Focus on Health Professional Education: A Multi-Professional Journal最新文献

{"title":"Designing an innovative cohort doctoral studies program for health professionals","authors":"M. Crowe, Diana H Mendez, Meryl Churchill, Rhondda Jones","doi":"10.11157/fohpe.v24i2.645","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.645","url":null,"abstract":"Practising health professionals, driven by a desire to see the translation of research knowledge into improved patient outcomes, may wish to improve their research skills via part-time doctoral studies (D’Arrietta et al., 2022). To do so, they must maintain demanding careers within the health sector while studying part-time and externally. Parttime, external research candidates have notoriously poor success rates. To address this issue, a new and innovative program—the Cohort Doctoral Studies Program (CDSP)— was designed for higher degree by research (HDR) candidates studying in a health discipline at a mid-sized, research-intensive Australian university. This paper describes the CDSP and the associated outcomes.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122404092","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":"Factors influencing provision of clinical placements for health students: A scoping review","authors":"Brent Smith, K. Robson, C. Robinson, N. Patton","doi":"10.11157/fohpe.v24i2.562","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.562","url":null,"abstract":"Introduction: Clinical placements for students completing health degrees are vital for meeting work-integrated learning requirements and enabling students to develop a broad range of professional capabilities in authentic settings. Understanding the factors that influence the provision of clinical placements for health students from the perspectives of those providing the placements is essential, not only to sustain existing resources but also to expand opportunities to meet growing placement demand.\u0000Methods: A scoping review of articles with a focus on health student clinical placements within the international context, published between 2000–2020, was facilitated using seven databases, including Google Scholar and other sources.\u0000Results: A total of 2,283 records were identified. After removal of duplicates, 1,159 records were screened based on the title and abstract. Full-text review was conducted on 93 articles, and 48 of these publications were included in the final scoping review. Data from these articles were charted and four major themes emerged to illuminate factors that influence the provision of clinical placements for health students: institutional, personal, university engagement and student capability.\u0000Conclusion: Multiple factors influence the provision of clinical placements for health students from the perspectives of those who provide the placements. Understanding these factors is important to sustain existing resources and inform planning to increase placement provision sustainably into the future. From this scoping review, a clear gap in the literature is the perspectives and experiences of two distinct groups: health service managers and health clinicians","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122306965","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":"The role of Communities of Practice in improving practice in Indigenous health and education settings: A systematic review","authors":"E. Wynn, R. Delbridge, C. Palermo, Annabelle M. Wilson","doi":"10.11157/fohpe.v24i2.589","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.589","url":null,"abstract":"Introduction: Several workforce development strategies have been developed to improve practice in Indigenous health and education settings. These programs are often not implemented well, and as a result, they don’t have the intended effect on Indigenous health and education outcomes. Building capability of the health and education workforce is critical to improving health and education outcomes for Indigenous Peoples. Interventions that foster communities of practice are effective at influencing practice in various sectors, however no systematic reviews have investigated the impact of communities of practice in Indigenous health or education settings.\u0000Methods: This systematic review investigates the role of communities of practice in supporting existing workforce development strategies in Indigenous health and education settings. Seven databases were searched in 2019 and again in 2020. Data synthesis was through thematic analysis.\u0000Results: Eleven qualitative studies were included. Most community of practice interventions were situated in education settings. Interventions that foster community of practice can successfully include both Indigenous and non-Indigenous health and education professionals, allowing them to share personal stories, knowledge and resources and engage in personal and group reflection. This supports them to develop culturally responsive health and education tools, assessments and strategies and, therefore, may play a role in improving Indigenous health and education outcomes.\u0000Conclusion: Participation in communities of practice coupled with increased training and teaching about Indigenous culture may play a role in improving practice of Indigenous health and education professionals. Further research is required to determine what impact this has on Indigenous Peoples.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134257565","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":"Models of pre-registration student supervision in allied health: a scoping review","authors":"Kirsty Pope, L. Barclay, Karen Dixon, F. Kent","doi":"10.11157/fohpe.v24i2.559","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.559","url":null,"abstract":"Introduction: The aim of this scoping review was to identify, organise and synthesise existing evidence in relation to the supervision of allied health students on clinical placement.Methods: Five databases were searched for peer reviewed articles published from 2000 onwards. Data were extracted and analysed according to approaches to supervision, and student and/or educator outcomes for different models used. Each outcome was aligned to modified Kirkpatrick levels of evaluation.Results: 39 articles were reviewed. The terms models and approaches were poorly defined and used interchangeably in the clinical placement literature.  Studies varied in the methods employed and were typically of low to moderate methodological quality with a dominance of Kirkpatrick level 2a outcomes reported.Conclusions: This review has proposed a definition of supervision models to enable future research comparisons between models and to provide clarity to placement providers’ decision making. Overall evidence for reported outcomes is mixed and not strong enough to draw conclusions in favour of any one model. Approaches to supervision, not student ratio, may well be the catalyst for positive outcomes for all stakeholders and therefore should be the focus of future research.  ","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129398656","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":"The “ANZAHPE Way”: Nurturing health professionals, educators, learners and researchers in the next 50 years","authors":"J. Ash, M. Anakin, B. Canny, C. Denniston, E. Molloy, G. Rogers, J. Romeo, J. Rudland, A. Schoo, J. Tai, A. Vnuk","doi":"10.11157/fohpe.v24i2.715","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.715","url":null,"abstract":"In this paper, we argue that Australian & New Zealand Association for Health Professional Educators (ANZAHPE) is a nurturing organisation and envision what cultivating this means for its future. We use communities of practice and social learning to examine ANZAHPE’s evolution as a nurturing association. We describe two ANZAHPE innovations, the unique conference presentation format called the “personally arranged learning session”, or “PeArLS”, and a new professional development program called “ANZAHPE Online”. We then reflect on how these function as nurturing structures in which members embody ANZAHPE’s philosophy of community learning. From these examples, we draw out future directions for the association.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131331493","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":"The graduate nurse experience: A New Zealand perspective","authors":"Isabel Jamieson, K. Sampath, Arindam Basu, D. Sims, Joanne Greenlees-Rae, Gail Houston","doi":"10.11157/fohpe.v24i2.599","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.599","url":null,"abstract":"Introduction: The move from senior student to novice/advanced beginner registered nurse has been noted to be a stressful period. This longitudinal study follows the experiences of five cohorts of graduate New Zealand registered nurses throughout their first year of practice (n = 530).\u0000Methods: Data were collected via self-report survey using the Casey-Fink Graduate Nurse Experience Survey© at three points throughout the first year of practice.\u0000Results: Exploratory factor analysis (EFA) resulted in a 5-factor solution for 24 items from section two of the survey: professional support, professional role, professional concerns, professional communication and personal stress. Most respondents (93%) were female, New Zealand Europeans (80%) working in either surgical or medical clinical areas. Professional support from preceptors and exposure to positive role models contributed to a sense of being supported for 81% of the respondents. Satisfaction with choosing the professional role of nursing remained constant with over 90% agreeing or strongly agreeing they had made the right career choice. Across time, respondents reported few professional concerns and few concerns about professional communication. Concerns about personal stress were consistent, with 50% reporting stress related to issues such as finances, childcare and job performance.\u0000Conclusion: Contrary to other research, a honeymoon period was not evident (other than the initial high satisfaction with salary), rather the nurses’ satisfaction with nursing remained high throughout the year.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130062871","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":"Skills for the aspiring surgeon in Australia: A needs assessment","authors":"Isaac Ealing, Jonathon Hong, S. Whereat, Lily Builth-Snoad, Vijidha Shree, Jerome Laurence","doi":"10.11157/fohpe.v24i2.658","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.658","url":null,"abstract":"Introduction: The increasing duration of time before the commencement of formal surgical education training (SET) in Australia has emphasised the need for pre-SET “aspiring” surgical trainees to develop greater competency in both generic and specialty-specific skills to fulfil these public hospital positions, however there is no formalised curriculum or guide. This paper investigates current inconsistencies in the training of Australian pre-SET aspiring surgical trainees and attempts to define which skills are required.\u0000Methods: We conducted semi-structured interviews with pre-SET supervisors in general and specialty surgery fields at a large tertiary teaching hospital in Sydney, Australia, to assess expectations and competencies of pre-SET surgical trainees. A mixed-method analysis was used with inductive content analysis used for the rich interview data and quantitative analysis of 5-point Likert scale scores for the essential skills syllabus and eligibility requirements.\u0000Results: Eighteen interviews were conducted. Three major themes arose from inductive content analysis: participants perceived that pre-SET trainees met basic expectations, significant variability in skill level exists between trainees, and simulation was suggested as a potential solution to address gaps in training. Quantitative analysis of Likert scores suggests that trainee competency was inadequate (or not required) for several skills. For general surgery, trainee competency was deemed inadequate for proctoscopy, rigid sigmoidoscopy and appendicectomy.\u0000Conclusions: There is a critical need to clearly define the skills expected of pre-SET trainees and their role within the healthcare system. This study provides insights into the content of that skillset, which could be used to design relevant and useful training programs for pre-SET trainees. The value of simulation training was universally noted by participants. They believed that this could improve competency for pre-SET trainees in technical and non-technical skills.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126508091","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":"Editorial, Vol 24.2: Evidence versus fake news: Teaching research skills to equip students for practice in the 21st century","authors":"Joanne Hart, K. Scott","doi":"10.11157/fohpe.v24i2.759","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.759","url":null,"abstract":"","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115745826","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":"Enriching research practices through knowledge about Indigenous research methodologies","authors":"Joann E. Bolton, L. Remedios, Shawana Andrews","doi":"10.11157/fohpe.v24i2.758","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.758","url":null,"abstract":"Introduction \u0000Learning about Indigenous research paradigms and methodologies offers insights and reflexive opportunities for those who seek to improve their research practice.  This paper explores how research at the ‘interface’ can enrich scholarly inquiry across the academy. Whilst a single paper cannot do justice to the sophistication and nuance of Indigenous methodologies, as an authorship team of one Indigenous and two non-Indigenous academics, and through our established relationship and subsequent conversations, we present in this paper seven distilled methodological learnings that can enrich standard qualitative research practice. We predominantly explored the work of Indigenous scholars worldwide, and where relevant have drawn on non-Indigenous scholars where there may be ‘interface’ compatibilities. We also build off some of our previous work such as Andrews (2020a, 2020b), Andrews (2021) and Bolton and Andrews (2018). \u0000It is very important to clearly state that we are not suggesting readers, particularly non-Indigenous readers, use this paper as a template for Indigenous research, or as a guide for conducting research with Indigenous peoples and communities.  Rather, our intention is to share our personal learnings about Indigenous research with a view to bridging methodological understanding to achieve high quality qualitative research. Indigenous researchers have sought to navigate the interface between Indigenous and western research to generate new knowledge that reflects the interests, values and priorities of Indigenous peoples. The last twenty-five years has seen significant effort by Indigenous scholars across the globe to establish an Indigenous academic research agenda and pioneer change in research practices. The interface between Indigenous and western knowledge systems has much to offer research as a basis for the generation of new knowledge (Durie, 2004; Martin, 2008). It is at this interface, or intersection between two knowledges, that we make connections and offer our insights. \u0000This paper is divided into four sections: Beginning, Middle, Reflective End and New Beginnings, a framework drawn from our work. Within these four sections are seven key methodological reflections under the sub-headings: Understanding place in research, Positionality, Worldviews in research, Privileging knowledges, Relational accountability, Storytelling as methodology and Circular research processes, and at each sub-heading is our key learnings.   This is shown in Figure 1, noting the arrows grow in size as we approach ‘Beginning Again’ as a way of illustrating the enriching of knowledges and practices as the learning process loops iteratively.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114885117","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":"Evolution or revolution to programmatic assessment: Considering unintended consequences of assessment change","authors":"A. Ryan, D. O'Mara, M. Tweed","doi":"10.11157/fohpe.v24i2.703","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.703","url":null,"abstract":"Assessment in the health professions is transforming. The widespread dominance of a reductionist measurement-based approach over the past 50 years is shifting towards a preference for more authentic assessment designed to promote and support learning. Assessment as a series of individual barriers, each to be surmounted, is being discarded in favour of systems of assessment designed to scaffold learner development and ensure sufficient opportunities for achievement. The intentions of these changes are to avoid the negative impacts of previous assessment approaches, such as strategic gaming, unhealthy competition and a predominance of book study, over immersion in clinical environments. However, unintended outcomes need to be considered when planning such transformative assessment change—both for those engaged in incremental evolutionary change and for those taking a more rapid or revolutionary approach. We explore three key features of programmatic assessment: longitudinal use of multiple assessment formats, a focus on assessment for learning and collation of data by attribute for decision making. We highlight the intended and possible unintended outcomes related to these features from the perspective of evolutionary and revolutionary approaches to change. We postulate that careful consideration of unintended outcomes is essential when planning significant assessment redesigns in health professional education. Anticipating unintended outcomes might also provide both the motivation and rationale to advance assessment practice into the next 50 years—particularly in the areas of enhancements in technology and collaborations across and between education providers.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129522194","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}