Educational Interventions for Medical Students in Chronic Wound Care—A Scoping Review

ABSTRACT Wound care education is underrepresented in medical students' curricula. This scoping review aims to provide an overview of the published literature on educational methods and interventions used for chronic wound care education, specifically for medical students. A five‐step framework for scoping reviews was used and includes a specific research question, identification of relevant literature, selection of studies, extraction of data and synthesis of the results. In total, six electronic databases (PubMed, Cochrane Library, Embase (Ovid), Web of Science, Scopus and APA PsychInfo) were searched with pre‐defined search terms. The selection and evaluation of studies were conducted in a blinded review by three independent reviewers. The review was carried out in accordance with the PRISMA‐ScR checklist for scoping reviews. We identified nine suitable studies regarding educational interventions for medical students in wound care. The included papers showed a broad variety of educational approaches, such as online learning tools or hands‐on skills training. The implemented interventions had a positive effect on the students' wound care knowledge and their ability to perform wound care‐related clinical skills. There is no comparison of the effectiveness of the different interventions, and it is not evaluated how effective they are compared to traditional lectures. There remains a need for more wound care education with a focus on the needs of medical students.