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A Seminar Series in Practice for Interprofessional Learning (IPL) 跨专业学习实践系列研讨会
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00030
R. Strudwick, J. Day
{"title":"A Seminar Series in Practice for Interprofessional Learning (IPL)","authors":"R. Strudwick, J. Day","doi":"10.11120/hsce.2013.00030","DOIUrl":"https://doi.org/10.11120/hsce.2013.00030","url":null,"abstract":"Abstract This case study reports the outcomes of an evaluation of the introduction of a practice-based Interprofessional Learning (IPL) seminar series open to all pre-registration students studying on the health and social care programmes at a UK university. Students were offered the option of attending one, two or all three interactive seminars. In total twenty-two students representing five different professions attended. All students were studying in the first year of their professional programme. The evaluation shows students learned from and with each other, although the seminars were challenging as they were exploring their own values and beliefs whilst at the same time attempting to understand different perspectives. Limitations were identified around the timing and location of the seminars. We conclude that the in-practice IPL seminar series was a success and it is worth considering as an option for future IPL delivery.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126518441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Students’ Attitudes Towards Facebook and Online Professionalism: Subject Discipline, Age and Gender Differences 学生对Facebook和网络专业态度:学科、年龄和性别差异
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00032
J. Prescott, S. Wilson, G. Becket
{"title":"Students’ Attitudes Towards Facebook and Online Professionalism: Subject Discipline, Age and Gender Differences","authors":"J. Prescott, S. Wilson, G. Becket","doi":"10.11120/hsce.2013.00032","DOIUrl":"https://doi.org/10.11120/hsce.2013.00032","url":null,"abstract":"Abstract The aim of this study was to investigate the attitudes towards the use of Facebook and online professionalism among students studying three health and social care courses at a UK university. The increasing popularity of social networking sites (SNS) has changed the way people manage information about their personal and professional lives. Previous studies have considered how medical students use Facebook, but there is a paucity of research looking at other professional disciplines; either individually or exploring whether there are inter-professional differences. An anonymous online survey was completed by 595 students at one UK university; pharmacy (n = 91, 15%), social work (n = 166, 28%) and nursing students (n = 338, 57%) across all years of the courses. Significant differences were found with regard to attitudes towards Facebook and online professionalism between the subject disciplines, year of study, age and gender of the students. Findings suggest more education and guidance is needed to provide students with the appropriate knowledge of how to maintain professionalism in an online context.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123376646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Educating Health Professionals about Disability: A Review of Interventions 卫生专业人员残疾教育:干预措施综述
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00026
T. Shakespeare, I. Kleine
{"title":"Educating Health Professionals about Disability: A Review of Interventions","authors":"T. Shakespeare, I. Kleine","doi":"10.11120/hsce.2013.00026","DOIUrl":"https://doi.org/10.11120/hsce.2013.00026","url":null,"abstract":"Abstract Health professionals need to understand the human rights and health needs of disabled people. This review of evidence on interventions demonstrates that a range of often innovative approaches have been trialled. Lectures by faculty are less effective in changing attitudes than contact with disabled people themselves. Existing examples of good practice need to be scaled up, and better and more long-term evaluations of impact are required.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"11 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114980400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 90
Health and Social Care Education 保健和社会保健教育
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00025
S. Forrest
{"title":"Health and Social Care Education","authors":"S. Forrest","doi":"10.11120/hsce.2013.00025","DOIUrl":"https://doi.org/10.11120/hsce.2013.00025","url":null,"abstract":"© 2013 S.P. Forrest, The Higher Education Academy Welcome to this edition of Health and Social Care Education. In my last editorial I drew attention to the value of the journal as a vehicle for sharing both interand intra-disciplinary learning and teaching practice. The breadth of contributions to this edition continue to demonstrate the profit to be had from bringing cutting-edge pedagogy and scholarship from across health and social care disciplines together. I want here to highlight a number of dimensions through which engagement of this kind is possible. You might find, for example, it is the salience of the object of concern or interest that stimulates your thinking. Julie Prescott, Sarah Wilson and Gordon Becket’s work on students’ use of and attitudes towards social media makes an important contribution of this kind addressing a topic which I am confident has resonance with educators across health and social care professions. In reporting results of a questionnaire survey involving several hundred students in nursing, pharmacy and social work they enrich our understanding of some of the similarities and differences in attitude and behaviour by age, gender and profession. This work provides some important pointers to the focus educators might adopt in targeting interventions designed to help students manage their online persona in ways that are protective of themselves, the reputations of their professions and most importantly, patients and clients.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127450613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Medical Student Preference in Teaching Methods and Educational Support 医学生对教学方法的偏好与教育支持
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00028
Duncan Shrewsbury, C. Wiskin
{"title":"Medical Student Preference in Teaching Methods and Educational Support","authors":"Duncan Shrewsbury, C. Wiskin","doi":"10.11120/hsce.2013.00028","DOIUrl":"https://doi.org/10.11120/hsce.2013.00028","url":null,"abstract":"Abstract Student learning styles and preferences have been a vogue of educational research. This brief communication reports the findings of a questionnaire that formed part of an investigation into supporting medical students with learning difficulties. There were 325 responses from students at medical schools in California (USA) and New Zealand. Responses confirmed theories that are known to underpin elements of education. Interestingly, there were conflicting views regarding the use of slides and handouts to support educational activities. Such conflicts highlight the complexity of reconciling pressures from special educational needs policy with institutional traditions and managerialist priorities.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127945342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
The Social Work of Sexuality: Rethinking Approaches to Social Work Education 性的社会工作:重新思考社会工作教育的方法
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00027
J. Morton, D. Jeyasingham, S. Hicks
{"title":"The Social Work of Sexuality: Rethinking Approaches to Social Work Education","authors":"J. Morton, D. Jeyasingham, S. Hicks","doi":"10.11120/hsce.2013.00027","DOIUrl":"https://doi.org/10.11120/hsce.2013.00027","url":null,"abstract":"Abstract This paper discusses teaching about sexuality on university social work programmes, and is based upon a presentation at the Joint World Conference on Social Work and Social Development in Stockholm 2012. The authors analyse dominant, anti-discriminatory practice approaches to this topic in order to raise several limitations, such as a focus solely upon negative experiences of ‘sexual minority’ groups, the establishment of ‘correct/incorrect’ values, and the imperative to identify individual homophobic beliefs. Instead, the authors present an alternative approach, based upon analysis of everyday practice and discourse, or the ways in which questions of sexuality are ordinarily represented and talked about, and they emphasize social work’s active production of forms of sexual knowledge. The article outlines some examples from teaching, in order to question the emphasis on codes of practice and values within social work education, and suggests ideas for a reflexive approach to sexuality in practice.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121649979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 14
Using Team-Based Learning in Teaching Undergraduate Pathophysiology for Nurses 团队学习在护理本科病理生理学教学中的应用
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00031
Laura Middleton-Green, S. Ashelford
{"title":"Using Team-Based Learning in Teaching Undergraduate Pathophysiology for Nurses","authors":"Laura Middleton-Green, S. Ashelford","doi":"10.11120/hsce.2013.00031","DOIUrl":"https://doi.org/10.11120/hsce.2013.00031","url":null,"abstract":"Abstract This paper describes the development, implementation and evaluation of Team-Based Learning (TBL) in a third year undergraduate nursing module.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126573545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 16
What Psychology do Medical Students Need to Know? An Evidence Based Approach to Curriculum Development 医学生需要了解什么心理学?基于证据的课程开发方法
Health and Social Care Education Pub Date : 2013-10-01 DOI: 10.11120/hsce.2013.00029
L. Cordingley, S. Peters, J. Hart, J. Rock, L. Hodges, J. McKendree, C. Bundy
{"title":"What Psychology do Medical Students Need to Know? An Evidence Based Approach to Curriculum Development","authors":"L. Cordingley, S. Peters, J. Hart, J. Rock, L. Hodges, J. McKendree, C. Bundy","doi":"10.11120/hsce.2013.00029","DOIUrl":"https://doi.org/10.11120/hsce.2013.00029","url":null,"abstract":"Abstract While the contribution of behavioural and social sciences for understanding health, illness and medical practice is made explicit in documents such as Tomorrow’s Doctors, research shows that the proportion of curriculum space given to psychology in undergraduate curricula varies widely between medical schools. In the US, recommendations for behavioural sciences education for medical undergraduates have been developed. However, the United Kingdom has yet to produce agreed curriculum outcomes for behavioural sciences in medical education. We aimed to develop an evidence-based consensus behavioural sciences curriculum for undergraduate medical education. This paper reports a novel technique for curriculum development that utilises knowledge and expertise of key stakeholders from medicine, medical education and behavioural sciences. It was successfully used to develop a psychology core curriculum for undergraduate medicine in the UK.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126585790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Interprofessional Education Review in Progress 正在进行的跨专业教育评论
Health and Social Care Education Pub Date : 2013-06-01 DOI: 10.11120/HSCE.2013.00012
H. Barr, M. Helme, L. d'Avray
{"title":"Interprofessional Education Review in Progress","authors":"H. Barr, M. Helme, L. d'Avray","doi":"10.11120/HSCE.2013.00012","DOIUrl":"https://doi.org/10.11120/HSCE.2013.00012","url":null,"abstract":"Work is nearing completion on our three-stage review of pre-registration interprofessional education (IPE) for health and social care in the four countries of the United Kingdom since 1997. Our overall aim is to illumine the development of such IPE between professional courses in selected universities and the context of its incidence and characteristics nationwide and policies and trend in education and health care. The review is being conducted in association with St George’s University of London, Warwick Medical School, the Centre for the Advancement of Interprofessional Education (CAIPE) and the Higher Education Academy assisted by Ann Jackson, Georgia Leith and Jill Thistlethwaite.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129506557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
“I Don’t Want Them Working Alongside Me”, or Assessing Performance of Physiotherapy Students on Clinical Placement “我不想让他们和我一起工作”，或者评估临床实习理疗学生的表现
Health and Social Care Education Pub Date : 2013-06-01 DOI: 10.11120/HSCE.2013.00013
J. Cleland, F. E. Roberts
{"title":"“I Don’t Want Them Working Alongside Me”, or Assessing Performance of Physiotherapy Students on Clinical Placement","authors":"J. Cleland, F. E. Roberts","doi":"10.11120/HSCE.2013.00013","DOIUrl":"https://doi.org/10.11120/HSCE.2013.00013","url":null,"abstract":"Abstract This qualitative focus group study (43 participants) aimed to explore if ‘failure to fail’ underperforming students is an issue for UK physiotherapy educators. We identified six main themes which are involved in assessment decision-making. An overarching focus on patient safety, protecting the public and the profession’s reputation underpinned accurate reporting.","PeriodicalId":123638,"journal":{"name":"Health and Social Care Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130954513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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