Yun Ting Ong
Biographic Data
| ID | 9555724 |
|---|---|
| NAME | Yun Ting Ong |
| GIVEN NAMES | Yun Ting |
| FAMILY NAME | Ong |
| SIGNATURE | ONG Y T |
| AFFILIATIONS | National University of Singapore |
| ORCID | 0000-0001-9657-2369 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
A scoping review and theory‐informed conceptual model of professional identity formation in medical education
A systematic scoping review of communication skills training in medical schools between 2000 and 2020
BACKGROUND: Communication skills training (CST) remains poorly represented and prioritised in medical schools despite its importance. A systematic scoping review (SSR) of CST is proposed to better appreciate current variability in their structure, content, and assessment. This is to guide their future design in medical school curricula. METHODS: The Systematic Evidence-Based Approach (SEBA) was used to guide concurrent SSRs of teaching and assess…
A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020
INTRODUCTION: Ensuring medical students are equipped with essential knowledge and portable skills to face complex ethical issues underlines the need for ethics education in medical school. Yet such training remains variable amidst evolving contextual, sociocultural, legal and financial considerations that inform training across different healthcare systems. This review aims to map how undergraduate medical schools teach and assess ethics. METHODS…
Nurturing professionalism in medical schools. A systematic scoping review of training curricula between 1990–2019
Introduction: Professionalism is an evolving, socioculturally informed multidimensional construct that influences doctor-patient relationships, patient satisfaction and care outcomes. However, despite its clinical significance there is little consistency in how professionalism is nurtured amongst medical students. To address this gap a systemic scoping review of nurturing professionalism in medical schools, is proposed.Methods: Levac’s framework …
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Nurturing professionalism in medical schools. A systematic scoping review of training curricula between 1990–2019
Introduction: Professionalism is an evolving, socioculturally informed multidimensional construct that influences doctor-patient relationships, patient satisfaction and care outcomes. However, despite its clinical significance there is little consistency in how professionalism is nurtured amongst medical students. To address this gap a systemic scoping review of nurturing professionalism in medical schools, is proposed.Methods: Levac’s framework …
A systematic scoping review of communication skills training in medical schools between 2000 and 2020
BACKGROUND: Communication skills training (CST) remains poorly represented and prioritised in medical schools despite its importance. A systematic scoping review (SSR) of CST is proposed to better appreciate current variability in their structure, content, and assessment. This is to guide their future design in medical school curricula. METHODS: The Systematic Evidence-Based Approach (SEBA) was used to guide concurrent SSRs of teaching and assess…
A systematic scoping review of undergraduate medical ethics education programs from 1990 to 2020
INTRODUCTION: Ensuring medical students are equipped with essential knowledge and portable skills to face complex ethical issues underlines the need for ethics education in medical school. Yet such training remains variable amidst evolving contextual, sociocultural, legal and financial considerations that inform training across different healthcare systems. This review aims to map how undergraduate medical schools teach and assess ethics. METHODS…
A scoping review and theory‐informed conceptual model of professional identity formation in medical education
Innovations in Medical Education (4 works) · Curriculum (3 works) · Medical education (3 works) · Medicine (3 works) · Psychology (3 works) · Computer Science (2 works) · Ethics in medical practice (2 works) · Interprofessional Education and Collaboration (2 works) · Pedagogy (2 works) · Qualitative research (2 works)