Health professions education最新文献

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Distance e-Learning is Closer than Everybody Thought: A Pharmacy Education Perspective 远程电子学习比大家想象的更近:药学教育的视角
Health professions education Pub Date : 2020-09-01 DOI: 10.1016/j.hpe.2020.05.004
Amjad M. Qandil, Heba Abdel-Halim
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引用次数: 18
Self-Reported Stress and Coping Strategies of Occupational Therapy Faculty Employed at or Graduated from a Large Midwestern United States University 在美国中西部一所大型大学工作或毕业的职业治疗教师自我报告的压力和应对策略
Health professions education Pub Date : 2020-09-01 DOI: 10.1016/j.hpe.2020.05.006
Maura F. Tobin, Steven D. Taff
{"title":"Self-Reported Stress and Coping Strategies of Occupational Therapy Faculty Employed at or Graduated from a Large Midwestern United States University","authors":"Maura F. Tobin,&nbsp;Steven D. Taff","doi":"10.1016/j.hpe.2020.05.006","DOIUrl":"10.1016/j.hpe.2020.05.006","url":null,"abstract":"<div><h3>Purpose</h3><p>As occupational therapy programs <u>grow</u>, both in number of students and level of education provided, occupational therapy faculty face increasing workload expectations. Though the literature shows an increase in faculty workload across higher education, there is little research on how that increase is impacting faculty performance. This study explores current stress levels, how faculty use coping mechanisms to manage their stress levels, and what steps are still needed to support faculty at this time.</p></div><div><h3>Method</h3><p>Occupational therapy faculty were surveyed using a combination of the Perceived Stress Scale 10 item questionnaire, the Brief COPE, and short answer and multiple-choice questions about faculty mentorship, coping mechanisms, and current institutional support levels.</p></div><div><h3>Results</h3><p>This study informs occupational therapy programs on the current stress levels of faculty members and potential methods programs can use to reduce those levels. The participants reported moderate stress levels as well as a wide range of generally healthy coping mechanisms. Increased institutional support in stress management as a faculty development tool should be a priority as healthcare higher education expands.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 406-410"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.05.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857243","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}
引用次数: 4
Why Every Clinician Should Know Bayes’ Rule 为什么每个临床医生都应该知道贝叶斯规则
Health professions education Pub Date : 2020-09-01 DOI: 10.1016/j.hpe.2020.05.002
Bea Tiemens , Renée Wagenvoorde , Cilia Witteman
{"title":"Why Every Clinician Should Know Bayes’ Rule","authors":"Bea Tiemens ,&nbsp;Renée Wagenvoorde ,&nbsp;Cilia Witteman","doi":"10.1016/j.hpe.2020.05.002","DOIUrl":"10.1016/j.hpe.2020.05.002","url":null,"abstract":"<div><p>We argue that knowledge about the rationale for Bayes' rule and about its proper application is a crucial tool for every clinician. We explain why such probabilistic reasoning is so important. We then acknowledge that the rule is quite abstract and may be difficult to use, and we offer a guideline to overcome this difficulty. We illustrate our text with an example from the mental health domain, but indicate that the same reasoning applies to every clinical area. Finally, we give a five-step recipe for interpreting test results properly.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 3","pages":"Pages 320-324"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.05.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45717366","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}
引用次数: 5
Impact of Structured Feedback on Examiner Judgements in Objective Structured Clinical Examinations (OSCEs) Using Generalisability Theory 运用通用性理论研究客观结构化临床检查(oses)中结构化反馈对审查员判断的影响
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2020.02.005
Wai Yee Amy Wong , Chris Roberts , Jill Thistlethwaite
{"title":"Impact of Structured Feedback on Examiner Judgements in Objective Structured Clinical Examinations (OSCEs) Using Generalisability Theory","authors":"Wai Yee Amy Wong ,&nbsp;Chris Roberts ,&nbsp;Jill Thistlethwaite","doi":"10.1016/j.hpe.2020.02.005","DOIUrl":"10.1016/j.hpe.2020.02.005","url":null,"abstract":"<div><h3>Purpose</h3><p>In the context of health professions education, the objective structured clinical examination (OSCE) has been implemented globally for assessment of clinical competence. Concerns have been raised about the significant influence of construct irrelevant variance arising from examiner variability on the robustness of decisions made in high-stakes OSCEs. An opportunity to explore an initiative to reduce examiner effects was provided by a secondary analysis of data from a large-scale summative OSCE of the final-year students (n &gt; 350) enrolled in a graduate-entry four-year Bachelor of Medicine/Bachelor of Surgery (MBBS) program at one Australian research-intensive university. The aim of this study was to investigate the impact of providing examiners with structured feedback on their stringency and leniency on assessing the final-year students’ clinical competence in the pre-feedback (P1) OSCE and post-feedback (P2) OSCE.</p></div><div><h3>Method</h3><p>This study adopted a quasi-experimental design to analyse the scores from 141 examiners before feedback was provided for the P1 OSCE, and 111 examiners after feedback was provided for the P2 OSCE. This novel approach used generalisability theory to quantify and compare the examiner stringency and leniency variance (V<sub><em>j</em></sub>) contributing to the examiners’ scores before and after feedback was provided. Statistical analyses conducted were controlled for differences in the examiners and OSCE stations.</p></div><div><h3>Results</h3><p>Comparing the scores of the 51 examiners who assessed students in both P1 and P2 OSCEs, the V<sub><em>j</em></sub> reduced by 35.65% and its contribution to the overall variation in their scores decreased by 7.43%. The results were more noticeable in the 26 examiners who assessed students in both OSCEs and in at least one station common across both OSCEs. The V<sub><em>j</em></sub> reduced by 40.56% and its contribution to the overall variation in their scores was also decreased by 7.72%.</p></div><div><h3>Conclusion</h3><p>The findings might be suggested that providing examiners with structured feedback could reduce the examiner stringency and leniency variation contributing to their scores in the subsequent OSCE, whilst noting limitations with the quasi-experimental design. More definitive research is required prior to making recommendations for practice.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 271-281"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.02.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43817044","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}
引用次数: 4
Experiential Learning and Cultural Competence: What Do Participants in Short-Term Experiences in Global Health Learn About Culture? 体验式学习与文化能力:全球健康短期体验的参与者对文化有什么了解?
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2019.11.002
Peter S. Cahn , Sara L. Smoller
{"title":"Experiential Learning and Cultural Competence: What Do Participants in Short-Term Experiences in Global Health Learn About Culture?","authors":"Peter S. Cahn ,&nbsp;Sara L. Smoller","doi":"10.1016/j.hpe.2019.11.002","DOIUrl":"10.1016/j.hpe.2019.11.002","url":null,"abstract":"<div><h3>Purpose</h3><p>Short-term experiences in global health (STEGHs) have become a popular form of experiential learning in health professions education and provide an ideal setting to introduce the role of culture in health. Critics of the concept of cultural competence fear that learners will treat culture as a simplistic list of traits that denies the fluidity of culture and obscures other factors that contribute to health. To reduce disparities, they say, health professionals should approach culture in context. The purpose of this study was to explore how returning STEGH participants view the role of culture in health and apply it to subsequent clinical encounters.</p></div><div><h3>Method</h3><p>The authors convened focus groups of graduate students recently returned from three different STEGHs at a single health sciences institution. They used directed content analysis on the transcripts to identify student insights about how culture affected interactions with patients and clients in the host country and upon return to the United States.</p></div><div><h3>Results</h3><p>Focus group participants did not form strong impressions of the specific culture where they traveled. Two broad themes emerged about the role of culture in health and health care delivery: taking less resource-intensive approaches to treatment and recognizing the importance of culturally appropriate communication in health care delivery.</p></div><div><h3>Discussion</h3><p>Health professions students participating in these STEGHs did not demonstrate a view of culture as a static list of traits. Rather, their understanding of culture included an acknowledgement of structural conditions that affect the availability of resources and the need to avoid making assumptions about patients.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 230-237"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2019.11.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44189930","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}
引用次数: 7
Are Listening and Interpersonal Communication Skills Predictive of Professionalism in Undergraduate Occupational Therapy Students? 职业治疗本科学生的倾听和人际沟通能力是否预示专业精神?
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2020.01.001
Ted Brown, Mong-lin Yu, Jamie Etherington
{"title":"Are Listening and Interpersonal Communication Skills Predictive of Professionalism in Undergraduate Occupational Therapy Students?","authors":"Ted Brown,&nbsp;Mong-lin Yu,&nbsp;Jamie Etherington","doi":"10.1016/j.hpe.2020.01.001","DOIUrl":"10.1016/j.hpe.2020.01.001","url":null,"abstract":"<div><h3>Purpose</h3><p>To investigate if self-report measures of listening and interpersonal communication skills in undergraduate occupational therapy students predict aspects of professionalism.</p></div><div><h3>Methods</h3><p>Cross-sectional study of 135 third- and fourth-year students enrolled in the four-year Bachelor of Occupational Therapy (Honours) course at Monash University in Australia. Students completed the <em>Active-Empathetic Listening Scale</em> (AELS), the <em>Listening Styles Profile-Revised</em> (LSP-R) and the <em>Interpersonal Communication Competence Scale</em> (ICCS). The <em>Penn State College of Medicine Professionalism Questionnaire</em> (PSCOPQ) measured aspects of students' professionalism. The AELS, LSP-R, ICCS and PSCOPQ instruments have established validity and reported reliability. Regression analysis with bootstrapping examined the relationships between students' listening and interpersonal skills and professional attributes.</p></div><div><h3>Results</h3><p>Significant associations were observed across several PSCOPQ professionalism domains: Sensing (AELS) (<em>p</em> = .029) and Self-Disclosure (ICCS) (<em>p</em> = .026) predicted Accountability (PSCOPQ); Task-Oriented (LSP) (<em>p</em> = .019) predicted Equity (PSCOPQ); and Expressiveness (ICCS) (<em>p</em> = .023) predicted Duty (PSCOPQ). Assertiveness (ICCS) (<em>p</em> = .048) and Self-Disclosure (ICCS) (<em>p</em> = .049) were weak predictors of Duty and Altruism (PSCOPQ), respectively.</p></div><div><h3>Conclusion</h3><p>The findings demonstrate the significance of listening and interpersonal communication in developing aspects of professionalism in students and emphasise the important of providing opportunities within occupational therapy education curricula that facilitate and enhance students' learning and application of active listening and communication skills. This will better prepare students to successfully complete course programs, assist in the development of their professional self-identity and equip them with the necessary professional attributes as they transition into the workforce.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 187-200"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.01.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43441166","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}
引用次数: 11
A Comprehensive Template for Inclusion of Research in the Undergraduate Dental Curriculum 在本科牙科课程中纳入研究的综合模板
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2019.06.003
Srinivas Sulugodu Ramachandra
{"title":"A Comprehensive Template for Inclusion of Research in the Undergraduate Dental Curriculum","authors":"Srinivas Sulugodu Ramachandra","doi":"10.1016/j.hpe.2019.06.003","DOIUrl":"10.1016/j.hpe.2019.06.003","url":null,"abstract":"<div><h3>Purpose</h3><p>Evidence exists that undergraduate students in the health professions benefit from an early introduction to research skills. However, many undergraduate health programs internationally have a minimal inclusion of research methods in their curricula. Most dental curricula focus most of their time and energy on clinical dental training. Increased emphasis on research in dentistry has led many schools to include research in their undergraduate curriculum. This commentary describes the structured inclusion of a constructively aligned research module in the undergraduate curriculum in all Malaysian dental universities.</p></div><div><h3>Method</h3><p>This commentary reports the structured inclusion of research at one of the private dental universities in Malaysia. Students in a cohort were formed into groups. The dean appoints academic staff members as supervisors to each of the groups in their research work from the selection of the research topic to the presentation of the research work in an external conference. The student scientific conferences provide students with a platform to showcase their research.</p></div><div><h3>Results</h3><p>All the research groups presented their research in an external conference, and two groups could convert their research reports to articles in international peer-reviewed journals. Feedback provided by the students identified many positives and highlighted a few barriers in conducting student research projects.</p></div><div><h3>Conclusion</h3><p>The approach taken by the Malaysian dental academic fraternity over the past decade to build and strengthen research in the undergraduate dental curriculum provides a template which other nations can follow.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 264-270"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2019.06.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41530817","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}
引用次数: 3
Virtual Dissection: Alternative to Cadaveric Dissection for a Pregnant Nurse Anesthesia Student 虚拟解剖:孕妇护士麻醉学生尸体解剖的替代方案
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2019.11.001
Nicholas B. Washmuth , Terri Cahoon , Katrina Tuggle , Ronald N. Hunsinger
{"title":"Virtual Dissection: Alternative to Cadaveric Dissection for a Pregnant Nurse Anesthesia Student","authors":"Nicholas B. Washmuth ,&nbsp;Terri Cahoon ,&nbsp;Katrina Tuggle ,&nbsp;Ronald N. Hunsinger","doi":"10.1016/j.hpe.2019.11.001","DOIUrl":"10.1016/j.hpe.2019.11.001","url":null,"abstract":"<div><h3>Purpose</h3><p>Anatomy is a cornerstone of health professions education from which clinicians develop their clinical skills. Cadaveric dissection is considered the “gold standard”; however, the evolution of technology in recent years has produced virtual cadaver dissection. This case study describes the utilization of the Anatomage Virtual Dissection Table (AT) in a Human Anatomy for Nurse Anesthesia course by a student unable to perform cadaveric dissection due to potential health risks associated with pregnancy and formaldehyde exposure.</p></div><div><h3>Methods</h3><p>A case study design was used to compare exam results of a student completing all dissections on the AT with her 25-student cohort completing their dissections on cadavers. The student in the AT group also provided qualitative feedback of her experience utilizing the AT.</p></div><div><h3>Results</h3><p>The findings of this study confirm that a significant gain in knowledge occurs with both AT dissection and cadaveric dissections, without significant difference between exam scores with two dissection methods.</p></div><div><h3>Discussion</h3><p>While educators continue to debate the most effective way to teach anatomy, this case provides a literature review, advantages and disadvantages of the different dissection modalities, and offers student perceptions related to completing all dissections on the AT. The conclusion is no single method should solely be used to teach and learn anatomy, and that student learning is more about how faculty utilize a method than about the specific method itself.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 247-255"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2019.11.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44677171","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}
引用次数: 10
Visual Note Taking for Medical Students in the Age of Instagram Instagram时代医学生的视觉笔记
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2020.01.004
Carol Ann Courneya , Susan M. Cox
{"title":"Visual Note Taking for Medical Students in the Age of Instagram","authors":"Carol Ann Courneya ,&nbsp;Susan M. Cox","doi":"10.1016/j.hpe.2020.01.004","DOIUrl":"10.1016/j.hpe.2020.01.004","url":null,"abstract":"<div><h3>Purpose</h3><p>Visual note taking is a strategy used by medical students in the process of learning medicine. Some medical students show a preference for learning by drawing and some also promote learning in others by sharing their drawings globally on social media platforms. Instagram is a popular platform for promoting shared visual learning by medical students but little is known about the impact for medical student learners of these shared Instagram drawings.</p></div><div><h3>Method</h3><p>In this descriptive exploratory study medical students who post on Instagram were interviewed, and their followers surveyed, to determine the efficacy of both their self and shared learning. The interview transcripts and survey responses were analyzed inductively, generating themes about the role of visual learning in medicine and the larger value in building community.</p></div><div><h3>Results</h3><p>Both medical students who post on Instagram and their followers self-identified as having a preference for visual learning; they associated learning and retention with both the act of making and looking at, drawings. They also identified a role for mnemonics and humour in their education. Importantly, they and their followers, reported that the emergence of an online community of practice played a vital role in helping them cope with the stresses of medical training.</p></div><div><h3>Discussion</h3><p>Creating visual notes/cartoons was an integral part of the learning strategy for medical students, as was looking at these images for the followers. Through the sharing of their images, medical students acted as role models for their medical student followers, illustrating that visual note taking can be a successful learning strategy in the study of medicine. Connecting online through sharing and commenting on Instagram drawings provided a virtual space for recognition and processing of the struggles inherent in medical training.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 126-135"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2020.01.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44169072","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}
引用次数: 5
The Effects of Teaching Mindfulness on Stress in Physical Therapy Students – A Randomized Controlled Trial 正念教学对物理治疗学生压力的影响——一项随机对照试验
Health professions education Pub Date : 2020-06-01 DOI: 10.1016/j.hpe.2019.04.002
Heather R. Kindel , Mary Ann Rafoth
{"title":"The Effects of Teaching Mindfulness on Stress in Physical Therapy Students – A Randomized Controlled Trial","authors":"Heather R. Kindel ,&nbsp;Mary Ann Rafoth","doi":"10.1016/j.hpe.2019.04.002","DOIUrl":"10.1016/j.hpe.2019.04.002","url":null,"abstract":"<div><h3>Purpose</h3><p>High stress levels among doctor of physical therapy (DPT) students have been reported consistently in the literature. Training in mindfulness has been shown to reduce stress. The purpose of this research study was to investigate the impact of teaching a mindfulness curriculum to DPT students on stress levels and mindfulness scores following training and 8 weeks later.</p></div><div><h3>Methods</h3><p>This was a mixed methods, randomized controlled study design conducted with 32 DPT students, who were divided into experimental and control groups. The experimental group received course instruction, plus a mindfulness curriculum over a 6-week period, and the control group received only the course instruction. The Five Factor Mindfulness Questionnaire (FFMQ) and Perceived Stress Scale (PSS) were administered as pre- and post-tests (immediately after and again 8 weeks after) to both groups. Qualitative interviews were conducted following the intervention.</p></div><div><h3>Results</h3><p>Repeated measures MANOVA revealed statistically significant interaction for PSS between time and group (<em>P</em> = .022). Pairwise comparisons revealed statistically significant differences on posttests one (<em>P</em> = .008) and two (<em>P</em> = .029), with PSS scores being higher in the control group. FFMQ results showed a statistically significant interaction between time and group (<em>P</em> = .016). Pairwise comparisons showed a statistically significant difference (<em>P</em> = .032) at the first posttest time point, with the control group scores being lower, but no statistically significant difference for posttest two. Qualitative analysis showed Prior Experience, Perception, Mindfulness Tools, Challenges, Stress Management, Self-Regulation, Continued Application, and Feedback on Course as categories, each containing subcategories and themes.</p></div><div><h3>Discussion</h3><p>The results showed a statistically significant improvement in students’ perceived stress and mindfulness, and a favorable learning experience for most students. These results suggest that incorporating short segments of mindfulness training into DPT education may decrease student stress and increase mindfulness.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"6 2","pages":"Pages 142-152"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2019.04.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46971971","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}
引用次数: 6
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