Health professions education最新文献

{"title":"“Playing in the Big Leagues Now”: Exploring Feedback Receptivity During the Transition to Residency","authors":"Élisabeth Boileau ,&nbsp;Marjolaine Talbot-Lemaire ,&nbsp;Mathieu Bélanger ,&nbsp;Christina St-Onge","doi":"10.1016/j.hpe.2018.09.003","DOIUrl":"10.1016/j.hpe.2018.09.003","url":null,"abstract":"<div><h3>Introduction</h3><p>Learners’ perceptions of feedback can significantly undermine its impact. Consequently, some feedback has been known to fall on deaf ears. At times when stress is heightened, however, feedback may hold value for both learning purposes and reassurance. Because stress and uncertainty are intensified during the steep transition from medical school to residency, we aimed to explore new residents’ receptivity to feedback and the characteristics of feedback that could optimise it at this stage in their training.</p></div><div><h3>Material and methods</h3><p>Nine residents who were two to three months along in a residency program were recruited through voluntary sampling, then met individually for a semi-structured interview. Qualitative analysis of these interviews was conducted to explore new residents’ perception of their new context and their experiences with feedback, using a constructivist approach. Emerging themes and categories were developed inductively.</p></div><div><h3>Results</h3><p>Insights gained from our participants’ perspectives suggest that common circumstantial factors prompt novice residents to seek more guidance through feedback. In this study, novice residents were most receptive to feedback when its content was practical and aligned with residents’ personal objectives, when it was coherent with previous feedback and when it was discussed one-on-one in a setting which the resident considered safe. Participants expressed a need for more feedback on specific topics such as medical knowledge, clinical reasoning, prescribing, prioritizing, managing critically ill patients and dealing with increased anxiety.</p></div><div><h3>Conclusion</h3><p>Medical teachers should be mindful of learners’ increased anxiety and uncertainty during the transition from medical school to postgraduate training, because more guidance may be needed during this period, including through feedback. Future research is needed to determine how this teaching momentum can best be utilized.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 303-312"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.09.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48448262","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":"Undergraduate and Graduate Communication Sciences and Disorders Students׳ Views regarding the Pursuit of a Doctorate of Philosophy Degree","authors":"Danielle R. Osmelak","doi":"10.1016/j.hpe.2018.10.001","DOIUrl":"10.1016/j.hpe.2018.10.001","url":null,"abstract":"<div><h3>Purpose</h3><p>There is a recognized shortage of Communication Sciences and Disorders (CSD) professionals who hold a Doctor of Philosophy (PhD) degree in the field of CSD. The purpose of this study was to explore CSD students׳ views towards pursuing a PhD and to investigate the relationship between CSD students׳ exposure to research and their views regarding the pursuit of a PhD in order to understand and generate possible solutions to the PhD shortage.</p></div><div><h3>Method</h3><p>The quantitative cross-sectional survey study included undergraduate (<em>n</em> = 49) and graduate (<em>n</em> = 51) CSD students from 12 Midwestern CSD institutions in the United States. The CSD PhD survey was administered via an online survey tool. Data analyses included descriptive statistics, correlational analyses, and the nonparametric Friedman׳s test with a series of post-hoc Wilcoxon signed-rank tests.</p></div><div><h3>Results</h3><p>Participants most frequently ranked research interest, desire for knowledge, and making a contribution to the discipline as the most important reasons why one would pursue a PhD. Participants most frequently ranked lack of research interest, satisfaction with current degree and position, and cost of doctoral program as the most important reasons why one would not pursue a PhD. There was a statistically significant positive relationship between CSD students׳ interest in research and their views about pursuing a PhD.</p></div><div><h3>Discussion</h3><p>The implications of this study support the need to further investigate the relationship between students׳ exposure and interest in research and their views about pursuing a PhD in order to optimize PhD recruitment efforts.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 336-344"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.10.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45263019","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":"A Revolution in its Own Right: How Maastricht University Reinvented Problem-Based Learning","authors":"Virginie F.C. Servant-Miklos","doi":"10.1016/j.hpe.2018.12.005","DOIUrl":"10.1016/j.hpe.2018.12.005","url":null,"abstract":"","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 283-293"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.12.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48835574","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":"Learn+Fun! Social Media and Gamification sum up to Foster a Community of Practice during an Emergency Medicine Rotation","authors":"Tiago de Araujo Guerra Grangeia ,&nbsp;Bruno de Jorge ,&nbsp;Dario Cecílio-Fernandes ,&nbsp;Rene A. Tio ,&nbsp;Marco Antonio de Carvalho-Filho","doi":"10.1016/j.hpe.2018.11.001","DOIUrl":"https://doi.org/10.1016/j.hpe.2018.11.001","url":null,"abstract":"<div><h3>Purpose</h3><p>Medical students and clinical teachers thrive to establish meaningful learning relationships in overwhelmed and ever-shorter clinical rotations. The challenge for medical educators is to design pedagogical approaches capable of bonding students and teachers into the same community of practice (CoP). In this work, the authors explored how Social Media and Gamification strategies sum up to boost medical students’ participation in a blended learning strategy to teach Emergency Medicine.</p></div><div><h3>Method</h3><p>Final year medical students (<em>n</em> = 462) from 5 consecutive years were included in a longitudinal study with historical controls and were divided into three groups. The first group (CONTROL; <em>n</em> = 125) had access to a blended learning strategy; the second group (FACE; <em>n</em> = 179) had access to the blended learning strategy and interacted with a fictional facilitator in Social Media; and the third group (GAME; <em>n</em> = 158) had access to the former strategies plus a gamification approach.</p></div><div><h3>Results</h3><p>Social media and gamification progressively increased students’ participation in the online course as measured by the number of hours logged on from an average of 60 h in CONTROL to 87 h in FACE and 140 h in GAME (<em>P</em> &lt; 0.01). There was a positive and significant correlation between students’ grades on cognitive tests and OSCEs exams with the online participation. Both strategies nurtured students’ sense of belonging to the community of Emergency Medicine and improved their self-regulation to study.</p></div><div><h3>Discussion</h3><p>Social Media and Gamification catalyzed the consolidation of a shared identity for students and teachers, which fostered the creation of a community of practice and increased the participation of students in learning activities.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 321-335"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.11.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92062212","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":"Validation of the SYdney Shared and Evidence-based decision-Making test (SYStEM) among healthcare professionals","authors":"Kat Leung ,&nbsp;Lyndal Trevena ,&nbsp;Christopher Roberts ,&nbsp;Donna Waters","doi":"10.1016/j.hpe.2019.05.002","DOIUrl":"10.1016/j.hpe.2019.05.002","url":null,"abstract":"<div><h3>Purpose</h3><p>Whilst competence in evidence-based practice (EBP) is a critical skill for healthcare professionals, there is a gap in the literature in the assessment of EBP. Current frameworks in Evidence-Based Practice education cite a five-step process (Ask, Acquire, Appraise, Integrate and Evaluate) yet many existing measures of competence focus on the first three, relying on self-report and cognitive testing, falling short of assessing skills. The Fresno Test has been validated for assessing the first three steps and the “Assessing Communication about Patient Preferences” tool is reliable in capturing the quality of information given by physicians in integrating evidence. The Evidence-Based Practice Implementation Scale is useful for the ‘evaluate’ step in the EBP process. We adapted components from all three of these tools to create the SYdney Shared and Evidence-based decision-Making test (SYStEM) in order to measure EBP and Shared Decision Making (SDM) competencies in the context of patient care. The aims of this study were to examine the internal structure, criterion and consequential validity of the SYStEM.</p></div><div><h3>Method</h3><p>Data were available from 37 healthcare practitioners who completed the SYStEM online. We conducted a confirmatory factor analysis to determine the theoretical structure and a modified Angoff method to determine a minimum competence level for newly graduated health professionals.</p></div><div><h3>Results</h3><p>The final 10-item SYStEM consisted of two subscales: ‘EBP knowledge’ and ‘SDM skills’ demonstrating good construct validity and reliability (α &gt; 0.74). The factorial validity of SYStEM was shown by all items loading significantly on their expected factors and a good fit to the data. Although the benchmark for passing the SYStEM was low, only 13/37 practitioners (35%) reached the minimum standard for EBP competence.</p></div><div><h3>Discussion</h3><p>This study provides preliminary evidence for the validity the SYStEM tool for measuring EBP competence amongst health graduates. Further large-scale validation of SYStEM is required.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 352-364"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2019.05.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48895788","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":"A Students’ Model of Team-based Learning","authors":"Jerome I. Rotgans,&nbsp;Preman Rajalingam,&nbsp;Michael A. Ferenczi,&nbsp;Naomi Low-Beer","doi":"10.1016/j.hpe.2018.10.003","DOIUrl":"10.1016/j.hpe.2018.10.003","url":null,"abstract":"<div><h3>Background</h3><p>Team-based learning (TBL) combines direct instruction with active, collaborative small group learning. This study aimed to elucidate-from the students’ perspective-the relations between different elements of TBL. This is expected to provide a better understanding of the inner workings of TBL in education.</p></div><div><h3>Method</h3><p>Three hundred and thirteen first- and second-year medical students participated in the study. Data about TBL were collected at the end of six teaching blocks, by means of a questionnaire. The data were then combined and subjected to path analysis, which enabled testing of hypothesised relations between three layers of TBL-relevant variables. These were (1) input variables: prior knowledge, teamwork, challenging application exercise, content expert and facilitator; (2) process variables: preparation materials, individual readiness assurance test (iRAT), team readiness assurance test (tRAT); and (3) output variables: learning and topic interest.</p></div><div><h3>Results</h3><p>Initial analysis resulted in amendments to the hypothesised model. An amended model fitted the data well and explained 43% of the variance in learning and 32% of the variance in topic interest. Content expert had a direct effect on topic interest, as did prior knowledge, teamwork, iRAT and application exercise. Learning was directly influenced by tRAT, application exercise and facilitator, but not content expert.</p></div><div><h3>Conclusions</h3><p>The results of this study demonstrate the inter-relationships of different elements of TBL. The results provide new insights in how TBL works from a students’ perspective. Implications of these findings are discussed.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 4","pages":"Pages 294-302"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.10.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526324","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":"An Examination of the Structural Validity of the Maslach Burnout Inventory-Student Survey (MBI-SS) Using the Rasch Measurement Model","authors":"José Manuel Pérez-Mármol ,&nbsp;Ted Brown","doi":"10.1016/j.hpe.2018.05.004","DOIUrl":"10.1016/j.hpe.2018.05.004","url":null,"abstract":"<div><h3>Background</h3><p>Health professional students often experience stress and potential burnout when completing their entry-to-practice education. Therefore, having valid scales such as the Maslach Burnout Inventory-Student Survey (MBI-SS) to detect and monitor burnout amongst health professional students is paramount.</p></div><div><h3>Purpose</h3><p>This study investigated the structural validity of the three individual Maslach Burnout Inventory-Student Survey (MBI-SS) subscales. In particular, the dimensionality, scalability, differential item functioning (DIF) based on gender, rating scale structure, and reliability of the three MBI-SS were examined.</p></div><div><h3>Method</h3><p>A sample of 225 Australian occupational therapy undergraduate students completed it. The Rasch Measurement Model (RMM) was used to analyse the MBI-SS item data from the three MBI-SS subscales: Exhaustion, Cynicism, and Professional / Academic Efficacy.</p></div><div><h3>Results</h3><p>Results supported the unidimensionality and scalability of the three individual MBI-SS and all items from the three subscales met the RMM fit statistics requirements. None of the subscale items exhibited DIF based on gender and the appropriateness of the MBI-SS rating scales were confirmed. The item and person reliability indices were &gt; 0.80 and &gt; 0.77 respectively for each subscale.</p></div><div><h3>Discussion and conclusion</h3><p>The RMM analysis findings indicate that the three individual MBI-SS subscales exhibited adequate levels of structural validity in relation to dimensionality and DIF when completed by occupational therapy students.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 259-274"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.05.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41458656","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":"Physician self-disclosure and vaccine-critical parents׳ trust: Preparing medical students for parents׳ difficult questions","authors":"Kaisu Koski ,&nbsp;Juho T. Lehto ,&nbsp;Kati Hakkarainen","doi":"10.1016/j.hpe.2018.09.005","DOIUrl":"10.1016/j.hpe.2018.09.005","url":null,"abstract":"<div><p>This paper introduces a controversial proposition emerging from an arts-based project on vaccine hesitancy: the relationship between physicians’ self-disclosure and vaccine-critical parents’ trust. Vaccine-critical parents are one of the most challenging noncompliant populations for health care providers, as these parents’ health beliefs often dramatically deviate from modern medical guidelines. Medical students are not typically exposed to authentic vaccine-critical parents’ concerns and expectations, leaving the students unprepared for the confronting questions the parents may pose in a face-to-face encounter. This study identifies two interrelated factors that influence vaccine-critical parents’ level of trust in their health-care provider. First, the parents have a need for their physician to be present as a “whole person”—aware of and able to communicate their personal-professional motivations and beliefs by using associated self-disclosure. Second, the parents see a moral imperative both for themselves and their physicians to “do research” on vaccines; they expect their physician to be familiar with studies for and against their immunization recommendations. Ideally, the students would be exposed to authentic vaccine-critical parents’ views, while simultaneously becoming familiar with and confident in expressing their professional moral compass.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 253-258"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.09.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42568781","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":"A response to the commentary entitled, “Clarifications on the NPTE revisions and role in licensing: Comment on Kume, Reddin, & Horbacewicz (2018)”","authors":"June Kume,&nbsp;Vanessa Reddin,&nbsp;Jill Horbacewicz","doi":"10.1016/j.hpe.2018.12.006","DOIUrl":"10.1016/j.hpe.2018.12.006","url":null,"abstract":"","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 196-197"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.12.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49139386","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":"Predictors of Physical Therapy Academic and NPTE Licensure Performance","authors":"J. Kume,&nbsp;V. Reddin,&nbsp;J. Horbacewicz","doi":"10.1016/j.hpe.2018.06.004","DOIUrl":"10.1016/j.hpe.2018.06.004","url":null,"abstract":"<div><h3>Purpose</h3><p>Screening potential candidates for their ability to successfully negotiate the rigorous academic challenges of Doctor of Physical Therapy (DPT) programs in the United States is a critical part of the admissions process. Among the most commonly investigated criteria are pre-admission parameters such as undergraduate overall cumulative grade point averages (GPA), combined science-math GPAs, as well as verbal and quantitative graduate requirement entrance scores (vGRE and qGRE). To expand upon this line of inquiry, the current study explored the relationship between pre- and post- admission criteria and the performance scores on the national physical therapy licensure exam (NPTE). Since recent changes (2013) were instituted in the way questions were both formulated as well as graded, validity of using such pre-admission parameters needed to be re-examined.</p></div><div><h3>Method</h3><p>Associations between individual preadmission parameters and final NPTE scores were compared using the academic records of two separate cohorts of DPT students from Touro College School of Health Sciences assessed over a period of three years (2014-2016). The method of admissions screening and the academic programming for each campus are identical. Descriptive, normative data for the two campuses for pre- and post- admissions variables, and pooled, aggregated data were used for correlation analysis to compare their relationships with students’ performance on the NPTE licensure exams.</p></div><div><h3>Results</h3><p>Our findings support the use of vGRE and qGRE scores as particular predictors for success on NPTE exam scores. Early performance in post-admission GPAs corroborate the suggestion that early assessment of post-admission, graduate DPT academic performance can strongly predict a physical therapy student׳s later performance on the NPTE licensure exam.</p></div><div><h3>Conclusions</h3><p>These findings strongly support the use of early remediation protocols for already enrolled DPT students struggling within the academic program. Pre-admission screening using standardized test scores, such as the graduate requirement entrance exams (GREs) are also recommended.</p></div>","PeriodicalId":93562,"journal":{"name":"Health professions education","volume":"5 3","pages":"Pages 185-193"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.hpe.2018.06.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49506801","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}