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Medical education and training
Protocol
Pedagogical strategies in teaching invasive prenatal procedures: a scoping review protocol
  1. Gharid Nourallah Bekdache1,
  2. Maria Mylopoulos2,
  3. Kulamkan Mahan Kulasegaram3,
  4. Rory Windrim4
  1. 1 Maternal Fetal Medicine Division, Mount Sinai Hospital, Toronto, Ontario, Canada
  2. 2 Wilson Centre, Undergraduate Medical Professions Education and Department of Paediatrics, University of Toronto, Toronto, Ontario, Canada
  3. 3 Department of Family and Community Medicine and The Wilson Centre, University of Toronto and University Health Network, Toronto, Ontario, Canada
  4. 4 Maternal Fetal Medicine Division, Mount Sinai Hospital, Toronto, Ontario, Canada
  1. Correspondence to Dr Gharid Nourallah Bekdache; gbekdache{at}gmail.com

Abstract

Introduction Invasive prenatal procedures (IPP) are core competencies in a Maternal–Fetal Medicine (MFM) fellowship training programme yet no standardised competency-based curriculum exists. This scoping review aims to provide a comprehensive understanding of the existing educational strategies for amniocentesis, chorionic villus sampling, fetal blood sampling and intrauterine blood transfusion. The objective is also to describe current gaps in the literature regarding evidence-based standards for training and assessment in IPP. Finally, we hope to encourage medical educators who are seeking to develop curricula based on competence by design to foster adaptive expertise through incorporating contextual variations in their teaching thus helping future MFM specialists to handle challenges and respond creatively to changing clinical circumstances and environmental variations.

Methods and analysis Using the five-stage framework of Arksey and O’Malley’s scoping review methodology as a guide, we will perform a systematic search in the Medline, Embase and Cochrane library databases to identify relevant studies on the educational strategies for IPP. We will include relevant English articles published after 1978. For a comprehensive search, we will explore websites and key journals, and hand-searched reference lists of key studies. Key studies are articles deemed relevant according to the specific inclusion and exclusion criteria. We will chart and sort data using a descriptive and thematic analysis approach.

Ethics and dissemination This review will be the first to examine all forms of pedagogical strategies used in training invasive fetal procedures. As an analysis of pre-existing available data in the literature, this scoping review does not require ethical approval. We anticipate that results will identify research gaps as well as novel ideas for education strategies and assessment. Findings from this study will be disseminated through publication in a peer-reviewed journal, medical education and clinical conferences, and in knowledge translation settings, aiming to improve clinical practice and quality of care.

  • curriculum
  • adaptive expertise
  • invasive prenatal procedures
  • competence by design
  • medical education

This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.

https://doi.org/10.1136/bmjopen-2018-024629

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    Footnotes

    • Contributors MM and KMK contributed to the project idea. MM, KMK and RW supervised the research. GNB contributed to the conceptual design of this review, conducted the literature review, the search strategy and drafted the protocol. MM and RW worked on editing. All authors approved the final manuscript. MM is the guarantor of the review.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Disclaimer The views expressed in this study reflects the authors’ own perspectives.

    • Competing interests None declared.

    • Provenance and peer review Not commissioned; externally peer reviewed.

    • Patient consent for publication Not required.