Educational Perspectives on Compassionate Concussion Care: A Scoping Review

Area of Science:

• Medical Education
• Neuroscience Education
• Healthcare Professional Training

Background:

• Compassionate concussion care education is evolving, requiring diverse teaching approaches.
• Current practices often lack theoretical grounding, hindering physician preparedness for patient needs.
• Understanding educational paradigms in postgraduate concussion care training is limited.

Purpose of the Study:

• To explore educational paradigms and learning theories in postgraduate concussion care.
• To contrast paradigms guiding assessment for and of learning in concussion care.

Main Methods:

• A scoping review following Arksey and O'Malley's framework.
• Searched MEDLINE, Embase, ERIC, Cochrane, and CINAHL for relevant articles.
• Extracted data on intervention design, educational paradigm, learning theory, and outcomes.

Main Results:

• Nine articles met inclusion criteria from 1574 screened.
• Identified paradigms included behaviorism, positivism, cognitivism, and constructivism.
• Most studies did not explicitly state their paradigm or align assessment with compassionate outcomes.

Conclusions:

• Implicit paradigms in concussion care education limit the cultivation of compassion.
• Constructivism shows promise for enhancing compassionate practice through collaboration and reflection.
• A constructivist approach may better equip physicians for the demands of concussion care.