Individual active participation in learning interventions promotes the development of relational competence in mental health education of healthcare professionals¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q2 i? Learning interventions organised around students' individual active participation promote the development of relational competence in mental health education of healthcare professionals. → Beyene Lise Saestad 2025
Evidence¶
Beyene Lise Saestad 2025¶
Beyene Lise Saestad, Vikman Miriam Dubland, Fugleberg Bruaset Geir Tarje, Hem Marit Helene, Andersen Elisabeth, Hammervold Unn Elisabeth. (2025). What is known about the development of relational competence in the mental health education of healthcare professionals – a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-025-08353-7
q2 · i? · review · r2
Thematic synthesis of forty included studies (qualitative n = 18, quantitative n = 16, mixed methods n = 6) in a scoping review; the synthesis "organised into two themes", the first being "individual active participation" with five promoting sub-themes.
"The first, individual active participation, describes promoting interventions and includes the sub-themes mapping training needs, learning through reflection, learning through active engagement in the classroom, learning in real-life situations, and learning through knowledge of lived experience."
Discussion¶
Related Claims¶
- Involving persons with mental health challenges in the classroom catalyses transformative learning and enhances relational competence — related
- Writing therapeutic letters promotes reflection and relational competence only when approached as a developing activity — related
- The evidence supporting curricular interventions to promote reflection in health professional education remains largely theoretical — related
- Activities to promote reflection are being incorporated across undergraduate, postgraduate, and continuing health professions education — related
- Reflective capacity is regarded by many as an essential characteristic of professional competence in the health professions — related
- The included studies do not reflect which intervention is better or which favours the acquisition and retention of knowledge more effectively. — related
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by process:wiki-ingest on 2026-10-31 |
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