Focus on Health Professional Education: A Multi-Professional Journal最新文献_第2页

The use of clinical simulation to support development of interprofessional skills and understanding: Perspectives from allied health students 使用临床模拟来支持跨专业技能和理解的发展:来自专职健康学生的观点

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-07-07 DOI: 10.11157/fohpe.v24i2.616

K. Robson, T. Parnell, Michelle Smith-Tamaray, Kim Lustig, Laura Hoffman, Wendy Rose Davidson, Cherie Wells, K. Hayes

{"title":"The use of clinical simulation to support development of interprofessional skills and understanding: Perspectives from allied health students","authors":"K. Robson, T. Parnell, Michelle Smith-Tamaray, Kim Lustig, Laura Hoffman, Wendy Rose Davidson, Cherie Wells, K. Hayes","doi":"10.11157/fohpe.v24i2.616","DOIUrl":"https://doi.org/10.11157/fohpe.v24i2.616","url":null,"abstract":"Introduction: Allied health professionals require skills in interprofessional collaboration to work effectively to achieve person-centred health outcomes. Simulated interprofessional experiences provide students with unique opportunities in a supported environment to develop the necessary skills required for future practice. \u0000Methods: An exploratory cross-sectional study using a qualitative survey design was employed to understand the attitudes and perceptions of allied health students after completing a university based, cross-campus, interprofessional simulation experience.\u0000Results: Over 200 students from four disciplines across three campuses of a regional Australian university were involved in a simulated experience that included a range of different interprofessional activities. Post-experience survey data from approximately 40% of students suggested that students perceived the experience had several positive learnings, including a better understanding of their own and other professions and the value of interprofessional collaboration and teamwork in client care; increased confidence, particularly in communicating with other healthcare professionals; and a broader understanding of healthcare, including eHealth. The results also highlighted the challenges of implementing a project across multiple disciplines and campuses and provided useful suggestions to further improve the experience. \u0000Conclusion: The findings of this research suggest that carefully developed and authentic interprofessional experiences through simulation can provide allied health students with the opportunity to develop valuable skills in communication and teamwork as well as an emerging appreciation of the benefits of a coordinated team approach to person-centred healthcare.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"54 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":"122912147","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

Sharpening reflexive practice in health professional education research 加强卫生专业教育研究中的反思性实践

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.734

C. Denniston

引用次数: 0

Evaluation of affective learning in a gamified pharmacy simulation 游戏化药房模拟中情感学习的评价

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.572

D. Hope, G. Rogers, G. Grant, M. King

{"title":"Evaluation of affective learning in a gamified pharmacy simulation","authors":"D. Hope, G. Rogers, G. Grant, M. King","doi":"10.11157/fohpe.v24i1.572","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.572","url":null,"abstract":"Introduction: Pharmacy students must achieve learning in the affective domain to attain the professional values that underpin patient-centred practice and self-directed, lifelong learning. An array of learning and teaching activities, including gaming and simulation, are used to achieve affective learning. The aim of this research was to evaluate affective learning in participants of an extended, immersive, gamified pharmacy simulation.\u0000Methods: Student teams managed simulated pharmacies, assuming the role of autonomous pharmacists to complete regular, scaffolded, pharmacy-related tasks and safely provide medicines and counselling. The 3-week gamified simulation was designed to develop teamwork and collaborative skills, while enhancing students’ professional identity, confidence and competencies. Affective learning was assessed via analysis of student reflective journals. Final-year pharmacy students completed debriefing and reflection at specific timepoints during participation in the 3-week gamified simulation. The validated Griffith University Affective Learning Scale (GUALS) was used by trained external assessors to evaluate the highest levels of affective learning detected in student reflective journals. Quantitative analysis of GUALS scores was conducted using SPSS 25. Means were computed per student for each week, regardless of journalling frequency, and changes over time compared.\u0000Results: From 2016 to 2018, 123 students participated in the simulation, generating 734 reflective journal entries for analysis. Overall, affective learning was evident, and its level increased over the course of the simulation. This was primarily associated with the improvements of female students.\u0000Conclusion: An extended, immersive, gamified pharmacy simulation induced and enhanced affective learning in final-year pharmacy students.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127448134","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

Nurses’ experiences in a rural interprofessional simulation course 护士在农村跨专业模拟课程中的体会

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.577

Amanda Margaret Van Asperen, R. Lesā, P. Seaton

{"title":"Nurses’ experiences in a rural interprofessional simulation course","authors":"Amanda Margaret Van Asperen, R. Lesā, P. Seaton","doi":"10.11157/fohpe.v24i1.577","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.577","url":null,"abstract":"Introduction: The Rural Inter-Professional Simulation Course (RiSC) in New Zealand is a 3-day immersive course that brings rural doctors and nurses together to practise emergency and trauma skills using workshops and a simulation-enhanced interprofessional experience (SEIPE). The course aims to increase practitioners’ psychomotor skills, communication, teamwork and leadership skills through simulation-based learning and translate this into the management of trauma in rural settings.\u0000Methods: This study employed an exploratory, descriptive design to explore transfer of learning from RiSC into clinical practice 8 months post course participation. Six registered nurses who participated in RiSC took part in semi-structured interviews. The transcribed interviews were analysed using a general inductive approach.\u0000Results: The nurses valued the learning experience in RiSC and used the skills they learnt in clinical practice, however factors such as their perception of the authenticity of the scenario and performance anxiety impacted the SEIPE. The nurses also observed interprofessional dynamics playing out during the SEIPE.\u0000Conclusions: RiSC is effective for rural trauma team training, however some aspects of the use of simulation in interprofessional education could be further enhanced.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127501971","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

future role of healthcare mentors and coaches in navigating workplace culture 医疗保健导师和教练在引导工作场所文化中的未来作用

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.706

Romany Martin, J. Copley, R. Dunwoodie, R. Forbes, L. Joyce, A. Mandrusiak, C. Noble, A. Pearson, J. Radford, Tim J Wilkinson, Dale Sheehan

引用次数: 0

A collaborative approach to engaging undergraduate students in learning and developing evidence-based practice 一种合作的方法，使本科生参与学习和发展循证实践

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.575

N. Lee, Jacqueline Jauncey-Cooke

{"title":"A collaborative approach to engaging undergraduate students in learning and developing evidence-based practice","authors":"N. Lee, Jacqueline Jauncey-Cooke","doi":"10.11157/fohpe.v24i1.575","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.575","url":null,"abstract":"Background: Students often have difficulty engaging with evidenced-based practice (EBP) courses that are largely theoretical and lack clinical relevance. This may result in graduates lacking vital skills to critique practice and participate in quality improvement.\u0000Approach: This paper describes the development and implementation of a collaborative academic and healthcare industry-based course that linked theoretical aspects of EBP. Students undertook a quality improvement project during clinical practice experience. Course assessments were designed to provide feedback on the progression of projects, the integration of theoretical and practical aspects of EBP and dissemination of findings.\u0000Conclusions: The course required substantial collaboration between the university and industry partners to identify clinically relevant projects and coordinate academic and clinical mentorship to support the students. The course demonstrated a significant level of clinical and academic partnership that resulted in relevant clinical quality improvements and increased student engagement with learning about, producing and implementing EBP. ","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116647752","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

The experiences of new graduates learning to make intervention decisions in diverse paediatric workplace settings: A cross-case analysis 新毕业生在不同儿科工作场所学习干预决策的经验:交叉案例分析

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.636

Elizabeth M A Moir, J. Copley, M. Turpin

{"title":"The experiences of new graduates learning to make intervention decisions in diverse paediatric workplace settings: A cross-case analysis","authors":"Elizabeth M A Moir, J. Copley, M. Turpin","doi":"10.11157/fohpe.v24i1.636","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.636","url":null,"abstract":"Introduction: New graduates commonly experience challenges making client-related decisions. Current occupational therapy literature has predominantly focused on new graduates’ general experiences of commencing practice and experienced clinicians’ perceptions of clinical decision making. This study aimed to explore new graduate occupational therapists’ experiences of learning to make intervention decisions in paediatric practice.\u0000Methods: A case study approach enabled exploration of the experiences and reflections of 18 new graduate and eight experienced occupational therapists working in three paediatric service delivery contexts—private practice, acute hospital and non-government settings. Data were collected using semi-structured interviews, observations, informal discussions, review of documents and reflective journal entries. Similarities and differences across the three cases were examined.\u0000Results: Contextual influences, including time pressure, clinical risk and self-expectations, shaped new graduates’ experiences of learning to make intervention decisions. These influences impacted new graduates’ access to common support mechanisms, such as informal discussions with colleagues, formal workplace supervision and shared workplace resources, and prompted them to draw on supports and resources external to the workplace. \u0000Conclusions: Understanding the contextual influences that shape new graduate allied health practitioners’ experiences of learning to make intervention decisions assists professional bodies, workplaces and universities to better target the training and support provided to new graduates to ensure that their intervention decisions promote positive client outcomes. Furthermore, the research findings can increase new graduates’ understanding of both workplace and external support mechanisms that assist clinical decision making and the possible impact of high self-expectations on their decision-making experiences.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134525026","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

Editorial, Vol 24.1 社论，第24.1卷

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.735

D. Prideaux

引用次数: 0

Deep learning in the marking of medical student short answer question examinations: Student perceptions and pilot accuracy assessment 深度学习在医学生简答题评分中的应用:学生认知与试点准确性评估

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.531

Lily Hollis-Sando, Charlotte Pugh, Kyle B. Franke, Toby Zerner, Yiran Tan, G. Carneiro, A. van den Hengel, Ian Symonds, P. Duggan, S. Bacchi

{"title":"Deep learning in the marking of medical student short answer question examinations: Student perceptions and pilot accuracy assessment","authors":"Lily Hollis-Sando, Charlotte Pugh, Kyle B. Franke, Toby Zerner, Yiran Tan, G. Carneiro, A. van den Hengel, Ian Symonds, P. Duggan, S. Bacchi","doi":"10.11157/fohpe.v24i1.531","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.531","url":null,"abstract":"Introduction: Machine learning has previously been applied to text analysis. There is limited data regarding the acceptability or accuracy of such applications in medical education. This project examined medical student opinion regarding computer-based marking and evaluated the accuracy of deep learning (DL), a subtype of machine learning, in the scoring of medical short answer questions (SAQs).\u0000Methods: Fourth- and fifth-year medical students undertook an anonymised online examination. Prior to the examination, students completed a survey gauging their opinion on computer-based marking. Questions were marked by humans, and then a DL analysis was conducted using convolutional neural networks. In the DL analysis, following preprocessing, data were split into a training dataset (on which models were developed using 10-fold cross-validation) and a test dataset (on which performance analysis was conducted).\u0000Results: One hundred and eighty-one students completed the examination (participation rate 59.0%). While students expressed concern regarding the accuracy of computer-based marking, the majority of students agreed that computer marking would be more objective than human marking (67.0%) and reported they would not object to computer-based marking (55.5%). Regarding automated marking of SAQs, for 1-mark questions, there were consistently high classification accuracies (mean accuracy 0.98). For more complex 2-mark and 3-mark SAQs, in which multiclass classification was required, accuracy was lower (mean 0.65 and 0.59, respectively).\u0000Conclusions: Medical students may be supportive of computer-based marking due to its objectivity. DL has the potential to provide accurate marking of written questions, however further research into DL marking of medical examinations is required.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130482304","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

In-demand, interactive and an appetite for more: Analysis of learner enrolments and feedback in an open-access introductory telehealth course during COVID-19 需求、互动和对更多的渴望:COVID-19期间开放获取远程医疗入门课程的学习者注册情况和反馈分析

Focus on Health Professional Education: A Multi-Professional Journal Pub Date : 2023-03-31 DOI: 10.11157/fohpe.v24i1.550

C. Seaman, E. Green, J. Cox, Kate Freire, Jacki Mansfield

{"title":"In-demand, interactive and an appetite for more: Analysis of learner enrolments and feedback in an open-access introductory telehealth course during COVID-19","authors":"C. Seaman, E. Green, J. Cox, Kate Freire, Jacki Mansfield","doi":"10.11157/fohpe.v24i1.550","DOIUrl":"https://doi.org/10.11157/fohpe.v24i1.550","url":null,"abstract":"Introduction: The use of telehealth has accelerated with health service delivery restrictions experienced during the COVID-19 pandemic. This research assessed learner enrolments and feedback in an introductory, online, open-access, rural-focused telehealth training course to inform future telehealth education design.\u0000Methods: Differences in enrolled learner demographics “before” (n = 331) and “after” (n = 3,776) COVID-19-related changes in Australia were assessed. Content analysis of learner feedback was conducted to understand the beneficial aspects of the course and to inform future telehealth education and training development.\u0000Results: Concurrent with telehealth changes announced in Australia in March 2020, enrolments in the course sharply increased. While students comprised most enrolments, initial growth was strongest amongst health educators and health professionals. More learners enrolled from major city areas and other countries. User feedback indicated the flexible delivery mode, policy, links to resources and multimedia content were the most beneficial aspects of the course. Learners would like more client perspectives as well as discipline- and context-specific information. There is also an appetite for more practice-based telehealth education.\u0000Conclusions: Growth in demand for the course and positive learner feedback showed it was filling an important introductory training gap. Learner feedback also highlighted several perceived barriers among learners in being able to implement best-practice telehealth in their current or future practice. This feedback could be used to inform the design of further telehealth training for health professionals and students to, ultimately, enhance the use of telehealth technologies.","PeriodicalId":382787,"journal":{"name":"Focus on Health Professional Education: A Multi-Professional Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130889581","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