Focus on health professional education : a multi-disciplinary journal最新文献_第4页

Who wants to be a GP?: An examination of the medical schools outcomes database 谁想当全科医生?对医学院成果数据库的检查

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-11-27 DOI: 10.11157/FOHPE.V16I4.97

N. Koehler, C. Mcmenamin

{"title":"Who wants to be a GP?: An examination of the medical schools outcomes database","authors":"N. Koehler, C. Mcmenamin","doi":"10.11157/FOHPE.V16I4.97","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I4.97","url":null,"abstract":"Background: There is currently a shortage of general practitioners in Australia. For this study, the authors used the Medical Schools Outcomes Database to examine: 1) whether attributes previously identified as being associated with an interest in pursuing a career in general practice (GP) hold true at commencement and completion of a medical degree, and at completion of the first postgraduate year (PGY1); 2) whether the medical school that a student attended is associated with a preference for GP; and 3) the consistency, over time, of GP preferences. Methods: Information regarding students’/interns’ demographics and career preferences at three points in time (commencement, completion and PGY1) were obtained from the Medical Schools Outcomes Database & Longitudinal Tracking Project database. Results: Many attributes, including the medical school attended, were associated with a GP preference. Preferences for general practice were not consistent over the three time periods examined. Conclusion: Targeting potential medical students with attributes associated with a preference for general practice is unlikely to alleviate Australia’s general practitioner shortage because preferences for general practice are not stable over time.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132837741","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

Using concept maps to understand student learning in a compulsory volunteering subject in occupational therapy 运用概念图了解学生在职业治疗必修志愿科目中的学习情况

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-11-27 DOI: 10.11157/FOHPE.V16I4.98

Mary. Kennedy-Jones, Naji Kinaz, Pricilla Ennals

引用次数: 1

Perceived value of online video demonstrations as an adjunct to learning surface anatomy for physiotherapy students 在线视频演示作为物理治疗学生学习表面解剖的辅助手段的感知价值

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-11-27 DOI: 10.11157/FOHPE.V16I4.101

D. O'Brien, Jillian S Caldwell, E. M. Culav, H. Clark

{"title":"Perceived value of online video demonstrations as an adjunct to learning surface anatomy for physiotherapy students","authors":"D. O'Brien, Jillian S Caldwell, E. M. Culav, H. Clark","doi":"10.11157/FOHPE.V16I4.101","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I4.101","url":null,"abstract":"An in-depth understanding of the surface anatomy of the body is essential for the development of health science students' safe practice (Ahmed et al., 2010). A conceptual understanding of surface anatomy is more than just rote learning of content; it requires students to be able to visualise anatomical structures, such as bony landmarks, muscles, nerves and blood vessels, in three dimensions. With the explosion of online resources, the way in which students can now access information to supplement their learning has changed considerably. Therefore, it is appropriate that the way we teach reflects this trend. However, research has indicated that the teaching of anatomy has not necessarily kept pace with these changes (Raftery, 2007). The availability of online resources has been shown to increase student access to a variety of content and learning platforms, allowing students to engage in learning at a time and pace that suits their needs (Kiviniemi, 2014). Additionally, these platforms allow students to repeatedly access the content. The inclusion of video demonstrations provides students with both visual and auditory learning opportunities that complement more traditional textbook learning.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130141215","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

Impact of vicarious learning through peer observation during simulation on student behavioural measures 模拟过程中同伴观察替代学习对学生行为测量的影响

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-11-27 DOI: 10.11157/FOHPE.V16I4.99

K. Livsey, Erin S. Lavender‐Stott

{"title":"Impact of vicarious learning through peer observation during simulation on student behavioural measures","authors":"K. Livsey, Erin S. Lavender‐Stott","doi":"10.11157/FOHPE.V16I4.99","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I4.99","url":null,"abstract":"Introduction: Having student peers observe and provide feedback has been found to aid learning in nursing and other health professions training settings (Cushing, Abbott, Lothian, Hall, & Westwood, 2011; Eldridge, Bear, Wayne, & Perea, 2013). Prior studies have documented student perceptions about the value of these experiences, but few studies examine the impact of these modalities on student behavioural outcomes. In this study, we describe the use of peer observation to evaluate student performance during a home visit simulation scenario using a standardised patient to explore whether serving as a peer observer supports vicarious learning to promote skill development in areas of assessment, communication, critical thinking and technical skills. Methods: Groups of four students were subdivided into dyads, with one pair of students serving as peer evaluators and one pair being engaged in a home visit simulation scenario using a standardised patient. Students then reversed roles. Peer observers and faculty members rated student behaviours using the Creighton Simulation Evaluation Instrument (CSEI), which examines technical, critical thinking, assessment and communication skills. Results: Groups of students who witnessed the scenario as peer evaluator prior to engaging in the simulation experience scored significantly higher mean scores on communication and assessment measures than those participating in the scenario first. In addition, peers tended to score their colleagues lower than faculty evaluators. Conclusions: Findings from this study indicate that integrating peer observation into simulation experiences can enhance student learning, particularly in the areas of assessment and communication.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128398317","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: 10

GPaedia: A Web 2.0 technology enhanced digital habitat to support the general practice learning community GPaedia:一个Web 2.0技术增强的数字栖息地，支持通用实践学习社区

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.85

S. Fan, J. Radford

{"title":"GPaedia: A Web 2.0 technology enhanced digital habitat to support the general practice learning community","authors":"S. Fan, J. Radford","doi":"10.11157/FOHPE.V16I3.85","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.85","url":null,"abstract":"Introduction: In the past decade, we have witnessed the rapid growth of Web 2.0 technologies. While Web 2.0 tools have been recognised for their potential to enhance and enrich learning practice, very little research has been done to examine the level of acceptance of these tools among medical educators and learners. The project described in this paper aimed to explore the capacities of Web 2.0 technologies to foster a community of learning in general practice (GP) education, through the piloting of a digital habitat model, which we called “GPaedia”. Methods: The mixed-method study involved 150 participants, representing various general practice roles, from 15 Australian education institutions. Firstly, a questionnaire, semi- structured interviews and focus groups were conducted to investigate the participants’ views and adoption of Web 2.0 tools. These data were used to inform the development of “GPaedia”. A second questionnaire was then used to evaluate this pilot digital habitat. Results: Participants showed a high level of interest in Web 2.0 technologies but a relatively low level of engagement. Age and roles in the learning community were two influential factors on their views and engagement. “GPaedia” was perceived to be effective in its ability to facilitate communication and collaboration, maintain confidentiality and enhance the quality of GP education. Conclusion: The project demonstrated the potential of Web 2.0 technologies and a resource-rich digital habitat in GP education. The integration of Web 2.0 tools and quality resources enhanced “GPaedia’s” ability to support the professional development of GP learners. Relevant training and ongoing moderation were identified as critical factors in its future implementation.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"367 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114529062","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

Students’ reflections on first-year interprofessional teamwork: Phenomenographic evaluation of function and success 学生对第一年跨专业团队合作的反思:功能与成功的现象学评价

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.82

Susan M McNaughton

{"title":"Students’ reflections on first-year interprofessional teamwork: Phenomenographic evaluation of function and success","authors":"Susan M McNaughton","doi":"10.11157/FOHPE.V16I3.82","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.82","url":null,"abstract":"Background : While early interprofessional teamwork is of uncertain benefit to patients, it has value for changing attitudes towards interprofessionalism and for developing skills and traits relevant for healthcare students. Exploring and evaluating changes in these skills and attitudes is under-researched, especially in early healthcare education. Reflective assessment, while frequently used to gauge clinical students’ professional skills and attitudes, is hampered by issues related to authenticity and reliability. A potentially more productive use of reflection is for developing skills and attitudes such as self-awareness, communication and respect in early interprofessional teamwork. The aim of the study was to collect and analyse first-year non-clinical students’ reflections in which they specifically evaluated their own and their team’s success and collaboration on an interprofessional teamwork project. Methods : Phenomenographic analysis of summative participant reflections was conducted to demonstrate variations in factors and elements that influenced interprofessional teamwork function and success. Findings: Four factors were perceived to influence team function: individual characteristics, team dynamics, team structure and external factors. From participant responses, four critical elements of successful teamwork emerged: time management, communication, cooperation and leadership. The phenomenographic outcome space shows how variations in the presence of and relationships between these elements produced differences in team function and success. Variation in individual self- awareness and reflective capacity was also identified. Conclusions: This study identified factors and elements that students believe affect collaboration, and how these influence team success. The findings confirm the value of formal reflection in helping students to develop self-awareness in teamwork settings.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115180585","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

The role of simulation in developing clinical knowledge and increasing clinical confidence in first-year radiography students 模拟在发展临床知识和增强一年级放射学学生临床信心中的作用

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.83

Amy Manyee Kong, Y. Hodgson, Ruth Druva

{"title":"The role of simulation in developing clinical knowledge and increasing clinical confidence in first-year radiography students","authors":"Amy Manyee Kong, Y. Hodgson, Ruth Druva","doi":"10.11157/FOHPE.V16I3.83","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.83","url":null,"abstract":"Background: First-year radiography students at Monash University participate in simulation learning activities using role-play, x-ray phantom imaging, and pre- and post-clinical placement. Simulation-based learning is commonly used across Australia in radiography and medical imaging teaching programs. However, little research about its role in radiography education has been undertaken. This study aimed to measure knowledge gained by radiography students from simulation activities and how they perceived that simulation activities developed their knowledge and confidence in clinical skills and decision-making. Methods: Pre-and post-tests were conducted to measure students' knowledge acquisition after the simulation learning activities. Students' perceptions of the simulation activities were evaluated by a 40-item paper-based survey using a 5-point Likert scale. Results: Fifty-five students participated in the pre-and post-tests, and simulation learning activities increased knowledge as shown by a significant increase in the post-test scores compared with the pre-test scores (p Conclusion: Simulation-based learning can enhance students' radiographic knowledge and improve students' confidence in some elements of clinical skills and decision-making.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123530510","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

Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study 可信和可辩护的入门级临床能力评估:来自修改的德尔菲研究的见解

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.86

Rachel J. Bacon, L. Williams, L. Grealish, M. Jamieson

{"title":"Credible and defensible assessment of entry-level clinical competence: Insights from a modified Delphi study","authors":"Rachel J. Bacon, L. Williams, L. Grealish, M. Jamieson","doi":"10.11157/FOHPE.V16I3.86","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.86","url":null,"abstract":"Background: During clinical placements, supervisors repeatedly assess health and medical students for competence. Quality assessment is dependent upon the supervisors having a rich understanding of entry-level standards and an assessment approach that is sufficiently dynamic to accommodate the changing healthcare system. This study aimed to assess whether consensus could be gained by supervisors when assessing the performance of student dietitians during clinical placements and to establish a shared interpretation of entry-level clinical competence. Methods:A modified 3-round Delphi study with a focus group discussion was conducted with eight supervisors. Participants were required to assess the performance of student dietitians from audiovisual recordings of authentic student-client consultations in aged-care and outpatient settings. Results: Consensus was achieved for 2/11 assessments after one Delphi round, 6/11 assessments after two rounds and 10/11 assessments after the third and final round. During the focus group discussion, the expert panel expressed a shared understanding of entry-level performance, however this was not transferred into a shared assessment of entry-level performance in the Delphi task. Conclusions: Dialogue amongst supervisors leads to a more reliable interpretation of the competency standards. A shared responsibility for assessment, with continuous and open negotiation of meaning, is required to ensure quality assessments of entry-level practice.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123144722","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

Applying ethical reasoning approaches to complex cases in professional practice 将道德推理方法应用于专业实践中的复杂案例

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.87

B. Kenny

引用次数: 0

Interprofessional learning in general practice: A pilot study using in-practice emergency simulation 全科实践中的跨专业学习:一项使用实际应急模拟的试点研究

Focus on health professional education : a multi-disciplinary journal Pub Date : 2015-07-29 DOI: 10.11157/FOHPE.V16I3.89

R. Kerr, K. Vaughan, M. Bentley, J. Radford, K. Sharp, Jennifer Presser

{"title":"Interprofessional learning in general practice: A pilot study using in-practice emergency simulation","authors":"R. Kerr, K. Vaughan, M. Bentley, J. Radford, K. Sharp, Jennifer Presser","doi":"10.11157/FOHPE.V16I3.89","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.89","url":null,"abstract":"The pressures on general practice training are increasing. As the number of general practice (GP) learners (medical students, prevocational doctors, GP registrars, practice nurses) grows, under current models of GP training, it will be necessary to expand the teaching capacity of practices without over-straining current GP trainers/supervisors. There is a call for better understanding of the ways in which interprofessional learning can address the education needs of learners in general practice (Reeves & Goldman, 2009). Increasing knowledge, acceptance and confidence about interprofessional learning and teaching has potential to assist in expanding teaching capacity in general practice if it is introduced in a relevant, time effective and engaging way (Reeves & Goldman, 2009). Simulation-based learning is one of five interactive learning methods commonly used in interprofessional learning in medicine, other methods being exchange-based (e.g., seminar-based discussions), observation-based (e.g., joint visits to patients/ clients), problem-focused (e.g., problem-based learning) and practice-based (e.g., interprofessional clinical placements) (Barr, Koppel, Reeves, Hammick, & Freeth, 2005). Simulation is already used as part of general practice registrar training, but there is a call to integrate simulation into interprofessional education (Robertson & Bandali, 2008). This paper reports on a pilot project examining interprofessional learning in GP teams during simulated emergency scenarios in general practice settings.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123225263","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