Abstract：
UNASSIGNED: Clinical teachers often struggle to record trainee underperformance due to lacking evidence-based remediation options.
UNASSIGNED: To provide updated evidence-based recommendations for addressing academic difficulties among undergraduate and postgraduate medical learners.
UNASSIGNED: A systematic review searched databases including MEDLINE, CINAHL, EMBASE, ERIC, Education Source, and PsycINFO (2016-2021), replicating the original Best Evidence Medical Education 56 review strategy. Original research/innovation reports describing intervention(s) for medical learners with academic difficulties were included. Data extraction used Michie\'s Behaviour Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraised used the Mixed Methods Appraisal Tool (MMAT). Authors synthesized extracted evidence by adapting GRADE approach to formulate recommendations.
UNASSIGNED: Eighteen articles met the inclusion criteria, primarily addressing knowledge (66.7%), skills (66.7%), attitudinal problems (50%) and learner\'s personal challenges (27.8%). Feedback and monitoring was the most frequently employed BCT. Study quality varied (MMAT 0-100%). We identified nineteen interventions (UG: n = 9, PG: n = 12), introducing twelve new thematic content. Newly thematic content addressed contemporary learning challenges such as academic procrastination, and use of technology-enhanced learning resources. Combined with previous interventions, the review offers a total dataset of 121 interventions.
UNASSIGNED: This review offers additional evidence-based interventions for learners with academic difficulties, supporting teaching, learning, faculty development, and research efforts.
UNASSIGNED: To provide updated evidence-based recommendations for addressing academic difficulties among undergraduate and postgraduate medical learners.
UNASSIGNED: A systematic review searched databases including MEDLINE, CINAHL, EMBASE, ERIC, Education Source, and PsycINFO (2016-2021), replicating the original Best Evidence Medical Education 56 review strategy. Original research/innovation reports describing intervention(s) for medical learners with academic difficulties were included. Data extraction used Michie\'s Behaviour Change Techniques (BCT) Taxonomy and program evaluation models from Stufflebeam and Kirkpatrick. Quality appraised used the Mixed Methods Appraisal Tool (MMAT). Authors synthesized extracted evidence by adapting GRADE approach to formulate recommendations.
UNASSIGNED: Eighteen articles met the inclusion criteria, primarily addressing knowledge (66.7%), skills (66.7%), attitudinal problems (50%) and learner\'s personal challenges (27.8%). Feedback and monitoring was the most frequently employed BCT. Study quality varied (MMAT 0-100%). We identified nineteen interventions (UG: n = 9, PG: n = 12), introducing twelve new thematic content. Newly thematic content addressed contemporary learning challenges such as academic procrastination, and use of technology-enhanced learning resources. Combined with previous interventions, the review offers a total dataset of 121 interventions.
UNASSIGNED: This review offers additional evidence-based interventions for learners with academic difficulties, supporting teaching, learning, faculty development, and research efforts.
摘要：
■由于缺乏基于证据的补救方案，临床教师经常难以记录受训者的表现不佳。
■为解决本科和研究生医学学习者的学术困难提供最新的循证建议。
■系统评价搜索了包括MEDLINE在内的数据库，CINAHL,EMBASE,ERIC,教育来源,和PsycINFO（2016-2021），复制原始的最佳证据医学教育56审查策略。包括描述有学术困难的医学学习者干预的原始研究/创新报告。数据提取使用了Michie的行为改变技术（BCT）分类法和Stufflebeam和Kirkpatrick的程序评估模型。质量评估使用混合方法评估工具(MMAT)。作者通过采用GRADE方法制定建议来综合提取的证据。
■18篇文章符合入选标准，主要解决知识(66.7%)，技能(66.7%)，态度问题(50%)和学习者的个人挑战(27.8%)。反馈和监测是最常用的BCT。研究质量不同(MMAT0-100%)。我们确定了19种干预措施(UG：n=9，PG：n=12)，介绍十二个新的专题内容。新的主题内容解决了当代学习挑战，如学术拖延，和使用技术增强的学习资源。结合以前的干预措施，该综述提供了121项干预措施的总数据集.
■这篇综述为有学术困难的学习者提供了额外的基于证据的干预措施，支持教学,学习,教师发展，和研究努力。
■为解决本科和研究生医学学习者的学术困难提供最新的循证建议。
■系统评价搜索了包括MEDLINE在内的数据库，CINAHL,EMBASE,ERIC,教育来源,和PsycINFO（2016-2021），复制原始的最佳证据医学教育56审查策略。包括描述有学术困难的医学学习者干预的原始研究/创新报告。数据提取使用了Michie的行为改变技术（BCT）分类法和Stufflebeam和Kirkpatrick的程序评估模型。质量评估使用混合方法评估工具(MMAT)。作者通过采用GRADE方法制定建议来综合提取的证据。
■18篇文章符合入选标准，主要解决知识(66.7%)，技能(66.7%)，态度问题(50%)和学习者的个人挑战(27.8%)。反馈和监测是最常用的BCT。研究质量不同(MMAT0-100%)。我们确定了19种干预措施(UG：n=9，PG：n=12)，介绍十二个新的专题内容。新的主题内容解决了当代学习挑战，如学术拖延，和使用技术增强的学习资源。结合以前的干预措施，该综述提供了121项干预措施的总数据集.
■这篇综述为有学术困难的学习者提供了额外的基于证据的干预措施，支持教学,学习,教师发展，和研究努力。
