Focus on health professional education : a multi-disciplinary journal最新文献

Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry 程序性技能直接观察(DOPS)在足病评估中的适应性

Focus on health professional education : a multi-disciplinary journal Pub Date : 2018-03-21 DOI: 10.11157/FOHPE.V19I1.198

Keri M Moore, B. Vaughan, P. Butterworth

{"title":"Adaptation of Direct Observation of Procedural Skills (DOPS) for assessments in podiatry","authors":"Keri M Moore, B. Vaughan, P. Butterworth","doi":"10.11157/FOHPE.V19I1.198","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I1.198","url":null,"abstract":"Background: The Direct Observation of Procedural Skills (DOPS) is a workplace-based assessment tool widely used in medicine to assess a learner’s ability to execute a technical skill. The aim of this paper is to report on the development phase of the adaptation of the DOPS for the assessment of podiatry learners’ procedural skills. Podiatry learners are required to practise and demonstrate a variety of procedural skills in the management of foot complaints. Such skills include the use of scalpel blades, needles and local anaesthetic applied to a variety of disorders. The DOPS provides an avenue by which a learner’s procedural skills can be assessed and timely feedback provided in the workplace or in simulated environments. Methods: The DOPS was initially adapted for podiatry by a faculty team consisting of a podiatry educator, a clinical education specialist and a clinical educator from another allied health discipline. The first iteration was circulated among podiatry faculty at three other Australian universities. The second iteration was reviewed by clinical supervisors from Southern Cross University (SCU). The third iteration was administered by two clinical supervisors at SCU working with 12 learners during real-time clinical events. Eleven learners used DOPS to assess their peers during five real-time and six simulated learning events. Results: A new tool, the Direct Observation of Procedural Skills in Podiatry (DOPS-P) has emerged from this process. Face and construct validity have been confirmed, and faculty and students consider DOPS-P contributes to learning. Conclusions: Further research is necessary to confirm the validity and reliability of the DOPS-P to support assessment decisions about students’ achievement of podiatry competencies.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128312000","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: 1

A qualitative study of experienced clinical teachers' conceptualisation of clinical reasoning in medicine: Implications for medical education 经验丰富的临床教师对医学临床推理概念的定性研究:对医学教育的启示

Focus on health professional education : a multi-disciplinary journal Pub Date : 2018-03-21 DOI: 10.11157/FOHPE.V19I1.197

Lachlan M Angus, A. Chur-Hansen, P. Duggan

{"title":"A qualitative study of experienced clinical teachers' conceptualisation of clinical reasoning in medicine: Implications for medical education","authors":"Lachlan M Angus, A. Chur-Hansen, P. Duggan","doi":"10.11157/FOHPE.V19I1.197","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I1.197","url":null,"abstract":"Introduction: Clinical reasoning is an essential part of medical practice. Training medical students to reason competently is, therefore, an essential skill for clinical teachers. Ongoing debate over what clinical reasoning entails and difficulty explicitly teaching and assessing. it makes this a challenging task. This study explored clinical teachers’ understanding of the concept of clinical reasoning. Methods: Nine experienced clinical teachers participated in semi-structured interviews about clinical reasoning, exploring concepts, experiences, teaching and assessment. Interviews were transcribed and analysed thematically. Results: Ten key themes were identified in relation to participants’ understanding of clinical reasoning. These include the findings that clinical reasoning is: essential to medical practice, goal oriented, an applied cognitive process and an unconscious process. Clinical reasoning has several requirements, including knowledge, communication skills, experience and reflection. Participants reported that clinical reasoning is difficult, perhaps impossible, to teach. Conclusions: In this qualitative study, clinical teachers concurred with many of the characteristics of clinical reasoning as it is understood in the literature, but they also challenged assumptions made in medical education research regarding the conceptualisation of clinical reasoning. This has implications for teaching, assessment, student selection and professional development.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127982827","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

Practice performance and performance anxiety: preparing osteopathic students for practice 练习表现与表演焦虑:为整骨疗法学生练习做准备

Focus on health professional education : a multi-disciplinary journal Pub Date : 2018-03-21 DOI: 10.11157/FOHPE.V19I1.196

S. Grace, Julie Streckfuss

{"title":"Practice performance and performance anxiety: preparing osteopathic students for practice","authors":"S. Grace, Julie Streckfuss","doi":"10.11157/FOHPE.V19I1.196","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I1.196","url":null,"abstract":"Background: During clinical training, osteopathy students are required to develop skills and attitudes that challenge their capabilities and viewpoints. The aim of this project was to inform pedagogical processes that could reduce the stress associated with beginning clinical practice. Methods: Data were collected from two sources: (1) semi-structured interviews and (2) audiovisual material prepared by students for other purposes but which also shed light on their experiences of clinical placement. With participants’ consent, data were thematically analysed using constant comparison. Results: Osteopathic students entering clinical practice experienced high levels of performance anxiety that caused physical and psychological stress. Despite achieving objectively-measured competencies in clinical assessments, students perceived they were not ready to perform as practitioners (e.g., appear confident, overcome nervousness and manage the consultation time). Conclusions: To reduce performance anxiety associated with the transition to beginning practitioner, professional education needs to expand to include timely opportunities to learn practice performance skills.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132862214","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

Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning 调解工作场所情境压力:人工制品在促进有效的跨专业工作和学习中的作用

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-11-27 DOI: 10.11157/FOHPE.V18I3.158

A. Teodorczuk, S. Billett

{"title":"Mediating workplace situational pressures: The role of artefacts in promoting effective interprofessional work and learning","authors":"A. Teodorczuk, S. Billett","doi":"10.11157/FOHPE.V18I3.158","DOIUrl":"https://doi.org/10.11157/FOHPE.V18I3.158","url":null,"abstract":"Introduction: This theoretical paper is a scenario-based account of interprofessional healthcare work that highlights tensions between desired and actual practice behaviour in clinical settings. Case Study: In this account, against his best clinical judgment and because of situational ward pressures, a junior doctor prescribes antipsychotic medication for a high-risk confused, frail, elderly patient. A healthcare assistant, who possesses key patient-specific information, holds back on sharing this information because of similar pressures. Analysis: Sociocultural analysis of this account identifies three epistemological factors constraining an individuals’ discretion and behaviour. First, situated team collective practice overrides individual knowledge. Secondly, collective practice, though held strongly by core members of clinical teams, may in fact be erroneous, and fail to support new learning about and through practice, to the detriment of patient care. Thirdly, situated practices of the ward community may marginalise some team members and inhibit their contributions to patient safety. Conclusions: To redress such constraints, we propose the development of, and engagement with, artefacts or tools that shape inclusive practice and assist improvements in practice. Such an approach can lead to productive learning through practice in interprofessional healthcare teams. To elaborate the case, the illustrative example of the Delirium Early Monitoring System (DEMS) is used. This artefact can be effective in socioculturally mediating unhelpful situational pressures that impact on clinical teams’ management of delirium, by including and legitimising a range of professional voices. This mediation can also include voices that are external to the immediate clinical situation, which can inform interprofessional care, promote interdependence and foster patient-centred working communities of healthcare practice.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"69 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126075571","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

Short report: Transitions in health professional education: Theory, research and practice 简短报告:卫生专业教育的转型:理论、研究与实践

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-11-27 DOI: 10.11157/FOHPE.V18I3.244

C. Rees

引用次数: 4

Radiography students' and recent graduates' perceptions of the skills they acquire during their undergraduate degree programme 放射学学生和应届毕业生对他们在本科学位课程中获得的技能的看法

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-11-27 DOI: 10.11157/FOHPE.V18I3.153

J. Pettit, Y. Hodgson, I. Williams

{"title":"Radiography students' and recent graduates' perceptions of the skills they acquire during their undergraduate degree programme","authors":"J. Pettit, Y. Hodgson, I. Williams","doi":"10.11157/FOHPE.V18I3.153","DOIUrl":"https://doi.org/10.11157/FOHPE.V18I3.153","url":null,"abstract":"Background: There are increasing demands on universities from prospective students, future employers, taxpayers and government to demonstrate the value of their courses. While there has been a focus on improving student learning gains and outcomes, little research is undertaken on student perceptions of necessary knowledge and skills. No studies have evaluated radiography students’ perceptions of professional skills gained during their undergraduate degree. Method: Final-year radiography students and recent graduates completed a questionnaire that evaluated their gains in professional skills. A 4-point Likert scale was used to evaluate seven professional skills. Results: Thirty-three final-year students and 25 recent graduates participated. Students gave positive ratings for confidence and improvement in the seven skill domains evaluated. Two skills, “medico-legal and ethical” and “identification of significant findings”, received significantly lower ratings compared to “patient care” ( p = 0.038, 0.001), “procedural” ( p = 0.001, 0.001) and “technical knowledge” ( p = 0.005, 0.001). Overall, students felt less confident in all skills compared to their view of the importance of the skill. There were no significant differences between student ratings of skills’ importance versus future relevance in their career. Also, no significant difference was found in importance ratings between final-year students and recent graduates. Conclusion: This study found that positive student importance ratings in seven domains of professional skills aligned with the perceptions of recent graduates. Curriculum areas that may require strengthening are medico-legal and ethical skills, and identification of significant findings.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128862287","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

Short Report: Reflections on leadership in transition 简短报告:对转型中的领导力的思考

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-11-27 DOI: 10.11157/FOHPE.V18I3.245

Geoff Scott

引用次数: 0

First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience 选择参加模拟学习活动的一年级物理治疗学生将受益于这种体验

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-08-07 DOI: 10.11157/FOHPE.V18I2.109

D. Dennis, Leo Ng, A. Furness

{"title":"First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience","authors":"D. Dennis, Leo Ng, A. Furness","doi":"10.11157/FOHPE.V18I2.109","DOIUrl":"https://doi.org/10.11157/FOHPE.V18I2.109","url":null,"abstract":"Introduction: Simulation-based learning (SBL) activities are beginning to be effectively incorporated into physiotherapy entry-level curricula, and there is evidence suggesting they should be introduced early in order to facilitate later complex learning. The aims of the study were to implement SBL into the first-year physiotherapy programme and to evaluate subsequent practical performance of both technical and non-technical skills and the extent to which students valued and enjoyed the experience. Methods: During first semester of 2015, 149 first-year physiotherapy students, enrolled at Curtin University, participated in SBL scenarios involving implementation and practice of clinical skills taught in their practical class. Students then completed a questionnaire rating their enjoyment of the activity. Final marks for the middle and end of semester practical assessments were collated, and these marks were cross referenced to the SBL activity attendance records. Results: Those students who attended both SBL activities failed on fewer occasions ( p = 0.001) and scored significantly higher than those who had attended one or none ( p < 0.001). The majority of students felt that the SBL activities were a positive learning experience (85%) that created a realistic environment (74%) with realistic simulated participants (78%). Students most valued having a “real” age-appropriate patient in a realistic clinical setting with whom they undertook a relevant task. Conclusions: First-year physiotherapy undergraduate students enjoyed SBL activities and benefitted from them in terms of their practical assessment mark and grade.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129209055","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

Association between candidate total scores and response pattern in script concordance testing of medical students 医学生文字一致性测验考生总分与反应模式的关系

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-08-04 DOI: 10.11157/FOHPE.V18I2.145

S. H. Wan, P. Duggan, E. Tor, J. Hudson

{"title":"Association between candidate total scores and response pattern in script concordance testing of medical students","authors":"S. H. Wan, P. Duggan, E. Tor, J. Hudson","doi":"10.11157/FOHPE.V18I2.145","DOIUrl":"https://doi.org/10.11157/FOHPE.V18I2.145","url":null,"abstract":"I ntroduction: The script concordance test (SCT) aims to test clinical decision making and clinical reasoning. This study is a preliminary attempt to understand an alleged test-taking strategy where students avoid extreme response options, potentially threatening the validity of SCT scores. We investigated whether there is a significant association between the propensity to avoid the extreme response options and candidates’ overall SCT scores. Methods: The SCT scores of 660 clinical-year medical students (six cohorts from 2013–2015) were analysed for a possible association with candidates’ response pattern. The proportion of middle range response options was calculated. Propensity to avoid extreme response options is defined as a response pattern with 15% or more of middle-range responses compared to those of the expert reference panel. The distribution for candidates with propensity to avoid the extreme options was further investigated using chi-square statistics for possible association with their overall SCT results. Results: Fifty-five percent of the students from the lowest quartile, compared to 30% from the top quartile, had shown a propensity to avoid the extreme options. The differences were statistically significant ( p < 0.001) and were consistent among all six cohorts included in this study. Conclusions: Students whose SCT scores are in the lowest quartile are more likely to avoid the extreme response options in answering SCT questions. For quality assurance in high stakes summative SCTs, it may be worthwhile to select items with expert reference panel’s modal answers covering the full 5-point response options","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121202830","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

Providing quality allied health placements in palliative care 在姑息治疗方面提供高质量的联合医疗实习

Focus on health professional education : a multi-disciplinary journal Pub Date : 2017-08-04 DOI: 10.11157/fohpe.v18i2.133

Mark A. Buhagiar, J. Downes, Abdul Shaik

{"title":"Providing quality allied health placements in palliative care","authors":"Mark A. Buhagiar, J. Downes, Abdul Shaik","doi":"10.11157/fohpe.v18i2.133","DOIUrl":"https://doi.org/10.11157/fohpe.v18i2.133","url":null,"abstract":"Introduction: Palliative care is a complex area for student placements due to the high level of grief and loss encountered. There is limited research into allied health student experiences in palliative care. The aim of this study was to investigate the attitudes, behaviours, perceptions and personal challenges faced by allied health students in palliative care. We sought to explore student preparation for a palliative care clinical placement and the impact of the placement on their self-efficacy in the areas of communication, patient management and interdisciplinary teamwork. Methods: Eleven consecutive eligible allied health students undertaking a placement in palliative care were recruited to participate in this study. Each participant took part in a semi-structured interview at the beginning and end of their placement. Interviews were transcribed and analysed qualitatively. Questionnaires were also given to participant’s pre and post placement to identify the impact of self-efficacy and outcome expectancies on learning outcomes. Results: The analysis of the results demonstrated that most, but not all, of participants experienced anxiety prior to placement. Participants’ perception and understanding of palliative care was positively influenced by their placement, and there were a wide variety of learning experiences described. Conclusions: Allied health student placements in palliative care provide a positive environment for student learning and can be altered to maximise the learning experience. With careful planning, and by encouraging a culture of support, effective approaches and strategies can be identified to make a placement in palliative care more appealing and appropriate for individual students.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130659560","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: 1