Teaching the affective domain in community-based medical education: A scoping review

Celso Pagatpatan, Joshua Alexander Valdezco, Jeff Daniel Lauron

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Background: The affective domain is one of the essential areas in the assessment of the learning outcomes of medical students, apart from the cognitive and psychomotor domains. Communitybased medical education (CBME) is a common instructional program for medical students in learning about these domains. However, preceptors and researchers pay less attention to the affective
    domain as compared to the other two learning domains.

    Aim: To describe the state of the literature on teaching the affective domain through CBME and
    to develop an initial model for instructional purposes.

    Methods: A scoping review of the literature was conducted. Out of the 971 references initially retrieved, 22 published references were selected. Relevant data from these references were extracted and analyzed through thematic analysis.

    Results and Conclusion: The various affective outcomes of CBME in the literature are commonly taught through role modelling and mentoring, providing opportunity to apply knowledge, and immersing in local organizations and communities. However, these teaching strategies will be optimized through a structured and rigorous process of reflection. Reflection is central to the learning
    experience of medical students, especially that affective outcomes are commonly less apparent. The findings of this review resulted to a proposed initial model in teaching the affective domain in CBME.
    Original languageEnglish
    Pages (from-to)507-514
    Number of pages8
    JournalMedical Teacher
    Volume42
    Issue number5
    DOIs
    Publication statusPublished - 3 May 2020

    Keywords

    • Affective outcome
    • reflection
    • scoping study
    • service-learning

    Fingerprint Dive into the research topics of 'Teaching the affective domain in community-based medical education: A scoping review'. Together they form a unique fingerprint.

    Cite this