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

{"title":"The effectiveness of web-based interprofessional learning modules on health professional students' behavioural intentions in relation to medication safety: A quasi-experimental study","authors":"Samuel Lapkin, T. Levett-Jones, C. Gilligan","doi":"10.11157/FOHPE.V16I1.45","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I1.45","url":null,"abstract":"Background: Safe medication practices are a key focus of the global strategy to improve patient safety. Emerging evidence demonstrates that learning experiences focusing on developing collaborative skills, such as mutual understanding of others' roles, teamwork and interprofessional communication, can enhance medication safety. However, interprofessional education for undergraduate students is limited by factors such as timetabling restrictions and curricular constraints. Web-based approaches provide the opportunity to overcome these barriers. However, currently there is little empirical evidence of the effectiveness of web-based approaches in changing the behaviour of health professional students in relation to medication safety and collaborative practice. Aim: To examine the impact of web-based interprofessional learning modules on health professional students' behavioural intentions in relation to medication safety and teamwork. Methods: A quasi-experimental approach was employed to evaluate the effectiveness of the learning modules, and 320 undergraduate health professions students were recruited. Students were allocated to either an experimental (n=155) or control group (n=165). Participants in the experimental group completed a multimedia web-based learning module. The purpose-designed Theory of Planned Behaviour Medication Safety Questionnaire was used to compare behavioural intentions, attitudes, subjective norms and perceived behavioural control in relation to medication safety between the control and experimental groups. Results: Participants in the experimental group demonstrated significantly greater intention to practice in a way that enhances medication safety and collaborative practice than those in the control group, as evidenced by higher scores on all outcomes: behavioural intention (p<0.001); attitude (p<0.001); perceived behavioural control (p=0.107); and subjective norm (p=0.115). Conclusion: The web-based interprofessional learning modules were an effective learning strategy for developing the behavioural intentions and attitudes inherent in safe medication practices.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117039274","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}

{"title":"Learning through narrative writing: Medical students talk to patients in a hospice","authors":"E. McKinlay, S. Donnelly","doi":"10.11157/FOHPE.V16I1.47","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I1.47","url":null,"abstract":"Aim: This study examined how medical students use narrative writing as a pedagogical tool to process the experience of talking with patients at end-of-life and express what they have learnt. Background:  There are a variety of ways that medical students are nd:taught about communicating with patients at end-of-life, including talking directly with patients. Method: Eighty-nine students opted to have their narrative essays retained for research after the academic year was completed. Thirty essays were chosen as representative for the dataset. Charmaz’s constructivist grounded theory methodology was adopted, with theoretical sensitivity used to test categories and theoretical concepts of emerging theory. Results: Narrative writing articulates a learning moment co-created by the medical student, teacher and dying patient. A theory of “learning through narrative” is put forward, with the categories of tension, challenge and growth being identifiable in the students’ essays. Conclusion: In this context, narrative writing, as a pedagogical tool, assists students to understand both the patient and themselves. For most students, this is a challenging experience. They integrate past experience and articulate transformational learning to teachers who in turn are able to monitor the safety of learning. Narrative writing enables students to resolve initial tension, gain insights, describe new skills as well as grow personally and professionally.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"432 2-3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131995433","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}

{"title":"Teaching clinical skills by Utilising Community Patient Volunteers - a Program Evaluation.","authors":"Margo Lane, G. Mitchell, P. Towers, A. Wong","doi":"10.11157/FOHPE.V16I3.84","DOIUrl":"https://doi.org/10.11157/FOHPE.V16I3.84","url":null,"abstract":"Introduction: The newly established Ipswich regional campus of the University of Queensland School of Medicine experienced difficulty in accessing inpatients for clinical skills teaching during its initial two years of operation. The community patient volunteer (CPV) program was developed to address this problem. Volunteers with significant past medical histories or clinical signs were recruited from the local community and rostered to attend tutorials on campus several times per year. Students practised history taking, physical examination and developed clinical reasoning skills, under the guidance of their clinician tutor. An evaluation of this program was undertaken. Methods: Questionnaires were disseminated to Ipswich students and volunteers from 2010 and 2011. The surveys explored students’ views of the program compared with hospital-based bedside teaching, and volunteers reflected on their participation. Student performance on Objective Structured Clinical Examinations (OSCE) was compared between the base and regional cohorts. Results : Students and volunteers reported benefits from participation in the CPV program. The results of the Ipswich students’ Year 2 OSCE in 2010 and 2011 were similar to the results of the Brisbane cohort, with a significant positive difference in favour of the Ipswich students in the areas of history taking and communication skills for 2011. Discussion & Conclusions: Student learning was not disadvantaged by the use of the CPV program and may have been enhanced. Volunteers reported personal gains from participation.","PeriodicalId":306686,"journal":{"name":"Focus on health professional education : a multi-disciplinary journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132516089","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}