Health professions education最新文献

{"title":"Measurement Properties of the Interdisciplinary Education Perception Scale in an Australian Allied Health Student Cohort","authors":"Brett Vaughan","doi":"10.1016/j.hpe.2018.07.005","DOIUrl":"10.1016/j.hpe.2018.07.005","url":null,"abstract":"<div><h3>Purpose</h3><p>Measurement of interprofessional practice perceptions of students is commonplace in the health professions education literature. There are a range of questionnaires available for researchers to use however the psychometric properties of these vary substantially. The Interdisciplinary Education Perception Scale (IEPS) has been widely used and multiple researchers have published alternative factor structures. The present study sought to build on this work by evaluating the psychometric properties of the IEPS using Rasch analysis.</p></div><div><h3>Method</h3><p>Three-hundred and nineteen students in two Australian osteopathy programs completed the IEPS as part of a larger project into interprofessional education. The measurement properties of the questionnaire were evaluated using Rasch analysis and reliability estimations were also generated for the IEPS.</p></div><div><h3>Results</h3><p>Fit to the Rasch model was achieved by modifying the original 18 item scale, however this was not unidimensional. Subsequent analysis using an alternative factor structure from the literature achieved Rasch model fit and was unidimensional. The final model produced an eight item version of the IEPS (IEPS8) with appropriate psychometric properties, including the ability to create a valid total score.</p></div><div><h3>Discussion</h3><p>The questionnaire developed as a result of the Rasch analysis provides researchers with a short, psychometrically sound measure of perceptions of their own profession and how their profession works with others. The results also provide an opportunity to explore perceptions pre-post intervention IPE interventions using an interval-scale measure compared to an ordinal one. Researchers are encouraged to utilise this version of the IEPS in future research as it has the potential to be able to discriminate between levels of perception of their own profession and how their profession works with others.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 275-280"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.07.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46603424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Speed up”! The Influences of the Hidden Curriculum on the Professional Identity Development of Medical Students","authors":"Gabrielle L. Silveira ,&nbsp;Lia K.S. Campos ,&nbsp;Marcelo Schweller ,&nbsp;Egberto R. Turato ,&nbsp;Esther Helmich ,&nbsp;Marco Antonio de Carvalho-Filho","doi":"10.1016/j.hpe.2018.07.003","DOIUrl":"10.1016/j.hpe.2018.07.003","url":null,"abstract":"<div><h3>Purpose</h3><p>To map and understand the influences of the hidden curriculum on the professional identity development of medical students based on the socialization process as proposed by Cruess et al. in a South American medical school.</p></div><div><h3>Method</h3><p>Between 2014 and 2016, the authors performed 13 focus groups interviews with a total of 102 final-year medical students in Brazil and analyzed the data using thematic template analysis.</p></div><div><h3>Results</h3><p>The authors identified three domains through which the hidden curriculum influences professional identity formation: (1) Speeding up - Repetition without reflection ends in a lack of awareness of professional identity formation; (2) Emotional dissonance in the context of negative role modeling; and (3) the conflict between personal and professional life.</p></div><div><h3>Discussion</h3><p>As teachers “Speed up” the clinical encounters, acting as negative role models, students internalized behaviors without reflecting on their attitudes, which culminates in a state of dissonance between the physician they wanted to be and the professionals they actually are, triggering feelings of shame and guilt. Without feeling the rewards that a meaningful practice can provide, students struggled with the idea of sacrificing themselves to become physicians. Physicians/teachers who did not have a meaningful relationship with their profession, who did not cultivate the values and virtues of good medicine and did not found joy in being a physician were not able to nurture meaning and fulfillment in their students. The concepts of socialization and professional identity formation fit the purpose of grounding the local understanding of the several components of the hidden curriculum. The authors believe that this map can be used as a guide to design targeted pedagogical activities.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 198-209"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.07.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49047526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Harvard Connection: How the Case Method Spawned Problem-Based Learning at McMaster University","authors":"Virginie F.C. Servant-Miklos","doi":"10.1016/j.hpe.2018.07.004","DOIUrl":"10.1016/j.hpe.2018.07.004","url":null,"abstract":"<div><p>This paper proposes a historical analysis of the connection and differences between the Harvard case method in medical education and business education and the original problem-based learning method of McMaster University as it was developed in the late 1960s. The article focuses on the pedagogy of Harvard Medical School in 1900, Harvard Business School in 1920 and McMaster University in 1969, giving an account of how the respective approaches of these institutions became entangled yet divergent. Using data from archive materials and oral history accounts, a history of the pedagogical connection between Harvard and McMaster is drawn focusing on the use of cases versus problems. The paper concludes by arguing that specific innovations in PBL compared with the case method justify considering them as separate educational methods rather than more of the same.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 163-171"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.07.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49578376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Evolution of Dental Education in the Philippines","authors":"Junhel Dalanon ,&nbsp;Yoshizo Matsuka","doi":"10.1016/j.hpe.2018.07.001","DOIUrl":"10.1016/j.hpe.2018.07.001","url":null,"abstract":"","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 172-176"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.07.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45139754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How ‘Testing’ Has Become ‘Programmatic Assessment for Learning’","authors":"Lambert W.T. Schuwirth ,&nbsp;Cees P.M. van der Vleuten","doi":"10.1016/j.hpe.2018.06.005","DOIUrl":"10.1016/j.hpe.2018.06.005","url":null,"abstract":"<div><p>Programmatic assessment for learning is a fundamentally different approach to assessment than the more traditional methods. Yet, it is a logical next step given the history of assessment. In this narrative and subjective review we describe our view on the historical developments in assessment and how they have logically led to the development of programmatic assessment for learning.</p><p>The early stages of assessment focussed on measurement of competence with an aim to develop the single best method for each aspect of competence. With the development of competencies the notion of integration and more meaningful assessment emerged but still reductionist issues remained. Programmatic assessment for learning currently seeks to assess students more holistically and meaningfully with rigorous attention to trustworthiness and credibility of the whole assessment process. As such, it may be a revolutionary development but it strongly builds on previous research and insights in the field.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 177-184"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.06.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45252732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines for Creating Written Clinical Reasoning Exams: Insight from a Delphi Study","authors":"Évelyne Cambron-Goulet ,&nbsp;Jean-Pierre Dumas ,&nbsp;Édith Bergeron ,&nbsp;Linda Bergeron ,&nbsp;Christina St-Onge","doi":"10.1016/j.hpe.2018.09.001","DOIUrl":"10.1016/j.hpe.2018.09.001","url":null,"abstract":"<div><h3>Context</h3><p>Clinical reasoning is an essential skill to be learned by medical students, and thus requires to be assessed. Although written exams are widely used as one of the tools to assess clinical reasoning, there are no specific guidelines to help an exam writer to develop good clinical reasoning assessment questions. Therefore, we conducted a modified Delphi study to identify guidelines for writing questions that assess clinical reasoning.</p></div><div><h3>Methods</h3><p>Participants were identified from: 1) the literature on clinical reasoning (i.e., people who wrote about clinical reasoning and assessment), 2) the people responsible for assessment in Canadian medical faculties, and 3) a snowball sampling strategy. Thirty-two question-writing guidelines were drawn from the literature and adapted by the team members. Participants were asked to indicate on a ten-point Likert scale their perceived importance of each guideline, and, starting in the second round, the relevance of each guideline in five assessment contexts. A total of three rounds were conducted.</p></div><div><h3>Results</h3><p>Response rates were 24%, 57%, and 62% for each round, respectively. Consensus about the importance of the guidelines (interquartile range &lt; 2.5) was reached for all but four guidelines. Four guidelines were identified as important (median ≥ 9 on ten-point scale): the question should be based on a clinical case, the question represents a challenge achievable for the student, the correction scale (i.e., scoring grid) is explicit, and a panel of experts revises the questions.</p></div><div><h3>Conclusion</h3><p>A large number of guidelines seem relevant for written-exam clinical reasoning assessment questions. We are considering grouping those guidelines into categories to create a simple tool for use by medical educators in the design of written-exam clinical reasoning assessment questions. The next step will then be to collect evidence of validity about this tool: Does it really help to build questions that assess clinical reasoning?</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 237-247"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.09.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46535327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clarifications on the NPTE Revisions and Role in Licensing: Comment on Kume, Reddin & Horbacewicz (2018)","authors":"Lorin Mueller,&nbsp;Richard Woolf,&nbsp;Colleen Lettvin,&nbsp;Jessica Taylor","doi":"10.1016/j.hpe.2018.11.002","DOIUrl":"10.1016/j.hpe.2018.11.002","url":null,"abstract":"<div><p>This article presented a commentary on the study published by Kume, Reddin &amp; Horbacewicz (2018) predictors of performance on the National Physical Therapy Examination (NPTE). The authors clarified the role of the Federation of State Boards of Physical Therapy and NPTE in obtaining a license to practice physical therapy in the United States, as well as the impact and scope of changes to the NPTE in previous years.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 194-195"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.11.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48293657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘You Before Me’: A Qualitative Study of Health Care Professionals’ and Students’ Understanding and Experiences of Compassion in the Workplace, Self-compassion, Self-care and Health Behaviours","authors":"Helen Egan ,&nbsp;Rebecca Keyte ,&nbsp;Karen McGowan ,&nbsp;Lyanne Peters ,&nbsp;Nicole Lemon ,&nbsp;Sophie Parsons ,&nbsp;Sophie Meadows ,&nbsp;Tamara Fardy ,&nbsp;Pawandeep Singh ,&nbsp;Michail Mantzios","doi":"10.1016/j.hpe.2018.07.002","DOIUrl":"10.1016/j.hpe.2018.07.002","url":null,"abstract":"<div><h3>Background</h3><p>The importance of compassionate care within health care services is at the forefront of training and workplace policy and practice. The challenges for Health Care Professionals (HCPs) in delivering compassionate care are wide-ranging.</p></div><div><h3>Aims</h3><p>This study explored the experiences of HCPs in delivering compassionate care and examined the impact of working in the health profession on their own health and wellbeing in order to increase knowledge around how to support HCPs in the workplace.</p></div><div><h3>Methods</h3><p>A phenomenological approach was adopted, and individual semi-structured interviews were carried out with a sample of twenty-three qualified and student HCPs. The data was analysed using thematic analysis using Braun and Clarke’s (2006) procedural steps.</p></div><div><h3>Results</h3><p>Four major themes were constructed: (a) Keeping it real: The need for authentic compassion, (b) Compassion takes time: Barriers to delivering compassionate care, (c) There’s no time to think about myself: Self compassion, self-care and health behaviours, and (d) Does anybody care? Accessing support. Participants talked of the occupational difficulties of providing high quality compassionate care and described a deficit of self-care in both their working and non-working lives.</p></div><div><h3>Conclusions</h3><p>This study suggests an ethical and pragmatic imperative to enhance the care and support for HCPs, particularly given the current and projected shortage of HCPs alongside a suggested model of compassionate self-care for improving health and wellbeing</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 225-236"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.07.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41334466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Networks as an Approach to Systematic review","authors":"Jimmie Leppink ,&nbsp;Patricia Pérez-Fuster","doi":"10.1016/j.hpe.2018.09.002","DOIUrl":"https://doi.org/10.1016/j.hpe.2018.09.002","url":null,"abstract":"<div><p>Whether we are in the process of designing a new empirical study or our interest lies in conducting a review study, a solid literature review is needed to acquire an accurate idea of the current state of affairs with regard to a phenomenon of interest. Even if we can find contributions to the literature by entering keywords in search engines, we need tools that can help us to structure all the contributions encountered in terms of their interrelations and impact. This article presents social network analysis as such a tool. Although social network analysis is commonly thought of as a method in a particular empirical study, where individuals and groups of participants are studied, we can view writing and citation behavior in a field as an empirical study as well. In that context, participants can be individual authors and author teams as well as publications. Social network analysis can provide indicators that can help to qualify and quantify impact of contributions to a field across time.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 218-224"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.09.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137255747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing skills in patient care documentation and transfer of care: An example of intra-professional collaboration across pharmacy schools through video-conferencing","authors":"Sherilyn K.D. Houle ,&nbsp;Theresa L. Charrois","doi":"10.1016/j.hpe.2018.12.001","DOIUrl":"10.1016/j.hpe.2018.12.001","url":null,"abstract":"<div><p>Documentation of care is a challenging skill to teach, especially when assessments are performed by individuals with familiarity with the case being documented. We designed an activity utilizing peer-review of documentation by students unfamiliar with the patient case, to better replicate real-life interprofessional communications. Pharmacy students from the University of Waterloo and the University of Alberta were provided anonymized notes from a group of students at the other institution. Groups met via video-conference to provide feedback and ask questions about the notes they received. Students were surveyed on their confidence and skills in documentation prior to and following the activity, and also submitted reflections on the experience, which were assessed using qualitative content analysis. Improvements in students’ self-perceived documentation skills showed slight improvement after versus before the activity; however, student reflections were highly positive and showed a change in perspective from documentation being considered something to be done for the documenter׳s personal reference, to something that is invaluable to seamless care transitions between professionals and care settings. Students commonly receive feedback from peers and instructors; however, educators should consider the added benefit of offering feedback from the perspective of individuals unfamiliar with the patient case and from different institutions.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 248-252"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.12.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48376287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}