Focus on health professional education : a multi-disciplinary journal最新文献_第3页

Exploring the potential of contemplative pedagogy in health professional education 探索沉思教学法在卫生专业教育中的潜力

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-07-12 DOI: 10.11157/FOHPE.V17I2.135

C. Barratt

{"title":"Exploring the potential of contemplative pedagogy in health professional education","authors":"C. Barratt","doi":"10.11157/FOHPE.V17I2.135","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I2.135","url":null,"abstract":"Introduction: Although interest in and use of contemplative pedagogy is growing, particularly in the US, its potential to contribute to current dialogues about higher education and, in particular, the development of education for health professionals has not received much attention. The aim of this paper is to introduce contemplative pedagogy to educators working within health professional education so that the merits of such an approach can be more extensively debated. What is contemplative pedagogy? The aim of contemplative pedagogy is the development of students? first-person experience of knowing as a counterbalance and compliment to the objective, third-person, didactic approach, which dominates higher education. Through contemplative practice, students? learning becomes connected to their own sense of meaning and personal values. I start by exploring the concept of contemplative pedagogy. Examples of contemplative practices are briefly introduced so that the reader can better envisage how contemplation can be introduced into the classroom. Discussion and conclusions: I argue that contemplative pedagogy could help overcome the gap between theory and practice and assist educators in equipping students to care compassionately and effectively in dynamic and demanding healthcare contexts. I finish by emphasising the need for more research to investigate the efficacy of incorporating contemplative pedagogy in the education of health professionals.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122271015","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: 7

Mental health professional online development (MHPOD): Pilot testing of an online training package for Australian specialist mental health services 心理健康专业在线发展(MHPOD):澳大利亚心理健康专业服务在线培训包试点测试

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-07-12 DOI: 10.11157/FOHPE.V17I2.134

Angela Nicholas, S. Day, J. Pirkis, C. Harvey

{"title":"Mental health professional online development (MHPOD): Pilot testing of an online training package for Australian specialist mental health services","authors":"Angela Nicholas, S. Day, J. Pirkis, C. Harvey","doi":"10.11157/FOHPE.V17I2.134","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I2.134","url":null,"abstract":"Introduction: Australia’s National Practice Standards for the Mental Health Workforce (“The Standards”) outline the values, attitudes, knowledge and skills required to work in Australian mental health services. Mental health professionals are encouraged to meet these standards within 2 years of commencing practice. Mental health professional online development (MHPOD) is a multidisciplinary, self-directed, online learning resource focused on increasing the knowledge, skills and confidence of professionals across Australia related to The Standards. This paper outlines the evaluation of the MHPOD pilot, which aimed to identify changes in self-rated knowledge, skills and confidence as a result of using MHPOD, and actions to improve implementation of MHPOD nationally. Methods: Eleven Australian specialist mental health services engaged on-site project teams to assist 392 learners to complete 10 MHPOD topics. At three time points (baseline, topic completion, follow-up), learners completed surveys regarding completion of topics, barriers and facilitators to completion and before- and after-completion levels of perceived knowledge, skills and confidence. Statistical analyses included matched samples t-tests and comparisons of confidence intervals related to mean level of knowledge at the three survey points. Results: Learners who completed post-completion surveys reported significant increases in self-rated knowledge, skills and confidence related to The Standards following MHPOD completion. Lack of organisational support, no time release and technological difficulties contributed to greater difficulties with completion. Discussion: The evaluation results illustrate self-directed online learning can be a useful multidisciplinary educational tool when a standardised body of knowledge is required. The identified barriers to completion illustrate that instrumental organisational support is essential to completion of such professional development.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117182552","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

"Let's not reinvent the wheel": A qualitative investigation of collaboration in the Australian GP education and training sector “让我们不要重新发明轮子”:对澳大利亚全科医生教育和培训部门合作的定性调查

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.121

Bianca Denny, A. Chester, James Brown

{"title":"\"Let's not reinvent the wheel\": A qualitative investigation of collaboration in the Australian GP education and training sector","authors":"Bianca Denny, A. Chester, James Brown","doi":"10.11157/FOHPE.V17I1.121","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.121","url":null,"abstract":"Introduction: E-learning collaboration in the Australian GP education and training sector represents one way to improve sustainability, innovation and reuse of existing data sources. However, few collaborative e-learning projects are currently undertaken within the sector, with previous joint ventures resulting in variable success. The purpose of this study was to investigate the potential of increased e-learning collaboration, with specific focus on exploration of the beliefs and perceptions of key stakeholders within the GP education and training sector. Methods: A total of 78 personnel and 16 CEOs participated in focus groups and interviews held at training sites across Australia. Independent and group qualitative analysis was used to derive key themes. Results: Six key themes related to e-learning collaboration were identified: benefits of e-learning collaboration, maintaining focus on educational outcomes, competitiveness within the RTP sector, individual identity and regional differences, establishing relationships and enablers to promoting collaboration. Conclusions: Considerable goodwill and enthusiasm towards collaboration exists within the sector. Congruent with established literature regarding collaboration, key recommendations are detailed for the advancement of prospective collaborative e-learning projects, including a need for early and ongoing stakeholder engagement, a focus on educational outcomes, respect for matters of individual identity and consideration of regional differences.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127854740","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

Introduction of wikis to foster collaboration in health professional education 引入维基以促进卫生专业教育方面的合作

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.120

C. Cunningham, G. O’Donoghue, D. Jennings

{"title":"Introduction of wikis to foster collaboration in health professional education","authors":"C. Cunningham, G. O’Donoghue, D. Jennings","doi":"10.11157/FOHPE.V17I1.120","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.120","url":null,"abstract":"Background: In order to facilitate learning that prepares students for future media-rich, collaborative, professional practice, a wiki-based assignment was introduced to a professional physiotherapy program. The aim of this study was to explore learning experience with wikis from the student's perspective. Methods: Over a 12-week semester, 57 Year 3, BSc Physiotherapy students worked in groups to create and collectively contribute to a wiki regarding exercise for specific clinical populations. Each student then documented their progressive wiki experience in an online reflective journal. Data from a random sample (n = 10) of the students' journals were analysed for common themes using a framework analysis method. Results: Three predominant themes emerged from the online journal data regarding the student experience: (1) using a novel learning platform, (2) teamwork and collaboration and (3) enhanced learning opportunities. Wikis facilitated achievement of learning outcomes, including collaborative team skills and evidence review, synthesis and presentation. Themes identified from the students' journals have led to the development of a framework for the integration of an enhanced social collaborative environment in a health professional program. A greater level of student orientation to wikis is advocated, and it is important that the wiki platform chosen has a user friendly interface and ideally is developed as an open learning resource. Conclusion: Wikis were found to be a valuable tool for facilitating collaboration and enhancing learning, important for future professional practice of these health professional students. A framework for integrating such social collaborative environments into health professional programs has been presented.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130288254","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: 5

Teaching sociology to public health students: Consumption as a reflective learning tool 向公共卫生专业学生教授社会学:消费是一种反思性学习工具

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.123

R. Olson, Edgar A. Burns

{"title":"Teaching sociology to public health students: Consumption as a reflective learning tool","authors":"R. Olson, Edgar A. Burns","doi":"10.11157/FOHPE.V17I1.123","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.123","url":null,"abstract":"Introduction: This paper responds to a call for creative approaches to teaching the social determinants of health in public health classrooms. A reflective learning tool was designed to help students link social theory to their own lives and reflectively broaden their understanding of the social determinants of health. Each student completed a worksheet on everything he or she consumed in one 24-hour period. Responses were applied, through discussion, to a lesson on social theory and behaviour, as well as to a lesson on the environment. Data on the class’s consumption was then compiled and applied to group work, with students employing sociological theories to critique public health campaigns addressing consumption and environmental sustainability. Methods: Evaluation of the teaching tool was achieved through in-class questionnaires containing 5-point Likert scale and open questions completed after the first and second lesson. Results: Eighty-nine percent of participants agreed that the reflective learning tool was an effective means of learning about social influences on individual behaviour. In qualitative responses, several students described self-discovery experiences related to the exercise. Conclusions: Reflective learning tools, such as the consumption exercise described here, show promise in providing a means of achieving the creative and transformative learning needed to generate public health graduates prepared for the global and political challenges of the 21 st century.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125746711","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

Teaching empathy to undergraduate medical students: Translation to practice 医本科生移情教学:从实践的翻译

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.122

B. Lim, H. Moriarty, Mark Huthwaite, P. Gallagher, Roshan Perera

{"title":"Teaching empathy to undergraduate medical students: Translation to practice","authors":"B. Lim, H. Moriarty, Mark Huthwaite, P. Gallagher, Roshan Perera","doi":"10.11157/FOHPE.V17I1.122","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.122","url":null,"abstract":"Introduction: Clinical empathy is the cornerstone of a good patient–clinician relationship. Th is study aims to examine the impact of an empathy teaching innovation (ETI) on empathic communication in medical students, which was introduced in a new medical curriculum and incorporates clinical skills and patient contacts from students’ fi rst-year study. Method: A cluster randomised controlled trial (RCT) collected data on medical students’ self-reported empathy using the Je ff erson Scale of Physician Empathy (JSPE), simulated patients’ ratings of each student using the Je ff erson Scale of Patient Perception of Physician Empathy (JSPPPE) and students’ performance in an objective structured clinical examination (OSCE). Half of the medical students (n = 39) received the ETI and the other half (n = 40) acted as the control group. Th e ETI is a 1-hour actor-led empathy workshop focusing on “being-in-role” and how to “walk a mile in the patient’s shoes”, previously shown to improve medical students’ empathy scores. Results: Th e medical students who received the ETI were rated as more empathetic by the simulated patients, with statistically signi fi cant correlations between patients’ perception of empathy and the consultation performance for the intervention group, but not for the control group. However, the ETI did not signi fi cantly enhance student self-reported empathy. Conclusions: Th is study presents the ETI as a short intervention tool for improving medical students’ portrayal of clinical empathy, as perceived by simulated patients. Findings raise interesting questions for medical educationalists regarding the use of simulated (or actual) patients’ reports on empathy.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116575362","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

Students' experience and evaluation of peer-to-peer learning innovation 学生对点对点学习创新的体验与评价

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.125

P. Reid, M. Chau, J. Thalluri

{"title":"Students' experience and evaluation of peer-to-peer learning innovation","authors":"P. Reid, M. Chau, J. Thalluri","doi":"10.11157/FOHPE.V17I1.125","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.125","url":null,"abstract":"The “Study Buddy Support” (SBS) scheme was first employed for pathology students during the second semester of 2013 for the medical radiation science undergraduate program. Following the first summative assessment (FSA), students deemed “at risk” of failing (buddies) (n = 23) and high-achieving students (buddy leaders, BLs) (n = 6) from the same year level were invited to participate in the scheme. Seeking to provide students with supplementary learning and strategies, participating buddies (n = 9) and BLs (n = 2) followed the study plan given by the course coordinator to revise all the course topics in order to prepare for the final examination. Final examination results for participating “at risk” students showed a 28.2% improvement in comparison to an 8% improvement for the non-participants. Qualitatively, the SBS scheme provided mutual benefits for all involved, both buddies and BLs. The buddies reported greater confidence and interest in the course material. Similarly, the consolidation of knowledge, development of networking and leadership skills were considered highly constructive by the BLs. In the future, offering SBS sessions via virtual classrooms would give students flexibility to engage in this supportive peer- based scheme in a non-threatening environment.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123193541","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

Using the Freeth/Kirkpatrick model to evaluate interprofessional learning outcomes in a rural setting 使用Freeth/Kirkpatrick模型评估农村环境下的跨专业学习成果

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-14 DOI: 10.11157/FOHPE.V17I1.124

P. Craig, Sally J Hall, Christine B Phillips

{"title":"Using the Freeth/Kirkpatrick model to evaluate interprofessional learning outcomes in a rural setting","authors":"P. Craig, Sally J Hall, Christine B Phillips","doi":"10.11157/FOHPE.V17I1.124","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.124","url":null,"abstract":"Background: Considerable claims have been made for the benefits of interprofessional learning (IPL) despite limited evidence of its long-term effectiveness. A collaboration between the Australian National University and the University of South Australia offered opportunities for senior health professional students to undertake IPL teamwork placements in rural NSW— the Health “Hubs and Spokes” Project . The aim of this study was to evaluate, using mixed methods, the outcomes of an IPL project on all four levels of the Freeth/Kirkpatrick evaluation model. Methods: Students completed a debriefing questionnaire, the Interprofessional Education Perception Scale (IEPS) and the Team Performance Scale (TPS) at the time they undertook IPL placements. A follow-up study measured anticipated professional networks and extent of their interprofessional experience. IPL facilitators, clinical supervisors and local health service representatives were asked to provide their views of perceived project outcomes. Results: Initial evaluation demonstrated positive student reaction (Level 1), attitude change and collaborative skills (Level 2). While the follow-up study failed to show significant changes in the size of expected professional networks, qualitative exploration of transfer of learning to professional practice (Level 3) and impact of IPL placements in rural locations (Level 4) suggest a positive impact on participants and on healthcare delivery. Conclusion: The project generated student satisfaction, changes in attitude and skills, and longer-term positive impacts on the community and possibly on the students’ professional practice. This evaluation model can be used effectively to evaluate outcomes of IPL teamwork placements in rural settings and potentially in other locations.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128562431","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: 6

Online concept maps in medical education: Are we there yet? 医学教育中的在线概念地图:我们还在那里吗?

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-13 DOI: 10.11157/FOHPE.V17I1.119

Veronica W Ho, G. Velan

引用次数: 2

Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study 提高学生实践技能学习准备的混合学习模式的可接受性:混合方法研究

Focus on health professional education : a multi-disciplinary journal Pub Date : 2016-04-12 DOI: 10.11157/FOHPE.V17I1.116

J. Gaida, C. Seville, Liana Cope, Narelle Dalwood, P. Morgan, S. Maloney

{"title":"Acceptability of a blended learning model that improves student readiness for practical skill learning: A mixed-methods study","authors":"J. Gaida, C. Seville, Liana Cope, Narelle Dalwood, P. Morgan, S. Maloney","doi":"10.11157/FOHPE.V17I1.116","DOIUrl":"https://doi.org/10.11157/FOHPE.V17I1.116","url":null,"abstract":"Background: The most effective method for teaching practical skills to healthcare professional students is unclear. Traditional teaching models perpetuate a passive learning pedagogy, whilst variation between tutors reduces target clarity. The flipped classroom model provides opportunities for enhancing student engagement. In a flipped classroom, skill explanation and demonstration is delivered online prior to a face-to-face session. The ideal model should generate an incentive for engagement while avoiding content overload. The aim of this study was to evaluate a flipped classroom teaching method that created an imperative for learner engagement among third-year physiotherapy students. Methods: The new teaching method required students to view high production-quality preparatory material and complete unsupervised peer practice as prerequisites for receiving tutor feedback. Two skills classes were taught with the new method. Evaluation data was collected using an anonymous online survey, and responses were analysed to identify key themes. Year-on-year delivery costs were modelled by manipulating key variables, such as class size and video update schedule. Results: The survey was delivered to 72 students: 75% responded after the first class, 32% after the second class. Respondents identified improved readiness for and receptiveness to feedback, and increased control over their learning. Emergent themes included a power shift towards the student, enhanced skill development and improved efficiency. Using parameters relevant for our department, video production costs were recouped after 3 years.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115958377","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: 12