Shared decision-making training embedded in undergraduate and postgraduate medical education: A scoping review

Objective: This review mapped the published literature on shared decision -making (SDM) training embedded in undergraduate and/or postgraduate medical education. Methods: We conducted a scoping review following the framework proposed by Arksey and O 'Malley. We searched ten databases and Google Scholar and manual searched reference list in included articles. Two researchers independently screened articles and extracted data. A narrative synthesis was used for data analysis. Results: This review identified 27 studies describing 25 unique SDM programs. Most programs integrated SDM training in undergraduate education, encompassing an overview of SDM theories and enhancing skills through role-plays. The programs duration ranged from one to 24 h. Overall, they improved students ' SDM knowledge, attitude, confidence and skills, but the impact for students on patients is unclear due to lack of long-term followup. Conclusion: The current SDM programs appear to be effectiveness in achieving short-term SDM-related outcomes. These programs were heterogeneous in their content, duration and delivery. Future research should concentrate on exploring the long-term impact of SDM programs, particularly students ' application of SDM practices and patient outcomes. Practice implications: Embedding SDM training in undergraduate and/or postgraduate medical education may be a practical and effective solution for current barriers to the widespread adoption of SDM.