Introduction Patient-centred care is pivotal to clinical practice and medical education. The practice of evidence-based medicine (EBM) and shared decision-making (SDM) are complementary aspects of patient-centred care, but they are frequently taught and reported as independent entities. To effectively perform all steps of EBM, clinicians need to include patients in SDM conversations, however, the uptake of this has been slow and inconsistent. A solution may be the incorporation of SDM into EBM training programmes, but such programmes do not routinely include SDM skills development. This scoping review will survey the literature on the kinds of EBM and SDM educational programmes that exist for recently qualified doctors, programmes that incorporate the teaching of both EBM and SDM skills, as well as identifying research gaps in the literature.
Methods and analysis Literature searches will be conducted in the databases Medline, Embase, Scopus and Cochrane Library. Bibliographies of key articles and their citing references will also be hand-searched and assessed for inclusion. Selected grey literature will be included. Papers must be written in English, or provide English abstracts, and date from 1996 to the present day.
Two independent reviewers will screen titles and abstracts, check full texts of selected papers for eligibility and extract the data. Any disagreement will be resolved, and consensus reached, if necessary, with the assistance of a third reviewer. Qualitative and quantitative studies that address educational interventions for either EBM, SDM or both will be included. Data extraction tables will present bibliographic information, populations, interventions, context and outcomes. Data will be summarised using tables and figures and a description of findings.
Ethics and dissemination This review will synthesise information from publicly available publications and does not require ethics approval. The results will be disseminated via conference presentations and publications in medical journals.
- internal medicine
- medical education & training
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Contributors The authors contributed to the work in accordance with ICMJE recommendations. All authors provided feedback on the concept of the work, and the acquisition, analysis and interpretation of data. MS led the design and conceptualisation of this review and drafted the protocol with primary support from FR, YZ and AD; MS and JC were involved in developing and refining the search strategy and acquisition and management of data; MS and AD were involved in establishing and revising eligibility criteria and data extraction forms. All authors contributed to the final version of the manuscript. All authors agree to be accountable for all aspects of the work.
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.
Competing interests None declared.
Patient and public involvement Patients and/or the public were not involved in the design, or conduct, or reporting, or dissemination plans of this research.
Patient consent for publication Not required.
Provenance and peer review Not commissioned; externally peer reviewed.
Author note In Australia, a junior doctor refers to: a) Intern: on completing their medical degree, doctors receive provisional registration and enter the workforce as an intern for further training; b) Resident: doctors completing a second or third year of training following internship; c) Registrar: doctors undertaking a medical specialty training programme and d) Fellow: after completion of a specialty training programme, a fellowship provides additional sub-specialty training.
Reference: Australian Medical Association. Doctors in Training and Career Advancement (Internet). Australian Capital Territory: AMA Ltd; 2019 https://ama.com.au/careers/doctors-training-and-career-advancement [Cited 2019 Dec 31].