Education for Health最新文献

{"title":"Promoting intern wellness within a psychiatry residency training program: A process of regular check-ins by chief residents","authors":"Jaimie Yung, Bo Kim","doi":"10.4103/efh.efh_354_20","DOIUrl":"https://doi.org/10.4103/efh.efh_354_20","url":null,"abstract":"Background: Wellness in residency is increasingly considered a vital part of medical training. Yet to be widely explored are efforts that focus particularly on 1st-year residents (i.e., interns), who likely experience unique professional changes. We developed and implemented, within a psychiatry residency training program, a process of individualized wellness check-ins with interns by chief residents throughout an academic year. Methods: At the beginning of the academic year, a one-page baseline questionnaire was completed by interns anticipating how the chief residents can best support them. During check-ins, the chief residents asked about interns' residency experiences and wellness. The check-ins were conducted at frequencies requested by each intern. Chief residents sought open verbal feedback from the interns, and more structured feedback was collected 6 months into the academic year, using a brief four-question mid-year questionnaire. Results: Check-ins were conducted with all eight interns in the program. Baseline questionnaire responses indicated interns' preferences for more mentorship, communication across the program, and socialization. Regular check-ins started at intern-desired frequencies, and their content was guided by individual interns' questionnaire responses. Feedback from interns shaped the frequency/content of subsequent check-ins. Discussion: This regular check-in process is an early attempt to explicitly delineate what chief residents can do to support intern wellness. This process can be adapted to meet specific individual/program needs. Further work is warranted to rigorously (i) examine measurable impact of the process on intern wellness and (ii) compare the impact to those of other emerging practices that use regular check-ins to target intern wellness.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90254719","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":"From millstones to milestones: Scaffolding a house of public health on political science foundations","authors":"F. Shroff, Swetha Prakash, Trish L. Varao-Sousa","doi":"10.4103/efh.efh_256_18","DOIUrl":"https://doi.org/10.4103/efh.efh_256_18","url":null,"abstract":"Background: We analyze the University of British Columbia's Department of Political Science's first course on health, “Global Politics and Health,” to determine whether one course could inform political science students to tackle health issues. The major concept was global public health is politics writ large, as determinants of health are rooted in economic and social power. Course objectives encouraged student agency in ameliorating population health status. Methods: We use three surveys, with qualitative and quantitative components, to assess interest and knowledge of public health issues, and determine whether student agency increased as the course progressed. Results: We confirmed that political science develops an excellent foundation for the analysis of issues related to global public health status. One course can stimulate curiosity in health issues. Unexpectedly, we discovered that students' greatest learning outcome integrated personal, interpersonal, and scholarly analyses of health issues. This provided an avenue for students outside of the health sciences to frame mental health, sexuality, and other stigmatized subjects within scholarly discourse. After the course, virtually all students had developed a sense of agency, hope, and tools to understand the roots of mental and physical health. Following case studies on various countries, students quickly grasped the significant impact of politics and economics on people's health. Discussion: We recommend that political science departments offer courses that focus on health for all alongside existing courses on healthcare systems' politics. Furthermore, departments of public health may benefit from including political science courses as core elements of their curriculum to assist graduates in navigating the highly politicized infrastructure of public health. Both disciplines stand to gain from this interdisciplinary opportunity-- in the service of better health for all.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84991162","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":"Establishing an educational value unit to promote teaching in an academic unit","authors":"L. Butani, J. Plant","doi":"10.4103/efh.efh_332_18","DOIUrl":"https://doi.org/10.4103/efh.efh_332_18","url":null,"abstract":"Background: In academic health centers, education remains an incompletely supported and funded mandate. In an attempt to promote education and better support educational endeavors of faculty, some academic health centers and departments have conceived of a metric, the educational value unit (eVU), to begin to “quantify” teaching. What goes into this metric, its intended goals and the logistics of its implementation vary considerably among centers. Lessons Learned: This practical advice paper highlights the various lessons learned from a review of the limited published literature on eVU systems supplemented with our personal experience in implementing a successful eVU system in the Department of Pediatrics at our institution, to help guide others who may be interested in doing that same. Even in limited-resource settings, our hope is that these lessons can serve as a guide on how to better quantify and reward teaching, whether through monetary or nonfiscal incentives and recognition.","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86368916","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":"Maintaining patient participation in medical education in the context of a pandemic.","authors":"Gillian Chambers, Deirdre McDermott, Angela Kearns, Meabh Ni Bhuinneain","doi":"10.4103/efh.EfH_307_19","DOIUrl":"https://doi.org/10.4103/efh.EfH_307_19","url":null,"abstract":"","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860660","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":"A pilot study of the implementation and evaluation of a leadership program for medical undergraduate students: Lessons learned.","authors":"Sumita Sethi,&nbsp;Suresh Chari,&nbsp;Henal Shah,&nbsp;Ruchi Agarwal,&nbsp;Ruchi Dabas,&nbsp;Renu Garg","doi":"10.4103/1357-6283.332959","DOIUrl":"https://doi.org/10.4103/1357-6283.332959","url":null,"abstract":"<p><strong>Background: </strong>Most Indian medical schools lack formal leadership training though students are expected to evolve into leaders. The Student Leadership Program (SLP) was designed and evaluated with an objective to incorporate and strengthen leadership skills in undergraduates and to initiate change in organizational practice through the development of a Student Leadership Society.</p><p><strong>Methods: </strong>The SLP was designed using best evidence guidelines in medical education. Competencies and learning outcomes were identified in four domains: reflective writing, self-management, team management, and experiential learning. A stepwise program was implemented over 6 months in which participants wrote reflections at the end of each program session. So as to gain objective evidence of behavioral change in participants in relation to the leadership training, their reflections were qualitatively analyzed and corresponding codes and themes were derived.</p><p><strong>Results: </strong>We describe the content and stepwise process of implementation of our pilot leadership program, which included 24 final-year students. Results of qualitative analysis are presented in relation to the domains of self-management, team management, and evaluation of experimental learning. Among the findings were: students viewed assertive skills training as the most powerful learning experience within self-management, and in team management, the session on \"Myers-Briggs Type Indicator for understanding one's own leadership style\" was seen as the most powerful learning tool, while the session on conflict management was the most difficult in this domain. A Student Leadership Society was instituted.</p><p><strong>Discussion: </strong>In this study, students' reflections helped us better understand factors (the \"how\" and \"why\") that make leadership training more effective. The SLP, with a strong evidence base, achieved the intended learning outcomes. A Student Leadership Society was constituted as a networking platform to explore the long-term effects of leadership training on organizational practice. The content and process of our pilot leadership program and lessons learned through understanding of students' perspectives should be applicable to subsequent iterations of student leadership development programs here and in other settings.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39625297","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":"Dietetics students' perceptions of classroom-based learning activities.","authors":"Kathryn E Coakley,&nbsp;Peter Pribis","doi":"10.4103/efh.EfH_258_20","DOIUrl":"https://doi.org/10.4103/efh.EfH_258_20","url":null,"abstract":"<p><strong>Background: </strong>The Accreditation Council for Education in Nutrition and Dietetics requires that undergraduate dietetics courses utilize a variety of educational approaches to facilitate learning. The aim of this pilot study was to evaluate undergraduate nutrition students' perceptions of 16 classroom-based learning activities before and after taking an upper-level nutrition course.</p><p><strong>Methods: </strong>A survey was completed by students before and after taking an upper-level nutrition course, Methods in Nutrition Education, at a single university in the southwest region of the United States in fall 2016 and 2017. The survey included demographic questions and assessed students' perceptions of the helpfulness of 16 traditional and active classroom-based activities to learning. Perceptions were measured via Likert scale (1 = strongly disagree to 5 = strongly agree) at baseline and postcourse. Wilcoxon signed rank tests assessed changes in students' perceptions of learning activities from baseline to postcourse (significance = P < 0.05).</p><p><strong>Results: </strong>Ninety-seven completed baseline surveys; 67 (69%) completed postcourse surveys. Observing professionals (median = 5), interviewing professionals (median = 5), and critical thinking (median = 4) were perceived as most helpful to learning postcourse. Students agreed critical thinking, integrating material from other courses, interviewing professionals, case studies, writing short reports and summaries, and group projects and activities were significantly more helpful postcourse compared to baseline (P < 0.05).</p><p><strong>Discussion: </strong>Undergraduate nutrition students perceive a variety of classroom-based activities are helpful to learning including traditional (textbook readings, lectures) and active learning strategies (observation, practice). Instructors may consider implementing a variety of traditional and active learning strategies in upper-level nutrition and health-related courses to facilitate learning.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860655","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":"Dental students, stress, and physical activity during the COVID-19 pandemic.","authors":"Carlos Martin Ardila,&nbsp;Angela Maria Gomez-Restrepo","doi":"10.4103/efh.EfH_17_20","DOIUrl":"https://doi.org/10.4103/efh.EfH_17_20","url":null,"abstract":"","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860658","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":"Perceptions of faculty toward \"social obligation\" at an Indian medical school.","authors":"Sucheta P Dandekar,&nbsp;Radhika Mhatre,&nbsp;Kay Mohanna","doi":"10.4103/efh.EfH_208_19","DOIUrl":"https://doi.org/10.4103/efh.EfH_208_19","url":null,"abstract":"<p><strong>Background: </strong>The World Health Organization has defined social accountability of medical schools as \"…obligation to direct their education, research, and service activities toward addressing the priority health concerns of the community.\" The current study looked at the extent to which the concept was understood in an Indian medical school, exploring how faculty perceived and were involved in directing a response to the social obligation of their medical school.</p><p><strong>Methods: </strong>Seventeen semi-structured audio-recorded interviews were conducted by purposive sampling of faculty from different disciplines. Interviews were transcribed and analyzed through a collaborative thematic approach to gain insight into faculty knowledge of the \"obligation triad\" of responsibility, responsiveness, and accountability; enablers and barriers in implementation; and understanding stakeholder roles.</p><p><strong>Results: </strong>Faculty were unfamiliar with the terms and were unaware of the movement towards socially accountable schools. They were, however, sensitive to their responsibilities towards students and the community. Four major themes emerged: Perceptions of social obligation, awareness of social and cultural values, the role of partnerships, and moving toward a socially accountable model.</p><p><strong>Discussion: </strong>Sensitizing students towards community needs, impact of cultural and socio-economic backgrounds, importance of contextual curriculum, and stakeholder roles were some of the challenges highlighted in developing a socially accountable medical school.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39625295","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":"All eyes on me: Remote online assessments for health professional programs during a pandemic.","authors":"Fahamina Ahmed,&nbsp;Amne Borghol","doi":"10.4103/1357-6283.332953","DOIUrl":"https://doi.org/10.4103/1357-6283.332953","url":null,"abstract":"<p><strong>Background: </strong>Due to the unprecedented COVID-19 pandemic, learning institutions were faced with many challenges while transitioning their in-person courses to an online format for teaching, learning, and testing. One of these challenges included the continuation of assessments in a safe but secure manner.</p><p><strong>Discussion: </strong>Professional health programs may need to implement new policies to ensure a fair, safe testing process that maintains exam integrity during remote assessments. We concluded that transitioning to remote assessments for health professional schools posed many challenges. Further studies may elaborate the effectiveness and limitations of the various approaches used for remote assessments by professional health programs during the pandemic.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860656","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":"Knowledge and attitude of dental students of Navi Mumbai on tobacco cessation counseling: A cross-sectional study.","authors":"Divyangana Vashi,&nbsp;Prakash Srichand Talreja,&nbsp;Varsha Rathod,&nbsp;Vinayak Thorat","doi":"10.4103/1357-6283.332961","DOIUrl":"https://doi.org/10.4103/1357-6283.332961","url":null,"abstract":"<p><strong>Background: </strong>Due to the increasing awareness about the harmful effects of tobacco, quite a few tobacco users have shown interest in quitting. But, still there is lack of knowledge, lack of tobacco cessation support, and strong cultural habits which influence their inability to quit. Dentists are less likely to provide tobacco cessation advice and counseling and they feel inadequately prepared to provide tobacco cessation education to their patients as compared to physicians and other health professionals. Furthermore, tobacco cessation counseling is not yet a part of routine dental practice and is not incorporated in the dental curriculum. The purpose of this study was to determine the knowledge and attitude of dental students of Navi Mumbai on tobacco cessation counseling.</p><p><strong>Methods: </strong>It is a cross-sectional survey-based study. A total of 691 interns and 4^th year BDS students were assessed using a structured questionnaire.</p><p><strong>Results: </strong>About 75.3% of the participants claimed that they were not sufficiently trained to provide tobacco cessation counseling. However, 84.2% indicated willingness to counsel their patients regarding the same. About 62.1% felt that the patients do not listen to dental students about quitting and 89.6% of students agreed that counseling patients on tobacco cessation is their duty.</p><p><strong>Discussion: </strong>Dental students lacked confidence in providing counseling to tobacco users due to lack of knowledge on tobacco cessation counseling. However, majority of the participants were also motivated to undertake special training for counseling. The study highlights the importance of introducing tobacco cessation counseling program in the curriculum of dental students to create awareness about the same and to help dental professionals provide effective tobacco cessation counseling.</p>","PeriodicalId":46742,"journal":{"name":"Education for Health","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39860657","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}