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

{"title":"Novel interprofessional learning for healthcare students: An escape room pilot","authors":"Leigh Moore, Narelle Campbell","doi":"10.11157/FOHPE.V20I1.306","DOIUrl":"https://doi.org/10.11157/FOHPE.V20I1.306","url":null,"abstract":"Introduction: Interprofessional practice is an important contributor to improved patient outcomes, yet interprofessional learning (IPL) has proven challenging to implement. With responsibility for a cohort of students from many universities and disciplines, attending placements of various lengths and dates, the Flinders Northern Territory Remote and Rural Interprofessional Placement Learning program needed a novel way to overcome barriers to IPL. Innovation: An “escape room”, an immersive team-based activity with puzzles and problem solving, was developed specifically for this program. The room has an interprofessional healthcare theme and can be transported in a suitcase to enable use in almost any placement site. What next? The next steps will focus on refining the learning objectives, developing the post-room debrief and exploring the escape room’s use for formative assessment. In addition, we plan to replicate the room across our sites, develop an additional scenario and undertake ongoing evaluation of the room and associated student learning outcomes. Evaluation: The room was run as a pilot in three stages – briefing, solving the room and debriefing. The pilot room was evaluated in multiple ways: observation of participants before, during and after the room; participant evaluation questionnaires; free-flow discussion after participation; and through written and verbal feedback received. A shortened version was presented to ANZAHPE conference attendees, with observers asked to provide feedback. The room was evaluated for participant engagement and perceived learning value. Outcomes: The evaluation findings indicate that the escape room activity was very enjoyable, encouraged participant engagement, suited many professions, was transportable and showed promise as an interprofessional learning platform. Additionally, it provided unexpected benefits, including networking opportunities, staff engagement and peer support possibilities. What next? The next steps will focus on refining the learning objectives, developing the post-room debrief and exploring the escape room’s use for formative assessment. In addition, we plan to replicate the room across our sites, develop an additional scenario and undertake ongoing evaluation of the room and associated student learning outcomes.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114973592","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":"Radiography Student Preferences Regarding Assessments and Feedback","authors":"A. Oh, I. Williams, Y. Hodgson","doi":"10.11157/FOHPE.V19I3.255","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.255","url":null,"abstract":"Introduction: Assessment and feedback are important aspects of higher education. In allied health degrees, including radiography, the successful completion of assessments demonstrates that a graduate meets accreditation standards for clinical practice. Feedback within a degree program provides critical information to students on their attainment of these skills. Using a framework of discourse, emotion and identity, this study investigated the preferences of radiography students regarding the assessments and feedback they experienced during their degree program at an Australian university. Method: A survey was administered to all radiography students. Students were asked to rank the assessment tasks and feedback they experienced during their degree program according to what they liked most and learned the most from. Final-year students were asked an additional question about their perceived readiness to meet professional standards. Results: The survey was completed by 129/264 (48.9%) students. The assessment most liked by students was computer-based image analysis (mean 4.99/6.00) while practical assessment was ranked as the assessment that they learned the most from (mean 4.12/6.00). These types of assessments are strongly related to professional identity. Feedback preferences differed depending on the setting—detailed written comments were most preferred on campus (mean 4.88/6.00) while individual verbal feedback was most preferred in the clinical context (mean 4.54/6.00). Discourse is an important aspect of these types of feedback. Final-year students gave positive ratings of their preparedness to meet professional standards. Conclusion: Our findings provide a greater understanding of radiography student preferences in assessment and feedback, which can guide future curriculum design. Students valued and preferred assessments that related to professional identity and real- life radiography skills. Students’ preferred form of feedback was dependent upon the learning environment.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129894348","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":"Educational needs and workplace opportunities of allied health assistants: A qualitative pilot","authors":"S. Mickan, X. Golenko, N. Buys","doi":"10.11157/fohpe.v19i3.251","DOIUrl":"https://doi.org/10.11157/fohpe.v19i3.251","url":null,"abstract":"Introduction: Healthcare assistants perform a broad range of clinical and administrative tasks across many clinical settings and are supervised by most professional groups. This diversity creates challenges for maintaining a consistent scope of practice and consistent patterns of skill utilisation. It is not clear whether formal education in universities for allied health assistants (AHAs) could better shape the role and opportunities for the AHA workforce. Methods and analysis: An exploratory qualitative study was designed to investigate the perspectives of senior allied health clinicians and academics about the educational needs and workplace opportunities for AHAs. We were interested in whether university education for AHAs could help to shape consistent roles and expectations of AHAs for the future workforce. A convenience sample of participants was invited to exploratory semi-structured interviews, and their responses were thematically analysed and integrated. Results: Twelve participants, representing eight different allied health professions, were interviewed. Three themes emerged. Participants described the diverse roles, capabilities and expectations of the health assistant workforce. Current vocational training was considered inconsistent and insufficient, and participants reported significant local training occurring to meet the expectations of different work environments. Future educational pathways in university were not supported by any participants for many, largely practical, reasons.  Conclusion: University-level education does not appear to be a feasible tool to ensure consistent workforce roles and expectations for allied health assistants. Instead, AHAs need integrated educational pathways across vocational training and workplace environments. Continued workforce design is required to align assistant and professional roles and expectations.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115235691","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":"Discussion Paper: Children in out-of-home care: What do medical students learn about them?","authors":"K. Thornton","doi":"10.11157/FOHPE.V19I3.199","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.199","url":null,"abstract":"Out-of-home care (OOHC) refers to alternative care, such as foster care, kinship care or residential care, for children and young people up to 18 years old who are unable to safely live with their families. Child maltreatment is common, and 1 in 35 children in Australia received child protection services in 2014–2015. Placement in OOHC is considered an intervention of last resort, meaning that those in care are the highest risk cohort receiving protective services. I conducted a small pilot study to explore what is currently taught to future doctors about children in OOHC and found that there is no formal teaching about these children in the University of Melbourne Doctor of Medicine course. Child abuse and neglect is covered in the paediatric curriculum, and mandatory reporting appears to be well covered. After reflecting on the implications of this omission, I considered a number of ways material about this topic could be implemented into medical school curricula.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117134697","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":"Vol 19 Reviewer Acknowlegement","authors":"J. Romeo","doi":"10.11157/fohpe.v19i3.327","DOIUrl":"https://doi.org/10.11157/fohpe.v19i3.327","url":null,"abstract":"","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115949578","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":"Medical students’ experience of a Teddy Bear Hospital as part of a paediatric curriculum","authors":"Lilly Nheu, Wonie Uahwatanasakul, A. Gray","doi":"10.11157/FOHPE.V19I3.217","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.217","url":null,"abstract":"Introduction: Teddy Bear Hospital is a strategy used to help reduce children’s fears of the healthcare system and teach them about health-related issues. It involves mock consultations where medical students play the role of a “teddy doctor” and children act as the carer of teddy, or another soft toy, requiring consultation. This provides medical students with the opportunity to interact with children and develop communication skills while children are introduced to the medical consultation process. The aim of this study was to evaluate the medical student experience of Teddy Bear Hospital as part of a paediatric curriculum. Methods: We conducted a qualitative observational study using observations and focus group interviews with third-year postgraduate medical students. Strategies for engaging children and medical student behaviours were observed. In focus groups, students discussed their experience and the benefits of involvement they perceive. Inductive content analysis was performed, guided by a phenomenological approach, to identify themes. Results: Three major themes were identified: student discomfort, adapting communication to child temperament and developmental age and how the Teddy Bear Hospital contextimpacts learning. Students experienced discomfort approaching families and through disclosure of medical information. Despite this, students described it as an enjoyable learning experience that taught them to adapt communication to the child. Students also recognised greater challenges in a hospital-based event than one in the community. Conclusions: Participation in Teddy Bear Hospital appears to be a valuable component of the paediatric curriculum for medical students. Through enjoyable experiential learning, students described developing important communication skills with children. While they did experience discomfort in the process, this has potential to deepen learning.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115029919","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 19.3","authors":"E. Molloy","doi":"10.11157/FOHPE.V19I3.325","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.325","url":null,"abstract":"","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132948695","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":"Lining up the ducks: aligning the hidden, formal and informal curricula in an immersed learning environment","authors":"D. Paul, D. Askew, Shaun C. Ewen, Vivian Lyall, Melissa J. Wheeler","doi":"10.11157/FOHPE.V19I3.229","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.229","url":null,"abstract":"Introduction: Incongruence between the formal, informal and hidden curricula of Aboriginal and Torres Strait Islander health education is a barrier to student learning and preparedness for delivering effective and culturally-safe healthcare to Aboriginal people. We investigated the impact of student and registrar immersion experiences in an urban Aboriginal and Torres Strait Islander primary healthcare service, where greater alignmentbetween the formal, informal and hidden curricula is evident. Methods: In 2014, 11 students and registrars participated in this qualitative study. At the commencement of their placement, they received a project-specific vignette describing a 46-year-old Aboriginal woman with type 2 diabetes, wrote responses to questions about her clinical care and participated in a semi-structured interview, which explored the assumptions underpinning their responses. Post-placement, participants reflected on their earlier responses and what they had learned from their placement about Aboriginal and Torres Strait Islander people and their health and healthcare.  Results: The placement negated many of the students’ and registrars’ previously held assumptions about Aboriginal people, for example, that Aboriginal people don’t care about their health and will not engage with health professionals. Participants became aware of the benefits of long-term doctor–patient relationships based on trust and respect. Participants realised that doctors have a role in addressing social determinants of health.  Conclusions: Our participants’ shifts in thinking and knowing suggest that greater alignment between the formal, informal and hidden curricula can lead to deepened and more effective learning outcomes for medical students and registrars and, critically, to improved Aboriginal health outcomes. Identification and reproduction of the key elements of Aboriginal health services may enrich medical students’ learning about culturally-safe and appropriate care for Aboriginal people.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123823613","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 “enhancing tertiary tutor's cultural safety” study: Aboriginal and Torres Strait Islander cultural training for tutors of medical students","authors":"Frank S. Merritt, J. Savard, P. Craig, Aline Smith","doi":"10.11157/FOHPE.V19I3.238","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I3.238","url":null,"abstract":"Introduction: The inclusion of an Aboriginal and Torres Strait Islander health curriculum is an accreditation requirement of medical training. Healthcare provisions that are culturally safe may lead to better health outcomes for Aboriginal and Torres Strait Islander peoples. To achieve this, graduating doctors need to practise in a culturally-safe manner when dealing with Aboriginal and Torres Strait Islander Australians. This study considered the impact of a cultural diversity/cultural-safety training program for problem-based learning (PBL) tutors of medical students. Methods: This qualitative study looked at the impact of a cultural-safety training workshop that was delivered to current PBL tutors of medical students. The tutors were invited to participate in a focus group 6 months post workshop and asked to reflect on the content and structure of the workshop, their role as a tutor and whether their workshop experience translated to their tutorial work. Results: The three key thematic findings from the focus group were around reflections on the tutor’s own cultural competence, the perceived role of the tutor in the PBL environment and the interaction between the tutor and the student in their tutorial groups. Interestingly, across these findings, an “us versus them” construct was noted. Conclusion: PBL tutors can be agents of change; they are uniquely positioned to enable future doctors to have a pivotal role in better health outcomes for Aboriginal and Torres Strait Islander people. We found a single cultural-safety training event to be helpful but insufficient. Addressing systemic barriers towards institutional change across health professional education is required.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133365874","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 19.2","authors":"A. Wearn","doi":"10.11157/FOHPE.V19I2.291","DOIUrl":"https://doi.org/10.11157/FOHPE.V19I2.291","url":null,"abstract":"","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133481401","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}