Health professions education最新文献

{"title":"Native Arabic Language Use Acceptability and Adequacy in Health Professional Instruction: Students and Faculty’s Perspectives","authors":"Ghaith M. Alfakhry ,&nbsp;Mayssoon Dashash ,&nbsp;Issam Jamous","doi":"10.1016/j.hpe.2020.06.004","DOIUrl":"10.1016/j.hpe.2020.06.004","url":null,"abstract":"<div><h3>Purpose</h3><p>This study had three main purposes which were (a) to assess the adequacy and desirability of Arabic in health professional instruction by investigating students and teachers’ perspectives and attitudes, (b) to explore aspects of Arabic medical translations which are not meeting expectations, and lastly, (c) to examine whether the level of education is a predictor of attitude.</p></div><div><h3>Method</h3><p>A questionnaire survey of medical and dental students at the undergraduate and postgraduate levels was carried out in 2019 at major universities in Damascus. Faculty members were also invited to participate. 346 respondents in total completed the questionnaires. Data were processed and analysed quantitatively and qualitatively. Attitude theory and Health belief model were employed to analyse and interpret the study findings.</p></div><div><h3>Results</h3><p>Overall attitudes toward Arabic as a language of instruction were relatively negative. Students consistently exhibited a preference for English as the language of instruction. The one-way Welch’s ANOVA test found a significant difference among the main subgroups (undergraduates, postgraduates, faculty). Findings also showed that students and teachers suffer from the inadequacy of Arabic medical translations in quality and quantity. Respondents were generally dissatisfied with the proficiency of medical translators, and the majority agreed that there is a shortage of up-to-date Arabic study materials.</p></div><div><h3>Discussion</h3><p>Students’ implicitly considered Arabic as a threat to their career advancement. Inadequacy of teaching in Arabic was more evident among postgraduates. Syrian students’ desire to join the international medical community was one of the data implications. This study shed new light on the anomalous Syrian educational system as it provided a theortical framework which could further understanding of the interaction between different concepts that affect attitudes towards the language of instruction. In terms of directions for future research, qualitative field research is recommended to give an idiographic account of students and teachers’ subjective perception of the career threats posed by using Arabic as the medium of instruction in medical education.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 454-464"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.06.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48595401","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":"Mental Health Matters: Mental Health and Overall Well-Being Among First- and Second-Year Medical Students","authors":"Tobin Thuma ,&nbsp;Marco Lawandy ,&nbsp;Andrew Lotfalla ,&nbsp;Mark Terrell ,&nbsp;Christine Lomiguen","doi":"10.1016/j.hpe.2020.07.003","DOIUrl":"10.1016/j.hpe.2020.07.003","url":null,"abstract":"<div><h3><em>Purpose</em></h3><p>Recent studies have indicated a dramatic increase of depression and burnout levels among medical students. This study aimed to answer the question: how does medical students’ mental health affect their stress, physical health, and academic success?</p></div><div><h3><em>Method</em></h3><p>A survey was distributed to first- and second-year medical students to gather information on various self-perceived parameters of health, well-being, and academic success. Participants rated their mental health, physical health, and stress on a five-point Likert scale. Grade point averages (GPAs) were used as a measure of academic success. Students were separated into “low” (1–3 of 5) and “high” (4–5 of 5) mental health categories based on self-reported mental health scores on the Likert scale. The two groups were compared on their self-reported physical health, stress, and GPAs. Linear regression analyses were also performed with GPA and mental health as the dependent variables.</p></div><div><h3><em>Results</em></h3><p>121 surveys met inclusion criteria. The average physical health was 3.03 in the “low” mental health group (n = 61) and 3.88 in the “high” mental health group (n = 60) (p &lt; .001). The average stress was 3.87 in the “low” mental health group and 3.35 in the “high” mental health group (p &lt; .001). The average GPA was 3.22 in the “low” mental health group and 3.26 in the “high” mental health group (p = .33). Multiple linear regression analysis demonstrated that about 40% of the variation in mental health was explained by the combined effects of physical health and stress (R² = .40, p &lt; .001). The cumulative effect of mental health, physical health, and stress on GPA was not significant (R² = .017, p = .58).</p></div><div><h3><em>Discussion</em></h3><p>It appears that better mental health is correlated with a decrease in stress and an increase in physical health but has no substantial impact on GPA. This may warrant future research into the influence of mental health on other aspects of academic and professional success.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 516-521"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41517372","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":"Barriers to Continuing Professional Development (CPD) in Radiography: A Review of Literature from Africa","authors":"Osward Bwanga","doi":"10.1016/j.hpe.2020.09.002","DOIUrl":"10.1016/j.hpe.2020.09.002","url":null,"abstract":"<div><h3>Purpose</h3><p>To review the barriers to continuours professional development (CPD) learning activities in radiography in Africa and propose strategies for supporting radiographers on the continent.</p></div><div><h3>Method</h3><p>A literature search was conducted in four databases: ScienceDirect, PubMed/MEDLINE, CINAHL, and Google Scholar with no time limit. This was supplemented with hand searching to avoid missing relevant literature. All research studies conducted in Africa on this subject were included in the review. Data were synthesised and analysed thematically.</p></div><div><h3>Results</h3><p>Seven research studies were found to be relevant and included in this review. Three main themes on barriers to radiographers’ participation in CPD learning activities were identified: attitudinal, physical, and structural barriers. Attitudinal barriers include a lack of self-motivation and a feeling that topics are irrelevant at study days. The identified physical barriers are time constraints, financial constraints and distance to CPD events, and limited resources. Structural barriers identified include a lack of knowledge about learning opportunities, shortage of staff, poor study days notification and communication, and a lack of support.</p></div><div><h3>Conclusion</h3><p>There are several barriers to radiographers’ participation in CPD learning activities identified in this review. Strategies to support radiographers are proposed. It is anticipated that the implementation of the proposed support strategies will alleviate the barriers and allow active engagement of radiographers in continuing education.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 472-480"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.09.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47992918","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":"Do We Know Who the Person With the Borderline Score is, in Standard-Setting and Decision-Making","authors":"Andrew S. Lane ,&nbsp;Christopher Roberts ,&nbsp;Priya Khanna","doi":"10.1016/j.hpe.2020.07.001","DOIUrl":"10.1016/j.hpe.2020.07.001","url":null,"abstract":"<div><h3>Purpose</h3><p>When assessing clinical competence, health professional educators use assessments of knowledge attainment, skills acquisition, and professional development, which impact on decision-making for student’s training progression. Given the impact of progression-failure, it is critical that the expected standard of performance is derived accurately, fairly, and transparently, and that the rating of student performance is performed within the highest standards achievable. There is ongoing disagreement as to the most appropriate methods to address both standard setting and decision-making. The borderline candidate has been debated extensively in the academic and educational setting, with ongoing disagreement surrounding the concept.</p></div><div><h3>Methods</h3><p>In this paper, we discuss further perspectives on the use of the borderline candidate, as part of the process for standard-setting, to give insights into how we can reframe the concept more accurately and apply it more appropriately.</p></div><div><h3>Discussion</h3><p>Drawing parallels to Kane’s validity framework, we consider the concept of the borderline candidate from four different perspectives: ‘what is’-what are the linguistics and implications behind the phrase ‘borderline candidate’; ‘who is’-who is the borderline candidate; decided ‘by whom’-who is the person making the judgement; and ‘under what circumstances’-the context of the assessment.</p></div><div><h3>Conclusion</h3><p>Finally, we translate the theoretical discussion into pragmatic and practical solutions in standard-setting practice</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 617-625"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45313589","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":"Relationship between Course Evaluations and Course Grades in Six Allied Health Programs","authors":"Emily Weidman-Evans,&nbsp;Sandra Hayes,&nbsp;Teresa Bigler","doi":"10.1016/j.hpe.2020.07.006","DOIUrl":"10.1016/j.hpe.2020.07.006","url":null,"abstract":"<div><h3>Purpose</h3><p>Most faculty members are evaluated by their administration, in part, based upon student evaluation results. This study sought to determine the relationship between course evaluation scores and course grades, in order to ensure academic rigor and optimize faculty evaluation practices.</p></div><div><h3>Methods</h3><p>Overall course evaluation results were compared to average course grades for six allied health programs, over 3 years (n = 256 observations).</p></div><div><h3>Results</h3><p>There was no overall relationship between evaluation scores and course grades; however, individual differences between programs were seen.</p></div><div><h3>Conclusion</h3><p>Grades achieved in a course did not affect the overall course evaluations. However, since there was a correlation between grades earned and course evaluations for some programs in the School of Allied Health, the importance of utilizing multiple assessment tools to determine the effectiveness of a course must be stressed.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 612-616"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.07.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042304","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":"Self-Directed, Higher-Level Learning Through Journal Club Debates","authors":"Jaclyn D. Cole ,&nbsp;Melissa J. Ruble ,&nbsp;Allison Povlak ,&nbsp;Philip Nettle ,&nbsp;Katherine Sims ,&nbsp;Brianna Choyce","doi":"10.1016/j.hpe.2020.05.007","DOIUrl":"10.1016/j.hpe.2020.05.007","url":null,"abstract":"<div><h3><em>Purpose</em></h3><p>Journal clubs are frequently used by healthcare educators to support learner’s critical thinking and clinical application. However, there is a lack of evidence to support the effectiveness of this learning tool for both the learner utilizing this tool and those in attendance. Debates have been proven to support critical thinking and communication skills.</p></div><div><h3><em>Method</em></h3><p>A journal club debate format and rubric were created to promote an engaging format for effective interpretation and application of drug information among fourth year pharmacy students and residents. Sections from relevant articles identified in a literature search were used to create a journal club debate format and rubric. This updated tool was used with pairs of pharmacy students and pharmacy residents. Feedback was obtained from the learners and the pharmacy preceptors in attendance.</p></div><div><h3><em>Results</em></h3><p>A journal club debate is generally well accepted by both learners and preceptors. Benefits include promotion of critical thinking, interpretation of evidence in the scope of supporting literature, and deeper understanding of the relevant disease state and treatment. Opportunities to improve may be the inclusion of limited visual aids for supporting evidence and the expansion of time for discussion and rebuttals.</p></div><div><h3><em>Conclusion</em></h3><p>Journal club debates are an engaging learning tool to promote and develop drug information identification, evaluation, and application to clinical practice among pharmacy students and residents.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 594-604"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.05.007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49341310","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":"Analysis of Instructor Comments on Student Performance on Selected Assessment Activities in a Patient/Client Management Course","authors":"Rolando T. Lazaro","doi":"10.1016/j.hpe.2020.06.005","DOIUrl":"10.1016/j.hpe.2020.06.005","url":null,"abstract":"<div><h3>Purpose</h3><p>Studies have shown that specific instructor feedback on student performance enhances student learning. Supervised practice opportunities such as pro-bono clinics during didactic portions of the curriculum allow faculty supervisors to provide specific comments on skill, decision-making, communication, efficiency, safety of practice and clinical reasoning. Use of learning management systems (LMS) can facilitate the feedback process by providing a simple and easily accessible repository of information for both faculty supervisors and students. The purpose of the study was to organize and analyze faculty comments on selected assessment activities to generate trends that can inform student performance and suggest course changes to improve course learning outcomes.</p></div><div><h3>Method</h3><p>Pairs of students provided pro-bono physical therapy sessions for six weeks as part of a patient/client management class in neurological physical therapy. Faculty supervisors contemporaneously provided comments on student performance using a predetermined grading rubric for each pro-bono session. The comments were coded and analyzed to generate trends related to student performance and to inform the faculty on the frequency and nature of the comments provided.</p></div><div><h3>Results</h3><p>Eighteen (18) pairs of students performed 108 physical therapy sessions on 18 volunteer participants over a six-week period. There were 830 comments from the six faculty supervisors, averaging 38 comments per supervisor and eight comments per student pair per session. There was an equal number of comments on areas of strength as there were on areas of improvement. Very few comments were made that encouraged the student to reflect on their performance. Comments related to improvement on safety significantly decreased as the sessions progressed. In terms of clinical reasoning strategy, majority of comments were about procedural reasoning.</p></div><div><h3>Discussion/Conclusion</h3><p>Review of faculty supervisor comments appear to add value to the overall course assessment and student learning. There is a need to provide more comments that guide the students to self-assess their performance. Continued close monitoring and feedback by the faculty supervisors may have resulted in better student performance as reflected in the decline of the number of comments related to areas needing improvement as the sessions progressed. Having the faculty provide more written comments will further deepen the value of the feedback provided to the students.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 529-537"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.06.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44873244","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":"Doctor of Physical Therapy Student Grit as a Predictor of Academic Success: A Pilot Study","authors":"Rebecca Bliss ,&nbsp;Erin Jacobson","doi":"10.1016/j.hpe.2020.06.006","DOIUrl":"10.1016/j.hpe.2020.06.006","url":null,"abstract":"<div><h3>Purpose</h3><p>Grit and resilience are considered non-cognitive traits associated with motivation, attitude and temperament rather than intellect and have been increasingly recognized as important skills to identify and develop in medical professionals. The purpose of this study was to investigate grit scores as well as the relationship of grit and other factors to academic success in Doctor of Physical Therapy (DPT) Students.</p></div><div><h3>Method</h3><p>Forty-four 2nd year DPT students from the US, were surveyed utilizing the 12-Item Grit Scale prior to the start of semester 4, composed of an 8-week didactic module followed by an 8-week clinical internship. Cognitive traits including Pre-admission Grade Point Average, Graduate Readiness Exam scores, age, as well as descriptive statistics were extracted from admission data. Cumulative GPA and semester GPA from the 8-week didactic portion of the semester were gathered post semester completion.</p></div><div><h3>Results</h3><p>The mean grit score for 2nd year DPT students was 3.74 (SD ± .48). Moderate correlation between grit score and cumulative GPA, <em>r</em> = .501, P = .001 was found. A multiple regression analysis found grit score and age as predictors of cumulative GPA, explaining 41.4% of the variance.</p></div><div><h3>Discussion</h3><p>Among 2nd year DPT students at a teaching and learning institution in the southeast United States, grit and age appear to be associated with DPT program cumulative GPA scores. Non-cognitive factors such as grit and age may assist in predicting academic success among entry-level DPT students. Grit has not been examined previously as a non-cognitive trait contributing to academic success among entry-level DPT students but may serve as a helpful addition for admission profile to assist in predicting academic success.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 522-528"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.06.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47715054","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":"Co-Development and Innovation in Global Health: A Case Study of Educational Change","authors":"Rachel Locke ,&nbsp;Colin Coles ,&nbsp;Gwyneth Grout ,&nbsp;Rosie M. Lusznat ,&nbsp;Jo Overton ,&nbsp;Mark Roberts","doi":"10.1016/j.hpe.2020.08.002","DOIUrl":"10.1016/j.hpe.2020.08.002","url":null,"abstract":"<div><h3>Aim</h3><p>Ten years ago, Ghana’s mental health services were severely lacking, accelerated through ‘brain drain’ as trained psychiatrists and mental health nurses left the country to work overseas. A group of UK global health workers was closely involved in a ten-year large-scale innovation aimed at helping to improve mental health services in Ghana at community level. A new generation of mental health workers in Ghana was created adding hundreds of practitioners to the workforce, meaning that thousands of Ghanaians would potentially receive support. The research reported here explored the UK group’s involvement to identify significant lessons learnt.</p></div><div><h3><em>Method</em></h3><p>An ‘ideological narrative’ was obtained through engaging the research participants in insider practitioner research. They were supported in this process by a university-based researcher, who offered an ‘outsider’ perspective. This novel type of narrative meant participants could not only give account of their own practice and an awareness of their own learning, but also become more aware of the significance of the often unstated, and possibly unconscious, values informing their stories.</p></div><div><h3><em>Results</em></h3><p>The lessons learnt by the UK global health workers from involvement in this innovation are explored within five themes: Curriculum development as an ongoing process; ‘we are all learning’ and the notion of ‘co-development’; timescales and the importance of culture; the interconnected nature of practice; and education as development.</p></div><div><h3><em>Conclusion</em></h3><p>This research is intended to help shape individual and group efforts that are involved in global health projects generally through project participants articulating the significant lessons learnt about educational change and the nature of development associated with such projects as ongoing ‘co-development’. It also has the potential to contribute to a wider dialogue with curriculum developers, educators, and others involved in practice innovation, all of which inevitably involve others and are never ended.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 574-580"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.08.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49076234","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 Medici Effect and the Missing Element in Diversity, Equity, Inclusion","authors":"Benjamin R. Doolittle","doi":"10.1016/j.hpe.2020.08.005","DOIUrl":"10.1016/j.hpe.2020.08.005","url":null,"abstract":"","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 4","pages":"Pages 445-446"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.08.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747811","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}