................. 4 5.0 Assessment of risk of bias and data extraction ................................................ 11 6.0 Data synthesis ................................................................................................... 12 7.0 Dissemination ................................................................................................... 12 8.0 Resource implications ....................................................................................... 12 9.0 References ........................................................................................................ 13 Appendix A: database search strategy ......................................................................... 13 Appendix B: data extraction forms (see attached excel workbook) ............................ 25 Appendix C: Example of databases, websites and journals which could be searched. 25

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1.0 Background

There is a current global crisis of severe shortage in human resources for health. According to recent estimates, there were 57 countries world-wide whose health worker to population density fell below the critical threshold of 2.3 per 1,000 populations (World Health Organization, WHO, 2006). This significant health workforce shortage, together with the long-standing problem of imbalanced skill mix, and unequal geographical distribution of qualified health professionals, has denied over a billion of people the access to quality health services (World Health Organization Regional Office for the Western Pacific, WHOWPRO, 2006). Improving health-system performance through educating adequate and high quality health professionals to promote population health is an urgent priority. Yet, there is evidence that the health workforce is not meeting the health service delivery needs and the rapid changes of population health requirements (WHO, 2011).

Accreditation is one of the prominent interventions for assuring the quality of education and has been implemented in the educational sector since the 19th century (Selden, 1960) as a way of enforcement of regulations. Accreditation is the “approval or formal recognition of an institution or educational programme by an authoritative governmental or professional body, through a systematic assessment against established, explicit standards” (WHOWPRO, 2006, p.39). In the education of nurses, doctors and pharmacists, for example, accreditation has been an integral part of program planning and implementation (Mattiesen and Wilhelm, 2006; McKague, et al., 2011; Pastores, et al., 2011).

However, while accreditation has been regarded as important and relevant, there is no current up-to-date synthesized evidence on the effect of accreditation and periodic re-accreditation of educational institutions and their associated clinical practice placement sites on the quality, quality and relevance of health professionals. A systematic review is urgently needed to provide evidence to inform the outcomes of accreditation on these aspects of the education of health professionals.

2.0 Objective

To assess the effect of:

(1) accreditation (2) periodic re-accreditation (3) revision of accreditation standards in accordance with the principles of

transformative education …on the quantity, quality and relevance of health professionals.

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3.0 Review question For the purposes of this literature review, the population, intervention, comparators and outcomes (PICO) framework to inform the review objectives are presented below.

Population Intervention Comparison Outcome

Health professional education and health professional schools (see definition and core list of health professionals)

Accreditation

No accreditation

The quantity, quality and relevance of practicing health professionals and graduates


Periodic re-accreditation

No periodic re- accreditation



Revision of accreditation standards in accordance with the principles of transformative education

No revision of accreditation standards in accordance with the principles of transformative education


4.0 Evidence gathering and study selection See Appendix C for examples of databases, websites and journals which may be searched.

4.1 Evidence gathering The evidence gathering process will start with a search for existing systematic literature reviews. Depending on the results of the search for systematic reviews, an additional literature search will be conducted to expand, fill the gaps, or serve as, the systematic literature review.

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The evidence gathering approach will have four components:

4.1.1 Searching databases

The databases in the table below will be searched with a pre-determined strategy as detailed in Appendix A. In cases where the search results are small in number, search terms will be reduced to maximize the search sensitivity.

Topic/Field Database

Health and Higher Education, Systematic Literature Reviews

Systematic review database:

JBI

Cochrane Library (CDSR)

DARE

Campbell Library

Biomedicine and health sciences

All Evidence Based Medicine Reviews: ACP Journal Club, Database of Abstracts of Reviews of Effects (DARE), NHS Economic Evaluation Database

Bandolier

British Nursing Index and Achieve

CINAHL

Cochrane Library (CDSR, CCTR, CMR)

EMBASE

Global Health Library (Global Index Medicus)

Global Health

Health Systems Evidence

MEDLINE/PubMed

SCOPUS

UK Pubmed Central

Social sciences

Campbell Library

ISI Web of knowledge

JSTOR

Social Care Online

Social Science Research Network

Education Academic Search Alumni Edition

Academic Search Premise

BEME database: Best Evidence Medical Education

ERIC

PsycINFO

Regional databases for biomedicine and health sciences

Africa

African Index Medicus http://indexmedicus.afro.who.int

Australia

Australasian Medical Index www.nla.gov.au/ami

http://indexmedicus.afro.who.int/

http://www.nla.gov.au/ami

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China and Taiwan

Chinese Biomedical Literature Database

China Journal Net

Chinese Medical Current Content

EASTVIEW (China) http://online.eastview.com

Hyread

Taiwan Electronic Periodical Services

WanFang Data Eastern Mediterranean

Index Medicus for Eastern Mediterranean Region www.emro.who.int/his/vhsl

India

IndMED www.indmed.nic.in Japan

J-STAGE www.jstage.go.jp Korea

KoreaMed www.koreamed.org/searchbasic.php Latin America and the Caribbean

LILACS www.bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&base=LILACS&lang=i

Russia and Ukraine

EASTVIEW (Russia) http://online.eastview.com

Panteleimon for Russia and Ukraine www.panteleimon.org/maine.php3

South-East Asia

Index Medicus for the South-East Asia Region (IMSEAR) www.library.searo.who.int/modules.php?op=modload&name=websis&file=imsear

Western Pacific

Western Pacific Region Index Medicus (WPRIM) www.wprim.org

General databases

Google scholar

Google

4.1.2 Hand searching The following journals and websites will be searched by hand:

Resources that will be searched by hand

Journals:

Academic Medicine

American Journal of Health Studies

Assessment & Evaluation in Higher Education

http://online.eastview.com/

http://www.emro.who.int/his/vhsl

http://www.indmed.nic.in/

http://www.jstage.go.jp/

http://www.koreamed.org/searchbasic.php

http://www.bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&base=LILACS&lang=i




http://www.panteleimon.org/maine.php3

http://www.library.searo.who.int/modules.php?op=modload&name=websis&file=imsear


http://www.wprim.org/

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International Journal for Quality in Health Care

International Journal for Academic Development

International Journal of Pharmacy Education

Journal of Interprofessional Care

Journal of Nursing Care Quality

Journal of Quality in Clinical Practice

Managed Care Quarterly

Medical Teacher

Quality and Safety in Health Care

Quality Assurance Journal

Quality in Health Care

Quality in Primary Care

Quality Management in Health Care

Teaching and Teacher Education The International Journal of Risk and Safety in Medicine

Grey Literature

Agency for Healthcare Research and Quality

Academic Archive On-line

Biomed http://www.biomedcentral.com/

Chinese Electronic Theses and Dissertation Service

Controlled clinical trials database

Digital Dissertation Consortium

FADE Library http://www.fade.nhs.uk/

Grey Literature Network Service http://www.greynet.org

HMIC: Health Management Information Consortium http://library.nhs.uk/help/resource/hmic

International Network for Quality Assurance Agencies in Higher Education (INQAAHE) http://www.inqaahe.org/

INTUTE http://www.intute.ac.uk/

Index to These (UK and Ireland) http://www.theses.com

Lancashire Care Library and Information Service

MEDNAR http://mednar.com/mednar/search.html

National Library of Medicine Gateway

National Library of Guidelines

New York Academy of Medicine Grey Literature site http://www.nyam.org/library/online-resources/grey-literature-report/

Netting the Evidence www.nettingtheevidence.org.uk

NHS Evidence

OpenSIGLE System for Information on Grey Literature in Europe www.opengrey.eu

ProQuest Dissertation and Thesis

The Networked Digital Library of Theses and Dissertations

http://www.biomedcentral.com/

http://www.fade.nhs.uk/

http://www.greynet.org/

http://library.nhs.uk/help/resource/hmic

http://www.intute.ac.uk/

http://mednar.com/mednar/search.html

http://www.nyam.org/library/online-resources/grey-literature-report/

http://www.nettingtheevidence.org.uk/

http://www.opengrey.eu/

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UNESCO Literature Database http://www.unesco.org/new/en/unesco/resources/online-materials/publications/unesdoc-database/

WanFang Data Chinese Dissertation Database

Web of Science

WHO's Library Database (WHOLIS)

WHO portal of clinical trials

World Bank http://www.worldbank.org

中國優秀碩士學位論文全文數據庫

中國博士學位論文全文數據庫中國博士

中國醫學學術會議論文數據庫

Websites:

Association of American Medical Colleges

American Academy of Family Physicians

American College of Physicians

Council on Graduate Medical Education

HRH Global Resource Center

International Council of Nurses http://www.icn.ch

SAMSS Sub-Saharan African Medical Schools Study http://www.samss.org

The Joint Commission http://www.jointcommission.org World Federation of Medical Education http://www.wfme.org

4.1.3 Expert network consultations A network of health professional education experts will be consulted by email to identify additional grey literature or research that has not been found through the above processes. The following experts and networks will be contacted.

Experts and networks will be contacted regarding additional articles

Potential expert network consultation: Medicine:

Prof. Hans Karle

Prof. Robert Woollard ([email protected]) - Global Consensus and Network for Social Accountability in Medical Education (http://healthsocialaccountability.org/)

Bjorg Palsdottir ([email protected]) - TheNet (http://www.thenetcommunity.org/about-thenet/60-why.html)

John Norcini, Foundation for the Advancement of Medical Education and Research (FAIMER) ([email protected])

Nursing:

Prof. Lynore DeSilets Pharmacy:

Prof. Darryl S Rich

http://www.unesco.org/new/en/unesco/resources/online-materials/publications/unesdoc-database/

http://www.unesco.org/new/en/unesco/resources/online-materials/publications/unesdoc-database/

http://www.worldbank.org/

http://www.samss.org/

http://www.jointcommission.org/

http://www.wfme.org/

mailto:[email protected]

mailto:[email protected]

http://www.thenetcommunity.org/about-thenet/60-why.html

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Mike Rouse ([email protected]) FIP Global Pharmacy Education Taskforce Public Health:

Prof. William J Riley Education:

Keith Holmes, UNESCO ([email protected])

4.1.4 Reference searches Bibliographies of those papers that match the eligibility criteria below will be searched by hand to identify any further, relevant references, which will be subject to the same screening and selection process.

4.2 Eligibility criteria After gathering the evidence, the following eligibility criteria will be applied to the results and all identified references screened independently by two reviewers (D.L. & S.Y.C.) using a three-stage approach to reviewing the title, abstract and full text.

4.2.1 Types of studies:

All types of evaluative study designs are eligible for inclusion, including randomized controlled trials (RCTs), pseudo-randomized studies, non-randomized controlled trials, historical control studies, concurrent controlled studies, case-control studies, or cohort studies. Studies will not be selected on methodological quality. 4.2.2 Types of participants:

This review will consider all public and private educational institutions and their associated clinical practice placement sites of health professionals, including:

Medical Doctors - both Generalist and Specialist Practitioners, including Public Health Doctors (ISCO-08 minor group 221)

Nursing Professionals - both Generalist and Specialist Practitioners, including Nurse Practitioners and Public Health Nurses (ISCO-08 minor group 222, unit 2221)

Midwifery Professionals, including Public Health Midwives (ISCO-08 minor group 222, unit 2222)

Dentists (ISCO-08 minor group 226, unit 2261) Pharmacists (ISCO-08 minor group 226, unit 2262)

4.2.3 Types of intervention:

Accreditation

Periodic re-accreditation

Revision of accreditation standards in accordance with the principles of transformative education

4.2.4 Types of outcome measures:

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The primary outcomes of interest are the quantity, quality and relevance of graduates and practicing health professionals. According to the WHO definition of indicators for the Outcomes Framework of transformative scale up of health professional education, these outcomes include:

(1) Graduates:

Annual number of graduates of health professions education institutes per 100 000 population – by level and field of education

Production rate

Completion rate

Technical competence

Service delivery competence

Competence relevant to local epidemiology, health needs and service delivery models

Graduate skills mix

Likelihood of graduates to pursue advanced studies in needed fields

Likelihood of graduates to work in underserved areas

Sociodemographic representation

(2) Practicing health professionals

Density – number of health professionals in each category per 10 000 population

Distribution of health professionals – by occupations/specialization, region, place of work and sex

National self-sufficiency

Recruitment into the health labour market

Competence

Patient satisfaction

Workforce loss ratio (practicing health professionals’ availability, responsiveness and satisfaction)

Productivity

Context specific performance

Geographical distribution

Health system distribution

Skills mix

(3) All unintended effects of the interventions

The secondary outcomes of interest are:

Values and preferences

Benefits and harms/disadvantages

Resource use

4.3 Exclusion criteria

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Editorials, newspaper articles and other forms of popular media will be excluded. Failure to meet any one of the above eligibility criteria (section 4.2) will result in exclusion from the review and any apparent discrepancies during the selection process will be resolved by a third, independent reviewer. The number of excluded studies (including reasons for exclusion for those excluded following review of the full text) will be recorded at each stage. Studies which were written in a language other than English and Chinese will also be excluded.

5.0 Assessment of risk of bias and data extraction Following the initial selection of literature, the reviewers will consult with the WHO Secretariat regarding the process to be followed for summarizing the studies. Data will be extracted from relevant papers using predefined evidence summary templates attached in Appendix B. Data will be collected regarding the reasons for exclusion, characteristics of included studies, participants, interventions (including comparators) and outcomes. The final decision for inclusion or exclusion will be made by a team consisting of the WHO Secretariat, methodologist and researchers conducting the review. Any potential disagreement will be recorded and resolved by further discussion.

Risk of bias across studies will be assessed using the approach outlined by the Grading of Recommendations Assessment Development and Evaluation (GRADE) working group. Any disagreements will be recorded and resolved by involvement of an additional reviewer.

6.0 Data synthesis

The included studies will be categorized according to the types of interventions investigated, namely accreditation, periodic re-accreditation and revision of accreditation standards in accordance with the principles of transformative education. Meta-analysis will be conducted when there are appropriate data and resources. If statistical pooling of results of the included studies is not appropriate or possible, the findings will be summarized in narrative form by creating a descriptive evidence table.

7.0 Dissemination

A final set of tables including Descriptive Evidence Tables and GRADE Tables will be produced and submitted to the WHO Secretariat as stipulated in the Procedures for the Retrieval of Evidence and Summary of Evidence.

8.0 Resource implications

The project lead will work closely with the WHO Secretariat to define the scope and methods of the review and facilitate access to unpublished literature, supporting translation of foreign language literature where necessary. Proposed milestones and timescales are outlined below:

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MILESTONES

Systematic review protocol

Identification and retrieval of evidence

Summarizing evidence in Descriptive Evidence Tables (Table 1. Summary of systematic literature reviews, Table 2. Summary of relevant literature)

Development of GRADE Evidence Tables in collaboration with WHO, Geneva, and the GRADE network methodologist

9.0 References Matthiesen V, Wilhelm C. Quality outcomes and program evaluation in nursing education: An overview of the journey. Quality Management in Health Care, 2006, 15: 279-284. McKauge L et al. Building critical reflection skills for lifelong learning in the emergent landscape of a national registration and accreditation scheme. Journal of Pharmacy Practice, 2011, 24: 235-240. Pastores SM et al. The accreditation council for graduate medical education resident duty hour new standards: History, changes, and impact on staffing of intensive care units. Critical Care Medicine, 2011, 39: 1-10. Selden WK. Accreditation: a struggle over standards in higher education. New York: HarperCollins, 1960. World Health Organization. The world health report 2006 – working together for health. Geneva: World Health Organization, 2006. World Health Organization. Transformative scale up of health professional education. Geneva: World Health Organization, 2011. World Health Organization Regional Office for the Western Pacific. Regional strategy on human resources for health 2006-2015. Manila, World Health Organization Regional Office for the Western Pacific, 2006. Appendix A: Database search strategy Search terms Search Concept

MeSH headings Text words / Full text search

Population Schools, medical [Mesh] Schools, nursing [Mesh] Schools, dental [Mesh] Schools, pharmacy [Mesh] Schools, public health [Mesh]

Graduate school [tw] Postgraduate school [tw] Post-graduate school [tw] Graduate schools [tw] Postgraduate schools [tw]

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Education, dental [Mesh] Education, graduate [Mesh] Education, medical [Mesh] Education, nursing [Mesh] Education, pharmacy [Mesh] Family practice/education [mh] Internal medicine/education [mh] Internship and residency [mh]

Post-graduate schools [tw] Medical school[tw] Medical schools[tw] Nursing school[tw] Nursing schools[tw] Midwifery school[tw] Midwifery schools[tw] Dental school[tw] Dental schools[tw] Dentistry school[tw] Dentistry schools[tw] Pharmacy school[tw] Pharmacy schools[tw] Health professional school[tw] Health professional schools[tw] School of medicine[tw] Schools of medicine[tw] School of nursing[tw] Schools of nursing[tw] School of midwifery[tw] Schools of midwifery[tw] School of dentistry[tw] Schools of dentistry[tw] School of dental medicine[tw] Schools of dental medicine[tw] School of pharmacy[tw] Schools of pharmacy[tw] School of pharmaceutical science[tw] Schools of pharmaceutical science[tw] School of health science[tw] Schools of health science[tw] School of health sciences [tw] Schools of health sciences[tw] Faculty of medicine[tw] Faculties of medicine[tw] Faculty of nursing[tw] Faculties of nursing[tw] Faculty of midwifery[tw] Faculties of midwifery[tw] Faculty of dentistry[tw] Faculties of dentistry[tw] Faculty of dental medicine[tw]

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Faculties of dental medicine[tw] Faculty of pharmacy[tw] Faculties of pharmacy[tw] Faculty of pharmaceutical science[tw] Faculties of pharmaceutical science[tw] Faculty of health science[tw] Faculties of health science[tw] Faculty of health sciences[tw] Faculties of health sciences [tw] Department of medicine[tw] Departments of medicine[tw] Department of nursing[tw] Departments of nursing[tw] Department of midwifery[tw] Departments of midwifery[tw] Department of dentistry[tw] Departments of dentistry[tw] Department of dental medicine[tw] Departments of dental medicine[tw] Department of pharmacy[tw] Departments of pharmacy[tw] Department of pharmaceutical science [tw] Departments of pharmaceutical science [tw] Department of health science [tw] Departments of health science [tw] Department of health sciences [tw] Departments of health sciences [tw] Midwifery education [tw] Pre service education [tw] Preservice education [tw] Pre licensure education [tw] Clerkship [tw] Clerkships [tw] Clinical rotation [tw] Clinical rotations [tw]

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Clinical placement [tw] Clinical placements [tw] Internship [tw] Internships [tw] House staff [tw] Dental education [tw] Pharmaceutical education [tw] Clinical Competence [tw] Medical education[tw] Nursing education [tw] Midwifery education [tw] Dentistry education [tw] Pharmacy education [tw] Health professional education [tw] Graduate education [tw] Graduate program [tw] Postgraduate education [tw] Postgraduate program [tw] Post-graduate education [tw] Post-graduate education [tw] Medical internship [tw] Medical residency [tw] Internship [tw] Residency [tw] Residencies[tw]

院校

學校

教育機構

大學

教育課程教育

教學課程

實習

護理學

醫學

助產學

藥劑學藥學

牙科醫學

Intervention Accreditation [Mesh]

Accreditation [tw] Accreditations [tw] Re-accreditation [tw]

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Reaccreditation [tw] Periodic reaccreditation [tw] Periodic re-accreditation [tw] Revis* accreditation* standard*

認證

認證標準

The above MeSH thesaurus headings, keywords and free text terms will be amended as required in accordance with each different database used to maximize sensitivity. The scope of each free text search should include the study title and abstract where possible. Individual MESH and free text terms will be combined with the Boolean operator OR, unless otherwise specified. Each search concept should then be combined with the Boolean operator AND as follows: population AND intervention. An example search outlining the appropriate combination of terms is detailed below, executed using PubMed on the 29 August 2011. Search limits

Limit category Specified limit

Languages English, Chinese

Publication type None

Date of publication 1995-2011

Study design None

Other limits Human data

Databases (same as section 3.1.1 above)




JBI


DARE

Campbell Library



Bandolier


CINAHL


EMBASE


Global Health

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MEDLINE/PubMed

SCOPUS

UK Pubmed Central

Social sciences

Campbell Library


JSTOR

Social Care Online





ERIC

PsycINFO

Regional databases for biomedicine and health sciences

Africa


Australia

Australasian Medical Index www.nla.gov.au/ami China and Taiwan


China Journal Net



Hyread




India





Russia and Ukraine













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South-East Asia


Western Pacific


General databases

Google scholar

Search Example: PubMed

PICO question: Accreditation

Search

number

Search terms Hits

1 POPULATION (HEALTH PROFESSIONAL SCHOOLS) – MeSH

Schools, Medical [Mesh] OR Schools, Nursing [Mesh] OR Schools, Dental

[Mesh] OR Schools, Pharmacy [Mesh] OR Schools, Public Health [Mesh]

Limits: English, Chinese, Publication Date from 1995 to 2011

10629

2 POPULATION (HEALTH PROFESSIONAL SCHOOLS) – Text

Words

Graduate school [tw] OR Postgraduate school [tw] OR Post-graduate

school [tw] Graduate schools [tw] OR Postgraduate schools [tw] OR Post-

graduate schools [tw] OR Medical school[tw] OR medical schools[tw] OR

nursing school[tw] OR nursing schools[tw] OR midwifery school[tw] OR

midwifery schools[tw] OR dental school[tw] OR dental schools[tw] OR

dentistry school[tw] OR dentistry schools[tw]OR pharmacy school[tw] OR

pharmacy schools[tw] OR health professional school[tw] OR health

professional schools[tw] OR School of medicine[tw] OR Schools of

medicine[tw] OR School of nursing[tw] OR Schools of nursing[tw] OR

School of midwifery[tw] OR Schools of midwifery[tw] OR School of

dentistry[tw] OR Schools of dentistry[tw] OR School of dental medicine[tw]

OR Schools of dental medicine[tw] OR School of pharmacy[tw] OR

Schools of pharmacy[tw] OR School of pharmaceutical science[tw] OR

Schools of pharmaceutical science[tw] OR School of health science OR

Schools of health science OR School of health sciences OR Schools of

health sciences OR Faculty of medicine[tw] OR Faculties of medicine[tw]

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OR Faculty of nursing[tw] OR Faculties of nursing[tw] OR Faculty of

midwifery[tw] OR Faculties of midwifery[tw] OR Faculty of dentistry[tw] OR

Faculties of dentistry[tw] OR Faculty of dental medicine[tw] OR Faculties

of dental medicine[tw] OR Faculty of pharmacy[tw] OR Faculties of

pharmacy[tw] OR Faculty of pharmaceutical science[tw] OR Faculties of

pharmaceutical science[tw] OR Faculty of health science OR Faculties of

health science OR Faculty of health sciences OR Faculties of health

sciences OR Department of medicine[tw] OR Departments of medicine[tw]

OR Department of nursing[tw] OR Departments of nursing[tw] OR

Department of midwifery[tw] OR Departments of midwifery[tw] OR

Department of dentistry[tw] OR Departments of dentistry[tw] OR

Department of dental medicine[tw] OR Departments of dental medicine[tw]

OR Department of pharmacy[tw] OR Departments of pharmacy[tw] OR

Department of pharmaceutical science[tw] OR Departments of

pharmaceutical science[tw] OR Department of health science [tw] OR

Departments of health science [tw] OR Department of health sciences [tw]

OR Departments of health sciences [tw] Limits: English, Chinese,

Publication Date from 1995 to 2011

3 POPULTAION (HEALTH PROFESSIONAL EDUCATION) –

MeSH

Education, Dental[Mesh] OR Education, Graduate[Mesh] OR Education,

Medical[Mesh] OR Education, Nursing[Mesh] OR Education,

Pharmacy[Mesh] OR Family Practice/education [mh] OR Internal

Medicine/education [mh] OR Internship and Residency [mh] Limits:

English, Chinese, Publication Date from 1995 to 2011

87225

4 POPULATION (HEALTH PROFESSIONAL EDUCATION) –Text

Words

midwifery education [tw] OR pre service education [tw] OR preservice

education [tw] OR pre licensure education [tw] OR clerkship[tw] OR

clerkships[tw] OR Clinical rotation[tw] OR Clinical rotations [tw] OR

Clinical placement[tw] OR clinical placements[tw] OR internship[tw] OR

internships[tw] OR house staff[tw] OR dental education OR

pharmaceutical education[tw] OR Clinical Competence [tw] OR medical

education[tw] OR Nursing education [tw] OR Midwifery education [tw] OR

Dentistry education [tw] OR Pharmacy education [tw] OR Health

professional education [tw] OR Graduate education [tw] OR Graduate

program [tw] OR Postgraduate education [tw] OR Postgraduate program

[tw] OR Post-graduate education [tw] OR Post-graduate education [tw] OR

Medical internship [tw] OR Medical residency [tw] OR Internship [tw] OR

Residency [tw] OR residencies[tw] Limits: English, Chinese, Publication

121944

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Date from 1995 to 2011

5 1 OR 2 OR 3 OR 4 236839

6 INTERVENTION – MeSH

accreditation[MeSH Terms] Limits: English, Chinese, Publication Date from

1995 to 2011

8632

7 INTERVENTION – Text Words

accreditation [tw] OR accreditations [tw] Limits: English, Chinese,


11576

8 6 OR 7 11576

9 5 AND 8 3741

PICO question: Periodic re-accreditation

Search

number

Search terms Hits

1 POPULATION (HEALTH PROFESSIONAL SCHOOLS) - MeSH




10629


Words


















132219

21/25



















MeSH






87225


Words















121944

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5 1 OR 2 OR 3 OR 4 236839

6 INTERVENTION – Text Words

reaccreditation [tw] OR re-accreditation [tw] OR periodic reaccreditation

[tw] OR periodic re-accreditation [tw] Limits: English, Chinese, Publication


35

7 5 AND 6 24

PICO question: Revising accreditation standards

Search

number

Search terms Hits

1 POPULATION (HEALTH PROFESSIONAL SCHOOLS) - MeSH




10629


Words






















132219

23/25















MeSH






87225


Words















121944

5 1 OR 2 OR 3 OR 4 236839

6 INTERVENTION

revis* accreditation* standard* Limits: English, Chinese, Publication Date

from 1995 to 2011

288

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7 5 AND 6 66

Appendix B: Data extraction forms (see attached excel workbook) 1) GRADE Evidence Table 2) Descriptive Evidence Table Appendix C: Example of databases, websites and journals which could be searched




JBI


DARE

Campbell Library



Bandolier


CINAHL


EMBASE


Global Health


MEDLINE/PubMed

SCOPUS

UK Pubmed Central

Social sciences

Campbell Library


JSTOR

Social Care Online





ERIC

PsycINFO

Regional databases for biomedicine and health

Africa


Australia


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sciences Australasian Medical Index www.nla.gov.au/ami China and Taiwan


China Journal Net



Hyread




India





Russia and Ukraine



South-East Asia


Western Pacific


General databases

Google scholar















review protocol template recommendation 103/25 1.0 background there is a current global crisis of...

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