Advances in Health Sciences Education最新文献

{"title":"Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians","authors":"Yael Mayer,&nbsp;Laura Nimmon,&nbsp;Michal Shalev,&nbsp;Elisabeth Gross,&nbsp;Laura Yvonne Bulk,&nbsp;Alfiya Battalova,&nbsp;Terry Krupa,&nbsp;Tal Jarus","doi":"10.1007/s10459-024-10386-4","DOIUrl":"10.1007/s10459-024-10386-4","url":null,"abstract":"<div><p>The development of a robust professional identity is a pivotal aspect of every healthcare professional’s educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 4","pages":"1101 - 1121"},"PeriodicalIF":3.3,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10386-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review","authors":"Luocheng Zhang,&nbsp;Freyr Patterson,&nbsp;Adriana Penman,&nbsp;Roma Forbes","doi":"10.1007/s10459-024-10384-6","DOIUrl":"10.1007/s10459-024-10384-6","url":null,"abstract":"<div><p>Simulation-based learning (SBL) is an important component in health professions education and serves as effective preparation or a substitution for clinical placements. Despite their widely accepted benefits, students from culturally and linguistically diverse (CALD) backgrounds may not experience the same learning outcomes from engaging in SBL as their local peers due to complex factors. Supporting students from CALD backgrounds in SBL is vital, not only to optimise their learning experiences and outcomes, but also ensure inclusive health professions education. While the literature on the participation of students from CALD backgrounds in SBL activities is emerging, this scoping review was conducted to (1) map the evidence on how SBL impacts the learning outcomes of health professions students from CALD backgrounds; and (2) understand how students from CALD backgrounds perceive their SBL experiences. Following Arskey and O’Malley’s framework and Joanna Briggs Institute methodology for scoping reviews, a search was conducted in January 2024 using PubMed, Embase, CINAHL, Scopus, PsycINFO, and ERIC. Ten papers met the inclusion criteria. This review highlighted three themes: (1) diverse learning outcomes of SBL; (2) facing linguistic and cultural challenges that are inherent to SBL; and (3) preparation, reflection, and support to actively participate in SBL activities. This review indicates that SBL could enhance clinical skills and confidence in students from CALD backgrounds. However, well-designed SBL activities to meet the learning needs of students from CALD backgrounds are currently lacking and further research across broader health professions fields is needed.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 4","pages":"1353 - 1375"},"PeriodicalIF":3.3,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10384-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human rights engagement, stigma and attitudes towards mental health among Colombian social work and medical students","authors":"Felipe Agudelo-Hernández,&nbsp;Helena Vélez-Botero,&nbsp;Marcela Guapacha-Montoya","doi":"10.1007/s10459-024-10377-5","DOIUrl":"10.1007/s10459-024-10377-5","url":null,"abstract":"<div><p>Human rights training in mental health professions is essential to reduce stigma and facilitate recovery processes. The aim of this study was to understand the relationship between engagement to human rights and stigma towards people with mental disorders, as well as attitudes towards mental illness in medical and social work students of a Latin American context. An analytical, cross-sectional study was carried out with a sample of 243 students in the last two years of study. Community Attitudes Towards the Mentally Ill (CAMI), Mental Illness Clinicians’ Attitude Scale (MICA), Human Rights Exposure in Social Work (HRXSW) and Human Rights Engagement in Social Work (HRESW) were used as instruments. To determine how the explanatory variables are related to the engagement to human rights (dependent variable) a binary logistic regression model was used. Correlations were found between the scales and their components. Economic condition, intersectional approach, authoritarianism, benevolence and mental health ideology explained 55.11% of the variance for commitment to the engagement of human rights. Some factors related to the stigma of mental disorders and the focus on human rights in future mental health professionals are highlighted that should be more visible in the training practices of these professions.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 4","pages":"1085 - 1100"},"PeriodicalIF":3.3,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10377-5.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Where are you really from?”: a qualitative study of Asian American medical provider experiences","authors":"Candace J. Chow,&nbsp;Rebekah Wadsworth,&nbsp;Darin Ryujin,&nbsp;Michelle Vo,&nbsp;Julie K. Thomas","doi":"10.1007/s10459-024-10390-8","DOIUrl":"10.1007/s10459-024-10390-8","url":null,"abstract":"<div><p>The COVID-19 pandemic highlighted how racially minoritized patients and clinicians have suffered racial discrimination. It also made visible the ways in which Asians across the globe experience racial hate and illuminated that the experiences of Asians in medicine are not often spotlighted. In the United States specifically, Asian Americans are not viewed as minoritized in medicine, yet their professional experiences are rarely highlighted. Informed by the discourses of the model minority, the forever foreigner, and ethnic lumping, we used Asian critical theory to explore how Asian American medical providers in Utah understand racial and ethnic identity and how these identities and experiences of racialization inform their professional identities. Using a case study approach, we identified and interviewed 23 physicians, physician assistants, and nurse practitioners (during spring 2022) who live in and practice medicine in Utah. Transcribed interviews were coded using reflective thematic analysis. Findings were organized into three themes: (1) feeling different, (2) experiences with discrimination, and (3) wrestling with the model minority myth. While Asian American medical providers experience not belonging, they also have the agency to disrupt discrimination and stereotypes. Asian American medical providers’ racial and ethnic identities influence their professional interactions. Understanding the intersections of their social and professional identities are important to providing support for Asian medical providers, within the United States and beyond.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 4","pages":"1065 - 1084"},"PeriodicalIF":3.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discoveries or doubts: a qualitative study of the transformative potential of portfolio meetings","authors":"Jenny McDonald,&nbsp;Sylvia Heeneman,&nbsp;Wendy Hu","doi":"10.1007/s10459-024-10387-3","DOIUrl":"10.1007/s10459-024-10387-3","url":null,"abstract":"<div><p>To adapt to medical school, students need to change their approaches to learning and study. Transformative learning through critical reflection on disorienting learning experiences supports perspective change to direct new activity. We explored how portfolio meetings support changes in students’ perspectives towards learning and study during the transition to studying medicine. This qualitative mixed methods study explored changes in medical students’ perspectives before and after two portfolio meetings with a mentor during the first year of medicine. Adopting a constructionist approach, we analyzed interview transcripts and written reflections from a diverse sample of students using reflexive thematic analysis. The findings were integrated during analysis. Transformative learning theory was our interpretive lens. Our analysis revealed five themes. Two themes represented students’ initial apprehension about portfolio meetings: The Disclosure Dilemma and A Question of Priorities. The theme “Seeing the Big Picture” described new perspectives from reflection on learning while preparing for meetings. Clarity from Dialogue described changed perspectives to learning and study after meetings. In the theme Dialogue Disappointment, meetings perceived as unhelpful led to persisting doubts about the value of portfolio meetings. Transformative learning was evident when students described new insights into their learning leading to goal-setting and new study strategies. When initial meetings were helpful, doubts about portfolio meetings were dispelled, enhancing student engagement in future meetings. Not all meetings were transformative, highlighting the importance of student and mentor preparation and training. Further research is needed to determine whether early portfolio experiences shape later engagement in clinical contexts.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 4","pages":"1045 - 1064"},"PeriodicalIF":3.3,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10387-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Go back to the original sources please!","authors":"J.A. Cleland,&nbsp;A. Kuper,&nbsp;P. O’Sullivan","doi":"10.1007/s10459-024-10388-2","DOIUrl":"10.1007/s10459-024-10388-2","url":null,"abstract":"<div><p>This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, we address the dilemma of engaging with foundational works versus depending on summary articles. We argue that an over-dependence on secondary sources can lead to prejudices and unquestioned assumptions, and limit the constructive development of our field. We urge health professions education scholars to honour the original literature not just for their own learning and understanding, but so that the field can move forward in developing theory and methodology.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1545 - 1548"},"PeriodicalIF":3.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reproducibility and replicability in health professions education research","authors":"Rachel H. Ellaway","doi":"10.1007/s10459-024-10385-5","DOIUrl":"10.1007/s10459-024-10385-5","url":null,"abstract":"<div><p>In this editorial the editor considers the twin issues of replicability and reproducibility in health professions education research, and notes challenges and opportunities that scholars in the field face in attending to the replicability and reproducibility of the work they produce.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1539 - 1544"},"PeriodicalIF":3.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the “led” in health professional student-led experiences: a scoping review","authors":"Dean Lising,&nbsp;Jodie Copley,&nbsp;Anne Hill,&nbsp;Julia Martyniuk,&nbsp;Freyr Patterson,&nbsp;Teresa Quinlan,&nbsp;Kathryn Parker","doi":"10.1007/s10459-024-10355-x","DOIUrl":"10.1007/s10459-024-10355-x","url":null,"abstract":"<div><p>To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 3","pages":"1007 - 1036"},"PeriodicalIF":3.3,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review","authors":"Ashleigh Finn,&nbsp;Caitlin Fitzgibbon,&nbsp;Natalie Fonda,&nbsp;Cameron M Gosling","doi":"10.1007/s10459-024-10383-7","DOIUrl":"10.1007/s10459-024-10383-7","url":null,"abstract":"<div><p>Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 3","pages":"973 - 1005"},"PeriodicalIF":3.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment stakes and authenticity of learning, can they be reconciled?","authors":"Lambert Schuwirth,&nbsp;Dario Torre","doi":"10.1007/s10459-024-10381-9","DOIUrl":"10.1007/s10459-024-10381-9","url":null,"abstract":"","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 3","pages":"831 - 836"},"PeriodicalIF":3.3,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142480030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}