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Noordam D, Noordman J, van den Braak G, Visee H, Bakker A, Batenburg R, Olde Hartman TC, van Dulmen S. Shared decision-making in undergraduate nursing and medical education: An explorative dual-method study. Patient Educ Couns 2024; 123:108246. [PMID: 38480111 DOI: 10.1016/j.pec.2024.108246] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2023] [Revised: 03/06/2024] [Accepted: 03/08/2024] [Indexed: 04/07/2024]
Abstract
OBJECTIVE This study explores how shared decision-making (SDM) is integrated in undergraduate nursing and medical education. METHODS A dual-method design was applied. The integration of SDM in medicine and nursing education programs (i.e. SDM on paper) was explored through document analyses; the integration of SDM in curricula (i.e. SDM in class) through interviews with teachers and curriculum coordinators (N = 19). RESULTS A majority of the education programs featured SDM, mostly non-explicit. In curricula SDM was generally implicitly featured in compulsory courses across all study years. SDM was often integrated into preexisting theories and models and taught through various methods and materials. Generally, teachers and supervisors were not trained in SDM themselves. They assessed students' competence in SDM in a summative manner. CONCLUSION Overall, SDM was featured in undergraduate nursing and medical education, however, very implicitly.
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Affiliation(s)
- Désanne Noordam
- Nivel (Netherlands institute for health services research), Utrecht, Netherlands.
| | - Janneke Noordman
- Nivel (Netherlands institute for health services research), Utrecht, Netherlands
| | | | - Hetty Visee
- Regioplan Beleidsonderzoek, Amsterdam, Netherlands
| | - Alice Bakker
- V&VN (Verpleegkundigen & Verzorgenden Nederland), Utrecht, Netherlands
| | - Ronald Batenburg
- Nivel (Netherlands institute for health services research), Utrecht, Netherlands
| | - Tim C Olde Hartman
- Radboud university medical center, Radboud Institute for Health Sciences, Department of Primary and Community Care, Nijmegen, Netherlands
| | - Sandra van Dulmen
- Nivel (Netherlands institute for health services research), Utrecht, Netherlands; Radboud university medical center, Radboud Institute for Health Sciences, Department of Primary and Community Care, Nijmegen, Netherlands; University of Borås, Faculty of Caring Science, Work Life and Social Welfare, Borås, Sweden
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2
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Pineda P, Klenner M, Espinoza G, Mariño R, Zaror C. Intercultural sensitivity in Chilean healthcare profession students. BMC Med Educ 2024; 24:467. [PMID: 38671420 PMCID: PMC11055216 DOI: 10.1186/s12909-024-05443-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 04/18/2024] [Indexed: 04/28/2024]
Abstract
Each culture has unique health care related values, habits, perceptions, expectations, norms, etc., that makes cultural competence an important attribute to be developed by healthcare professionals, to ensure they provide effective treatment. Intercultural sensitivity (IS) is the affective dimension of cultural competence. The objective of this study is to explore the self-perceived level of IS in first and last year students of three health sciences professions (i.e., Dentistry, Medicine, and Nursing) at the Universidad de la Frontera, Temuco, Chile. This study adopted a cross-sectional design and a group comparison (e.g., year of study). 312 students completed the Intercultural Sensitivity Scale (ISS). Findings showed that overall ISS scores ranged from 1.83 to 4.94, with a mean score of 4.11 (s.d. 0.43). Group comparison between first and final year students showed statistically significant differences (4.18 vs. 4.00; p < 0.001). Medical and nursing students had a significantly higher overall mean IS score compared to dental students (4.21 and 4.16, respectively vs. 4.02; p < 0.01). There were also significant differences between three factors (interaction engagement; interaction confidence; and interaction enjoyment) by healthcare profession. These findings allow for discussion of the need for explicit incorporation and development of cultural competence in on health care professional curricula. Longitudinal research is needed to explore how IS changes over time, along with generating qualitative data from the student populations IS experiences and exposure.
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Affiliation(s)
- Patricia Pineda
- Faculty of Dentistry, Department of Pediatric Dentistry and Orthodontics, Universidad de La Frontera, Temuco, Chile
- Center for Research in Epidemiology, Economics and Oral Public Health (CIEESPO), Temuco, Chile
| | - Maura Klenner
- Departamento de Lenguas, Universidad de La Frontera, Literatura y Comunicación, Temuco, Chile
| | - Gerardo Espinoza
- Center for Research in Epidemiology, Economics and Oral Public Health (CIEESPO), Temuco, Chile.
- Faculty of Medicine, Department of Public Health, Universidad de La Frontera, Temuco, Chile.
| | - Rodrigo Mariño
- University of Melbourne, Melbourne Dental School, Melbourne, Australia
- University of Puthisatra, Phnom Penh, Cambodia
| | - Carlos Zaror
- Faculty of Dentistry, Department of Pediatric Dentistry and Orthodontics, Universidad de La Frontera, Temuco, Chile
- Center for Research in Epidemiology, Economics and Oral Public Health (CIEESPO), Temuco, Chile
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Davies LM, Lawford BJ. The time is now: Telehealth education and training in physical therapy. Braz J Phys Ther 2024; 28:101063. [PMID: 38678918 PMCID: PMC11066584 DOI: 10.1016/j.bjpt.2024.101063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 03/28/2024] [Accepted: 04/08/2024] [Indexed: 05/01/2024] Open
Abstract
•Telehealth delivered physical therapy is effective and provides equivalent outcomes to in-person care. •Lack of telehealth knowledge is a significant barrier for implementation into clinical practice. •Physical therapy educators recognise the importance of telehealth education for emerging physical therapists.
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Affiliation(s)
- Luke M Davies
- School of Primary and Allied Health Care, Monash University, Victoria, Australia.
| | - Belinda J Lawford
- Centre for Health, Exercise & Sports Medicine, The University of Melbourne, Melbourne, Australia
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Adeyemi OA, Agbabiaka TO, Sujon H. Global One Health post-graduate programmes: a review. One Health Outlook 2024; 6:7. [PMID: 38600594 PMCID: PMC11007884 DOI: 10.1186/s42522-024-00097-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Accepted: 02/23/2024] [Indexed: 04/12/2024]
Abstract
BACKGROUND The One Health (OH) approach recognises that humans, animals, plants, and the environment are interrelated, and therefore seeks to facilitate collaboration, communication, coordination, and capacity building between relevant stakeholders to achieve a healthier ecosystem. This calls for integrating OH into established governance, policy, health, education, and community structures, and requires OH professionals equipped with the necessary inter and trans-disciplinary skillset. Therefore, numerous OH training programmes are currently being offered globally. However, the coordination and contents of some of these trainings have been criticised as inconsistent and inadequately standardised, and therefore could serve as a barrier to OH implementation. In this study, an up-to-date repository of a subset of OH academic programmes offered globally was provided, and their curricula contents was critically assessed. METHODS Between December 2022 and April 2023, an online search for key terms 'ONE HEALTH MASTERS COURSES', and 'ONE HEALTH MASTERS PROGRAMMES' together with variations of 'AFRICA', 'NORTH AMERICA', 'ASIA', 'AUSTRALIA', 'EUROPE', 'GLOBAL' was conducted. Details about course title, delivery mode, joint administration status, curricula contents, language of instruction, years to completion, host university, country, and continent were collected. RESULTS Forty-three programmes met inclusion criteria of the study, and almost all (n = 36, 83.7%) were tailored towards infectious diseases and population/global health, compared to the environmental and conservation perspectives. Compiled curricula contents clustered into one of these 12 sub-headings: 'principles and concepts of OH', 'epidemiology and biostatistics', 'major branches of OH', 'internship/externship/research project', 'infectious diseases, zoonoses, and surveillance', 'risk analysis and crises management', 'food safety, microbiology, immunology, and allied', 'communication', 'ethics', 'economics, policy, and management' and 'others. Of these, infectious disease themes were the most common. Regarding geography and organising institutions, North America and Europe, and veterinary institutions, respectively, were the most represented. CONCLUSION Despite the multi-level diversity observed, uniformity still exists across the programmes which favours interdisciplinary cross-talks. Future pedagogical studies that objectively assess the alignment of module contents with the OH core competencies and the impacts of these OH programmes is recommended. With this study, a critical information gap that has existed for long in the OH field has been bridged.
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Affiliation(s)
| | | | - Hasnat Sujon
- Directorate General of Health Services, Ministry of Health and Family Welfare, Dhaka, Bangladesh
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Monkman H, Mir S, Bond J, Borycki EM, Courtney KL, Kushniruk AW. Canadian employers' perspectives on a new framework for health informatics competencies. Int J Med Inform 2024; 183:105324. [PMID: 38218130 DOI: 10.1016/j.ijmedinf.2023.105324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Revised: 11/26/2023] [Accepted: 12/23/2023] [Indexed: 01/15/2024]
Abstract
Competencies are the knowledge, skills, and abilities needed to operate and perform successfully in the workplace. Due to the evolving nature of health informatics, it is important continuously examine and refine competencies in this field. In this study, we administered a questionnaire to Canadian employers (N = 29) of health informatics cooperative education (co-op) students to garner their feedback on competencies within a New Health Informatics Professional Competencies Framework. Overall, the findings supported this new framework. An average of ratings within each of the four competency categories revealed that participants perceived Management Science to be the most important, followed by Information & Computer Science, then Health Science and finally Data Science. Further, at least 20 (69 %) respondents rated nine of the 12 competencies as important. Of the 12 competencies, Biological and Clinical Science was rated the lowest. Findings from this study can potentially be used to inform curricula, career progression, and hiring practices in health informatics. Future work includes refining the questionnaire to assess the competencies more comprehensively and potentially exploring the importance of more transferable skills or general competencies (e.g., communication, problem-solving). Additionally, we want to survey a broader sample of health informatics professionals and integrate recent national and international work on health informatics competencies. Future work is also recommended towards the development of a maturity model for competencies of more experienced health informatics professionals.
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Affiliation(s)
- Helen Monkman
- School of Health Information Science, University of Victoria, Victoria, BC, Canada.
| | - Samiha Mir
- School of Health Information Science, University of Victoria, Victoria, BC, Canada
| | - Jason Bond
- School of Health Information Science, University of Victoria, Victoria, BC, Canada
| | - Elizabeth M Borycki
- School of Health Information Science, University of Victoria, Victoria, BC, Canada
| | - Karen L Courtney
- School of Health Information Science, University of Victoria, Victoria, BC, Canada
| | - Andre W Kushniruk
- School of Health Information Science, University of Victoria, Victoria, BC, Canada
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Páez DC, Flórez J, Gómez MT, García D, Arango-Paternina CM, Duperly J. Curricular and pedagogical approaches for physical activity prescription training: a mixed-methods study of the "Exercise is Medicine" workshops in Colombia. BMC Med Educ 2024; 24:79. [PMID: 38254169 PMCID: PMC10804704 DOI: 10.1186/s12909-023-04999-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 12/20/2023] [Indexed: 01/24/2024]
Abstract
BACKGROUND The physical activity (PA) prescription workshop for physicians, through the global health initiative "Exercise is Medicine" (EIM), has trained more than 4000 health care professionals (HCPs) in Latin America. It has shown to be effective in increasing PA prescription knowledge and awareness among HCPs. The purpose of this paper is to evaluate the curricular and pedagogical approach used by EIM Colombia at the PA prescription workshops implemented between 2014 and 2015. METHODS A mixed methods study, with a sequential explanatory design was implemented among a convenience sample of HCPs attending twenty-six PA prescription workshops. HCPs health status, PA personal habits, and medical practices were collected using a questionnaire at baseline among 795 participants (pre-test measurement), and subsequently quantitatively analyzed. A workshop satisfaction survey was administered after the completion of the workshop among 602 HCPs. The curricular and pedagogical approach of the workshop, the designers' and students' contextual factors, and perceptions about the workshop were measured using qualitative methods (analysis of the procedures manual, two workshop observations, three semi-structured interviews, and one focus group including 8 HCPs). RESULTS The workshop is student-centered and guided by an expert with an academic and clinical background. Learning was achieved with theoretical and practical components using authentic performance and collaborative learning. An active teaching and learning approach was used with strategies such as interactive lectures, hands-on elements, and role-playing (patient-counselor). The workshop emphasized an individual approach when prescribing PA integrating in clinical practice not only health benefits but also patient´s beliefs, motivations, needs, and barriers. CONCLUSIONS Evidence-based practices and authentic performance were the most salient pedagogical elements used by EIM Colombia at the PA prescription workshop. A knowledge assessment that includes the practical aspect is suggested for future workshops. The curricular and pedagogical approach of the PA prescription workshop implemented in Colombia is well received by the medical community and a useful continuing medical education intervention with a potential contribution to current, and future health promotion needs.
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Affiliation(s)
- Diana C Páez
- School of Medicine, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia.
| | - Johanna Flórez
- School of Medicine, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia
| | - María Teresa Gómez
- School of Medicine, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia
- Centro de Investigación y Formación en Educación, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia
| | - Daniel García
- Centro de Investigación y Formación en Educación, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia
| | - Carlos M Arango-Paternina
- Instituto Universitario de Educación Física y Deporte, Universidad de Antioquia, Calle 74 # 70 - 59, Medellín, Colombia
| | - John Duperly
- School of Medicine, Universidad de los Andes, Carrera 1, #18a-12, Bogotá, Colombia
- Institute of Exercise Medicine and Rehabilitation, Fundación Santa Fe de Bogotá, Cra. 7 #117 -15, Bogotá, Colombia
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Gawlik KS, Teall AM, Zeno R, Newtz C, Conrad K, Kolcun K, Bobek H, Deerhake A, Sullivan K, Rengers B, O'Hara S. Integrating wellness into curricula using the ten dimensions of wellness as a framework. J Prof Nurs 2024; 50:73-82. [PMID: 38369375 DOI: 10.1016/j.profnurs.2023.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 11/22/2023] [Accepted: 11/30/2023] [Indexed: 02/20/2024]
Abstract
Burnout is a public health crisis that persists at the expense of clinician well-being, the healthcare workforce, and the quality of care provided. Clinician well-being is a professional imperative, yet nursing students still report higher levels of burnout than non-nursing students. Cultivating an academic learning environment that supports the development of resiliency, well-being, and improved student mental health requires a coordinated and sustained effort from nurse educators and academic leaders. This article aims to inspire nurse educators to take the first or next steps toward integrating wellness into nursing curricula. The ten dimensions of wellness provide a framework for wellness programming. Practical strategies aligned with each dimension are offered. As an exemplar, the Banding Together for Wellness program is summarized, including innovative incentives for student participation. Over the past five years, 426 (approximately 54 %) undergraduate nursing students voluntarily completed the program. While best practices may vary by institution, the strategies and resources offered herein can support nurse educators in the classroom, lab, and clinical setting as we all work to foster personal and professional well-being in nursing students. Nurse educators can be instrumental in cultivating the knowledge, skills, and attitudes required for life-long self-care, well-being, and nursing practice.
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Affiliation(s)
- Kate Sustersic Gawlik
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA.
| | - Alice M Teall
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Rosie Zeno
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Christa Newtz
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Katey Conrad
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Kaitlyn Kolcun
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Heidi Bobek
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Ann Deerhake
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Kelly Sullivan
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Brooke Rengers
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Susan O'Hara
- College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
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Liang L, Ha V, Lin A, Chutinan S, Ohyama H. Association of student performance between dental anatomy waxing and preclinical operative dentistry. J Dent Sci 2024; 19:645-647. [PMID: 38303857 PMCID: PMC10829679 DOI: 10.1016/j.jds.2023.08.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2023] [Revised: 08/23/2023] [Indexed: 02/03/2024] Open
Abstract
Spatial perception and psychomotor skills are critical components to clinical dentistry. However, measures within the dental school curricula have not been sufficiently studied and evaluated for their effectiveness in predicting preclinical performance. The objective of this study was to examine whether students' waxing skills are associated with preclinical operative performance. This study included 65 students from two class years at the Harvard School of Dental Medicine. Regression analysis was utilized to assess associations between waxing scores and operative exam scores. Waxing scores were found to be positively correlated with all operative practical exam scores and significantly associated with the class III resin composite restoration (coefficient, 0.42; P = 0.02) and the combined operative exam scores (coefficient, 0.33; P = 0.04). Wax-up assessments could serve as a predictor for preclinical performance and identify students who would benefit from additional assistance to help foster a more inclusive learning environment.
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Affiliation(s)
- Lang Liang
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Vivian Ha
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Amy Lin
- Harvard School of Dental Medicine, Boston, MA, USA
| | - Supattriya Chutinan
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA, USA
| | - Hiroe Ohyama
- Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine, Boston, MA, USA
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Pazoto CE, Duarte MR, Silva EP. Promoting ocean literacy among students in Brazilian schools. Mar Pollut Bull 2023; 197:115690. [PMID: 37922753 DOI: 10.1016/j.marpolbul.2023.115690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2023] [Revised: 10/14/2023] [Accepted: 10/17/2023] [Indexed: 11/07/2023]
Abstract
Promoting the principles, concepts, and dimensions of Ocean Literacy (OL) among children and youth is essential for enhancing society's understanding of the ocean's complexity and the causes and consequences of its degradation. This study details a project conducted over a year with 235 students from a public school in Rio de Janeiro, Brazil, aged 8 to 15. Developed in partnership with schoolteachers, the activities encompassed theoretical lessons, laboratory experiments, field trips, and reading circles. These were grounded in the students' local context and integrated into the school curriculum. The project was evaluated through questionnaires and focus group interviews. Findings revealed not only learning and changes in attitude but also increased student engagement and a revitalized school environment. This project can be adapted for other regions and audiences.
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Affiliation(s)
- Carmen Edith Pazoto
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil
| | - Michelle Rezende Duarte
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil.
| | - Edson Pereira Silva
- Laboratório de Genética Marinha e Evolução, Departamento de Biologia Marinha, Universidade Federal Fluminense (UFF), Niterói, Rio de Janeiro, Brazil
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Han DS, Ingram JW, Gorroochurn P, Badalato GM, Anderson CB, Joice GA, Simhan J. The State of Urotrauma Education Among Residency Programs in the United States: A Systematic Review and Meta-Analysis. Curr Urol Rep 2023; 24:503-513. [PMID: 37572174 DOI: 10.1007/s11934-023-01179-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/31/2023] [Indexed: 08/14/2023]
Abstract
PURPOSE OF REVIEW Management of urotrauma is a crucial part of a urologist's knowledge and training. We therefore sought to understand the state of urotrauma education in the United States. RECENT FINDINGS Using themes of "Urotrauma" and "Education," we performed a systematic review and meta-analysis by searching for studies in MEDLINE, all Cochrane libraries, EMBASE, BIOSIS, Scopus, and Web of Science through May 2023. The primary outcome was the pooled rate of urology trainee and program director attitudes toward urotrauma education. Secondary outcomes involved a descriptive summary of existing urotrauma curricula and an assessment of factors affecting urotrauma exposure. Of 12,230 unique records, 11 studies met the final eligibility criteria, and we included 2 in the meta-analysis. The majority of trainees and program directors reported having level 1 trauma center rotations (range 88-89%) and considered urotrauma exposure as an important aspect of residency education (83%, 95% CI 76-88%). Despite possible increases in trainee exposure to Society of Genitourinary Reconstructive Surgeons (GURS) faculty over the preceding decade, nearly a third of trainees and program directors currently felt there remained inadequate exposure to urotrauma during training (32%, 95% CI 19-46%). Factors affecting urotrauma education include the limited exposure to GURS-trained faculty and clinical factors such as case infrequency and non-operative trauma management. Urology resident exposure to urotrauma is inadequate in many training programs, underscoring the potential value of developing a standardized curriculum to improve urotrauma education for trainees. Further investigation is needed to characterize this issue and to understand how it impacts trainee practice readiness.
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Affiliation(s)
- David S Han
- Department of Urology, Columbia University Irving Medical Center, 161 Fort Washington Avenue, 11th Floor, NY, 10032, New York, USA.
| | - Justin W Ingram
- Department of Urology, Columbia University Irving Medical Center, 161 Fort Washington Avenue, 11th Floor, NY, 10032, New York, USA
| | | | - Gina M Badalato
- Department of Urology, Columbia University Irving Medical Center, 161 Fort Washington Avenue, 11th Floor, NY, 10032, New York, USA
| | - Christopher B Anderson
- Department of Urology, Columbia University Irving Medical Center, 161 Fort Washington Avenue, 11th Floor, NY, 10032, New York, USA
| | - Gregory A Joice
- Department of Urology, Columbia University Irving Medical Center, 161 Fort Washington Avenue, 11th Floor, NY, 10032, New York, USA
| | - Jay Simhan
- Department of Urology, Temple University Health System and Fox Chase Cancer Center, Philadelphia, PA, USA
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11
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Vernon VP, Cieri-Hutcherson NE, Arellano R, Collins O, Lodise NM. Contraception for transgender and gender diverse individuals in pharmacy education: A cross-sectional survey and select resources. Curr Pharm Teach Learn 2023; 15:715-721. [PMID: 37487786 DOI: 10.1016/j.cptl.2023.07.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Revised: 06/20/2023] [Accepted: 07/12/2023] [Indexed: 07/26/2023]
Abstract
INTRODUCTION Pharmacists must be knowledgeable to care for all patients, including transgender and gender diverse individuals. Some institutions may have gaps in their pharmacy school curriculum specific to transgender contraceptive care. The current study evaluated and offered recommendations regarding the current state of transgender contraceptive care education within pharmacy curricula. METHODS An 18-question anonymous survey was developed and sent to members of the American Association of Colleges of Pharmacy - Pharmacy Practice section contact list. The survey collected baseline demographic characteristics and curricular information, including whether contraception for transgender individuals was taught and the modalities utilized. The institutional review board at Butler University reviewed and approved this survey project. RESULTS A response rate of 68% was obtained (99 of 144 institutions). Of those institutions responding, 39% reported that contraception for transgender individuals is taught as part of the curriculum at their respective institutions. In addition, a diverse set of teaching modalities were reported, such as didactic and team-based learning. Only six (4.3%) of the 138 individual faculty respondents indicated they obtained training focused on transgender care. CONCLUSIONS Approximately 40% of the responding institutions reported teaching about contraception care for transgender individuals. Based on this survey, the authors encourage institutions to assess their current curriculum and incorporate this topic accordingly. In addition, the authors recommend offering development opportunities for faculty and student pharmacists so that current and future health care professionals are best equipped to provide care for all patients in any practice.
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Affiliation(s)
- Veronica P Vernon
- Pharmacy Practice, Butler University College of Pharmacy and Health Sciences, 4600 Sunset Ave, Pharmacy and Health Sciences Building, Indianapolis, IN 46208, United States.
| | - Nicole E Cieri-Hutcherson
- University at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY 14214, United States.
| | - Regina Arellano
- Midwestern University College of Pharmacy Downers Grove Campus, Downers Grove, IL 60515, United States.
| | | | - Nicole M Lodise
- Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, United States.
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Bhagat V, Hoang H, Crocombe LA, Goldberg LR. Australian nursing students' perception, knowledge, and attitude towards oral healthcare of older people and associated factors: a national cross-sectional survey. BMC Nurs 2023; 22:190. [PMID: 37277753 DOI: 10.1186/s12912-023-01366-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 06/01/2023] [Indexed: 06/07/2023] Open
Abstract
BACKGROUND The oral health of many older Australians is poor and associated with many systemic health problems. However, nurses often have a limited understanding of the importance of oral healthcare for older people. This study aimed to investigate Australian nursing students' perception, knowledge, and attitude toward providing oral healthcare for older people and associated factors. METHODS A cross-sectional study was conducted among final year nursing students studying at accredited nursing programs using an online self-reported 49-item survey. The data were analysed using univariate and bivariate analysis (t-test, ANOVA, Spearman's correlation test). RESULTS A total of 416 final-year nursing students from 16 accredited programs in Australia completed the survey. Mean scores showed that more than half of the participants felt they lacked confidence (55%, n = 229) and had limited knowledge about oral healthcare for older people (73%, n = 304); however, their attitude towards providing such care was favourable (89%, n = 369). A positive correlation was found between students' confidence in delivering oral healthcare to older people and their perceived knowledge (r = 0.13, p < 0.01). Results revealed a statistically significant positive association between students' experience in providing oral healthcare to older people and students' perception (t = 4.52, p < 0.001), knowledge (t = 2.87, p < 0.01), and attitude (t = 2.65, p < 0.01) mean scores in such care. Nearly 60% (n = 242) of participants received education/training in oral healthcare for older people at university, but this was often for less than one hour. Around 56% (n = 233) believed that the current nursing curriculum did not prepare them to provide effective oral healthcare to older people. CONCLUSION Findings suggested a need for nursing curricula to be revised to include oral health education and clinical experience. Knowledge of evidence-based oral healthcare by nursing students may improve the quality of oral healthcare for older people.
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Affiliation(s)
- Vandana Bhagat
- Centre for Rural Health, University of Tasmania, Tasmania, Australia.
| | - Ha Hoang
- Centre for Rural Health, University of Tasmania, Tasmania, Australia
| | | | - Lynette R Goldberg
- Wicking Dementia Research and Education Centre, University of Tasmania, Tasmania, Australia
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13
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Matthias AD, Hundt B. The power of the past: A roadmap for integrating nursing history into the curriculum. J Prof Nurs 2023; 46:231-237. [PMID: 37188416 DOI: 10.1016/j.profnurs.2023.03.016] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 03/23/2023] [Accepted: 03/25/2023] [Indexed: 05/17/2023]
Abstract
The inclusion of nursing history within the undergraduate and graduate nursing curricula has waxed and waned over the years. The 2021 publication by the American Association of Colleges of Nursing, "The Essentials: Core Competencies for Professional Education," includes the expectation that nursing education curricula will include history content. This article aims to provide guidance to the nurse educator using a nursing history framework and a 5-step approach to integrate history into an already saturated curriculum. Through meaningful integration of nursing history at the course level with intentional alignment to existing course-level objectives, student learning will be enhanced. Student engagement with various historical sources will help students to achieve The Essentials' core competencies across the 10 Domains for Nursing. The various types of historical sources are explained and how to locate appropriate historical sources is included.
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Affiliation(s)
- April D Matthias
- School of Nursing, College of Health and Human Services, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403, United States of America.
| | - Beth Hundt
- Department of Acute and Specialty Care, School of Nursing, University of Virginia, United States of America
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14
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Garin SP, Zhang V, Jeudy J, Parekh VS, Yi PH. Systematic Review of Radiology Residency AI Curricula: Preparing Future Radiologists for the AI Era. J Am Coll Radiol 2023:S1546-1440(23)00329-0. [PMID: 37127217 DOI: 10.1016/j.jacr.2023.02.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 02/15/2023] [Accepted: 02/17/2023] [Indexed: 05/03/2023]
Abstract
OBJECTIVE Although educating radiology trainees about Artificial intelligence (AI) has become increasingly emphasized, the types of AI educational curricula are not well understood. We performed a systematic review of original studies describing curricula used to teach AI concepts and practical applications for radiology residents and/or fellows. MATERIALS AND METHODS We performed a PubMed search for original studies published as of 7/22/22, describing AI curricula geared toward radiology residents and/or fellows. Studies meeting inclusion criteria were evaluated for curricula design, implementation details, and outcomes. Descriptive statistics were used to summarize these curricula. RESULTS Five studies were included describing an AI curriculum, all geared towards radiology residents. All five curricula were led by radiologists, mostly by individual academic radiology departments (4; 80%) with one led by the American College of Radiology Resident and Fellow Section. Curricula design included didactic sessions (5; 100%), assigned readings (4; 80%), hands-on learning (3; 60%), journal clubs (3; 60%); only one had individualized learning plans. All four studies that evaluated the impact of the curricula on participants' knowledge and/or attitudes showed positive effects. DISCUSSION Amidst increasing recognition of the importance of AI education for radiologists-in-training, several AI curricula for radiology residents have been implemented. Although curricula designs varied and it is unclear if one type is superior, they have had a positive impact on residents' knowledge and/or attitudes toward AI. As AI becomes increasingly adopted in radiology, these curricula serve as models for other departments and programs to develop AI educational initiatives to prepare the next generation of radiologists for the AI era.
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Affiliation(s)
- Sean P Garin
- University of Maryland Medical Intelligent Imaging (UM2ii) Center, Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, MD
| | - Vivian Zhang
- University of Maryland Medical Intelligent Imaging (UM2ii) Center, Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, MD
| | - Jean Jeudy
- University of Maryland Medical Intelligent Imaging (UM2ii) Center, Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, MD
| | - Vishwa S Parekh
- University of Maryland Medical Intelligent Imaging (UM2ii) Center, Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, MD
| | - Paul H Yi
- University of Maryland Medical Intelligent Imaging (UM2ii) Center, Department of Diagnostic Radiology and Nuclear Medicine, University of Maryland School of Medicine, Baltimore, MD.
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15
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Nishio A, Shibuya F, de Los Reyes CS, Estrada CAM, Gregorio ER, Sari DP, Warnaini C, Kadriyan H, Cruz MSM, Hattori-Uchima M, Dacanay P, Dacanay R, Enos HL, Ngirmang TT, Khalif M, Volavola SG, Tomokawa S, Kigawa M, Kobayashi J. Content analysis of health-related subjects in the K12 school curricula of Japan, Indonesia, Philippines, Guam, Micronesia, Marshall Islands, Palau, and Fiji. Trop Med Health 2023; 51:19. [PMID: 36998001 PMCID: PMC10061405 DOI: 10.1186/s41182-023-00511-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2022] [Accepted: 03/07/2023] [Indexed: 04/01/2023] Open
Abstract
BACKGROUND As a component of health promoting school, a school curriculum for health education was considered a fundamental. This survey aimed to identify the components of health-related topics and in which subjects were they taught. METHODS Four topics were chosen: (i) hygiene, (ii) mental health, (iii) nutrition-oral Health, and (iv) environmental education related to global warming in Education for Sustainable Development (ESD). Before gathering the curricula from partner countries, school health specialists were gathered to discuss the appropriate components of a curriculum that required evaluation. The survey sheet was distributed to and answered by our partner in each country. RESULTS About hygiene, individual practices or items that improve health-related were widely covered. However, items that imparted health-related education from an environmental perspective were not widely covered. About mental health, two types of country groups were identified. The first group included countries that taught mental health topics mainly as part of morals or religion; the second group included countries that imparted mental health topics mainly as part of health. The first group focused mainly on communication skills or coping methods. The second group focused not only on communication and coping skill but also on basic knowledge of mental health. About nutrition-oral education, three types of country groups were identified. One group imparted nutrition-oral education mainly in terms of health or nutrition. Another group imparted this topic mainly in terms of morals, home economics, and social science. The third group was the intermediate group. About ESD, a solid structure for this topic was not identified in any country. Many items were taught as part of science, while some were taught as part of social studies. Climate change was the most commonly taught item across all countries. The items related to environment were relatively limited compared to those related to natural disasters. CONCLUSIONS Overall, two different approaches were identified: the cultural-based approach, which promotes healthy behaviors as moral codes or community-friendly behaviors and the science-based approach, which promotes children's health through scientific perspectives. Policymakers should initially consider the findings of this study while making decisions on which approach should be taken.
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Affiliation(s)
- Akihiro Nishio
- Health Administration Center, Gifu University, Gifu, Japan.
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Sembaru, Japan.
- Japanese Consortium for Global School Health Research, Sembaru, Japan.
| | - Fumiko Shibuya
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Sembaru, Japan
- Japanese Consortium for Global School Health Research, Sembaru, Japan
| | - Calvin S de Los Reyes
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Sembaru, Japan
- Department of Behavioral Sciences, College of Arts and Sciences, University of the Philippines Manila, Manila, Philippines
| | - Crystal Amiel M Estrada
- Departments of Environmental and Occupational Health, College of Public Health, University of the Philippines Manila, Manila, Philippines
- SEAMEO TROPMED Regional Centre for Public Health, Mataram, Philippines
| | - Ernesto R Gregorio
- SEAMEO TROPMED Regional Centre for Public Health, Mataram, Philippines
- Deparment of Health, Promotion and Education, College of Public Health, University of the Philippines Manila, Manila, Philippines
| | | | - Cut Warnaini
- Faculty of Medicine, University of Mataram, Pohnpei, Indonesia
| | - Hamsu Kadriyan
- Faculty of Medicine, University of Mataram, Pohnpei, Indonesia
| | | | | | - Paul Dacanay
- College of Micronesia-FSM, Pohnpei, Federated States of Micronesia
| | - Rudelyn Dacanay
- College of Micronesia-FSM, Pohnpei, Federated States of Micronesia
| | - Hillia Langrine Enos
- Ministry of Health and Human Service of the Marshall Islands, Majuro, Marshall Islands
| | | | - Mohamed Khalif
- Ministry of Education, Heritage and Arts of Fiji, Suva, Fiji
| | - Saula Golea Volavola
- World Health Organization Representative Office for the South Pacific, Suva, Fiji
| | | | - Mika Kigawa
- Faculty of Health and Social Services, Kanagawa University of Human Services, Yokosuka, Japan
| | - Jun Kobayashi
- Department of Global Health, Graduate School of Health Sciences, University of the Ryukyus, Sembaru, Japan
- Japanese Consortium for Global School Health Research, Sembaru, Japan
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16
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Fredrickson ME, Blaha NN, Liogas MC, Sakacs AM, Villers M, Bui K. A scoping review of veterinary pharmacy education within US schools and colleges of pharmacy. Curr Pharm Teach Learn 2023; 15:319-326. [PMID: 37029077 DOI: 10.1016/j.cptl.2023.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 01/23/2023] [Accepted: 03/28/2023] [Indexed: 05/19/2023]
Abstract
BACKGROUND Pharmacists trained in veterinary pharmacy play important roles in community, hospital, academic, and industry settings. To date, there is limited available veterinary pharmacy education within Doctor of Pharmacy (PharmD) curricula. The objectives of this scoping review are to 1) assess available literature on veterinary pharmacy education with United States (US) schools and colleges of pharmacy and 2) identify gaps in which additional research in this area would benefit pharmacy educators and students. METHODS A comprehensive literature search was conducted across four databases. Authors screened studies against relevant inclusion and exclusion criteria using a two-stage screening process. RESULTS Sixteen studies met the inclusion criteria. Nine studies described veterinary pharmacy elective courses, three articles described related educational activities, and four articles focused on experiential education. Within the elective courses, the primary method of content delivery was via didactic lecture, but various active learning strategies were also employed, including live animal encounters and trips to compounding pharmacies and humane societies. Various assessment methods were used, and studies undertook Kirkpatrick level 1 and 2 evaluations. IMPLICATIONS Little literature describes or evaluates veterinary pharmacy education within US schools and colleges of pharmacy. Future research may investigate additional ways in which institutions teach and assess this content, especially pertaining to interprofessional and experiential education. Research determining which skills pertaining to veterinary pharmacy should be assessed and how those assessments should occur would also be beneficial.
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Affiliation(s)
- Mary E Fredrickson
- Pharmacy Practice, Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
| | - Natalie N Blaha
- Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
| | - Maranda C Liogas
- Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
| | - Alesandra M Sakacs
- Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
| | - Madison Villers
- Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
| | - Kimvan Bui
- Northeast Ohio Medical University College of Pharmacy, 4209 State Rt 44, Rootstown, OH, United States.
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17
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Cho E, Osenga S, Forwell S, Lee Bunting K. Understanding occupation in Canada: Recent graduates' perspectives. Scand J Occup Ther 2023; 30:488-496. [PMID: 36719786 DOI: 10.1080/11038128.2023.2173646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
BACKGROUND A robust occupational perspective can fortify an occupational therapist's professional identity, which is especially important as occupational therapists can struggle with professional identity. Occupational therapy curricula are critical to the development of an occupational perspective. Recent graduates can offer valuable insights on an occupational perspective, having transitioned from occupation-centred curricula into often medicalised practice settings. AIMS This study explored how recent graduates from Canadian entry-level occupational therapy master's programs understand the concept of occupation. MATERIALS AND METHODS Using an interpretive descriptive approach, rooted in constructivism, 13 English-speaking graduates (2017, 2018, 2019) from Canadian entry-level occupational therapy master's programs were purposively recruited to participate in semi-structured interviews. Reflexive thematic analysis was used to analyse data, informed by reflexivity and member-checking. RESULTS Four themes were described: (1) occupation: more than doing, (2) occupation is broad, abstract, and context-dependent, (3) occupation is not well understood: the fall out, and (4) navigating the challenge of describing occupation. CONCLUSION Participants' experiences aligned with much of the previous literature, including the challenges of describing occupation and frustrations with navigating this in practice. Yet, participants described how flexible and critical understandings of occupation facilitate the use of an occupational perspective across practice settings, supporting professional resilience.
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Affiliation(s)
- Erina Cho
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Shellie Osenga
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Susan Forwell
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
| | - Katie Lee Bunting
- Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada
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18
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Nour N, Stuckler D, Ajayi O, Abdalla ME. Effectiveness of alternative approaches to integrating SDOH into medical education: a scoping review. BMC Med Educ 2023; 23:18. [PMID: 36631816 PMCID: PMC9835212 DOI: 10.1186/s12909-022-03899-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND There is increasing recognition of including social determinants of health (SDOH) in teaching for future doctors. However, the educational methods and the extent of integration into the curriculum vary considerably-this scoping review is aimed at how SDOH has been introduced into medical schools' curricula. METHODS A systematic search was performed of six electronic databases, including PubMed, Education Source, Scopus, OVID (Medline), APA Psych Info, and ERIC. Articles were excluded if they did not cover the SDOH curriculum for medical students; were based on service-learning rather than didactic content; were pilot courses, or were not in English, leaving eight articles in the final study. RESULTS The initial search yielded 654 articles after removing duplicates. In the first screening step, 588 articles were excluded after applying inclusion and exclusion criteria and quality assessment; we examined 66 articles, a total of eight included in the study. There was considerable heterogeneity in the content, structure and duration of SDOH curricula. Of the eight included studies, six were in the United States(U.S.), one in the United Kingdom (U.K.) and one in Israel. Four main conceptual frameworks were invoked: the U.S. Healthy People 2020, two World Health Organisation frameworks (The Life Course and the Michael Marmot's Social Determinants of Health), and the National Academic of Science, Engineering, and Medicine's (Framework For educating Health Professionals to Address the Social Determinants of Health). In general, programs that lasted longer appeared to perform better than shorter-duration programmes. Students favoured interactive, experiential-learning teaching methods over the traditional classroom-based teaching methods. CONCLUSION The incorporation of well-structured SDOH curricula capturing both local specification and a global framework, combined with a combination of traditional and interactive teaching methods over extended periods, may be helpful in steps for creating lifelong learners and socially accountable medical school education.
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Affiliation(s)
- Nehal Nour
- School of Medicine, University of Limerick, Faculty of Education & Health Services, Garraun, Castletroy, V94 T9PX, Co. Limerick, Ireland.
| | - David Stuckler
- Dondena Center for Research On Social Dynamics and Department of Social & Political Sciences, Bocconi University, 4 Via Roentgen 20136, Milan, Italy
| | - Oluwatobi Ajayi
- School of Medicine, University of Limerick, Faculty of Education & Health Services, Garraun, Castletroy, V94 T9PX, Co. Limerick, Ireland
| | - Mohamed Elhassan Abdalla
- School of Medicine, University of Limerick, Faculty of Education & Health Services, Garraun, Castletroy, V94 T9PX, Co. Limerick, Ireland
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Torrente-Jimenez RS, Gasch-Gallén A, Sans AG, Lamelas FI, Feijoo-Cid M. NURSING STUDENTS' CARE OF AND ATTITUDES TOWARDS LESBIAN, GAY, BISEXUAL, TRANS, AND INTERSEX PEOPLE IN TIMES OF COVID-19 IN SPAIN: A CROSS-SECTIONAL STUDY. J Nurs Manag 2022; 30:2633-2641. [PMID: 36181258 PMCID: PMC9538234 DOI: 10.1111/jonm.13821] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 09/12/2022] [Accepted: 09/24/2022] [Indexed: 11/30/2022]
Abstract
Objective To measure the knowledge and attitudes of Catalan nursing students regarding lesbian, gay, bisexual, trans and intersex (LGBTI) patients, as well as their perception of specific training in this area, according to their internship modalities, sociodemographic circumstances and academic background during the COVID‐19 pandemic. Background During the COVID‐19 pandemic, the Spanish Government created the “Health‐Aid” internship: a paid alternative to curricular internships. There is extensive evidence that paid work environments perpetuate negative attitudes towards LGBTI patients. Method Cross‐sectional survey aimed at Catalan nursing students. The "Attitudes Towards and Knowledge About Lesbian, Gay, Bisexual, Trans and Intersex Patients" questionnaire was adapted. Descriptive study and backward regression models were constructed. Results 337 students, mean age 23.80 years (SD: 5.17) participated. 85% women and 54 (16%) completing the Health Aid internship modality. More than 50% did not attend specific training on the care of the LGBTI population. Differences between internship modalities showed higher values in the curricular internship group: attitudes (U = 6526.50, p = 0.031) and training perception (U = 5926.50, p = 0.008). Conclusions Nursing students’ attitudes towards LGBTI patients and their perception of specific training on care for this population were negatively influenced by the paid Health Aid internship during the pandemic. Implications for Nursing Management Even under dire circumstances, clinical training must be properly managed to address the specific health needs of vulnerable populations, such as LGTBI patients. Paid internships in emergency scenarios may impede these objectives.
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Affiliation(s)
- Ramon-Sebastián Torrente-Jimenez
- Departament de Medicina. Universitat Autónoma de Barcelona. Bellaterra, Spain.,Consejería de Educación de Canarias. Las Palmas de Gran Canaria, Spain
| | - Angel Gasch-Gallén
- Department of Physiatry and Nursing. Health Sciences Faculty. University of Zaragoza., Spain.,Grupo Enfermería de Investigación en Atención Primaria Aragón (GENIAPA-GIIS094).,Grupo Aragonés de Investigación en Atención Primaria (GAIAP-GIIS011)
| | - Ariadna Graells Sans
- ESIMar (Mar Nursing School), Parc de Salut Mar, Universitat Pompeu Fabra-affiliated, Barcelona, Spain.,SDHEd (Social Determinants and Health Education Research Group), IMIM (Hospital del Mar Medical Research Institute), Barcelona, Spain
| | - Fernàndez I Lamelas
- Professora titular de l'Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa.,Membre del GREUIT (Grup de Recerca de l'EUIT)
| | - Maria Feijoo-Cid
- Department of Nursing. Faculty of Medicine. Universitat Autónoma de Barcelona. Bellaterra, Spain.,Grup de Recerca Multidisciplinar en Salut i Societat (GREMSAS), (2017 SGR 917), Spain
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20
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Romero-Ortuno R, Stuck AE, Masud T. The giants of education in geriatric medicine and gerontology. Age Ageing 2022; 51:6532277. [PMID: 35187575 DOI: 10.1093/ageing/afac004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2021] [Indexed: 11/14/2022] Open
Abstract
In 2014, the European undergraduate curriculum in Geriatric Medicine was published to cover the minimum requirements that a medical student should achieve by the end of medical school. In 2019, the European postgraduate curriculum in Geriatric Medicine outlined the minimum recommended training requirements to become a geriatrician at specialist level in the EU. The postgraduate dimension of Geriatric Medicine education is a highly relevant topic for all, since most physicians-independently of their specialty-are inevitably involved in the care of older patients, but for most physicians, geriatrics is not part of their postgraduate generalist or specialty training. A key area for postgraduate education remains the provision of Geriatric Medicine competencies to all specialties outside geriatrics. There is also need for wider educational initiatives to improve the gerontological education of patients and the public. Bernard Isaacs famously coined the expression 'geriatric giants' or the four clinical I's: Intellectual impairment, Incontinence, Immobility, and Instability. However, non-clinical giants exist. In education, we face challenges of Investment, Inspiration, Integration, and Interprofessionality; and in research, we need to attract Interest and Income, and generate Innovation and Impact. Without strengthening the links between all giants, we will not be able to achieve the ambition of age-attuned societies. A key goal for gerontological education is to enhance everyone's understanding of the wide diversity underlying the 'older people' demographic label, which will ultimately promote services and societies that are more responsive and inclusive to the needs of all older adults, irrespective of their health status.
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Affiliation(s)
- Roman Romero-Ortuno
- Discipline of Medical Gerontology, School of Medicine, Trinity College Dublin D08 NHY1, Ireland
- Mercer’s Institute for Successful Ageing, St James’s Hospital, Dublin D08 NHY1, Ireland
| | - Andreas E Stuck
- Geriatrics Department, Inselspital and University of Bern, Bern 3010, Switzerland
| | - Tahir Masud
- Department of Health Care for Older People (HCOP), Queen’s Medical Centre, Nottingham University Hospitals NHS Trust, Nottingham NG7 2UH, UK
- Department of Geriatric Medicine, Odense University Hospital, Odense 5000, Denmark
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21
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Wilson D, Fenn P. Utilization of pharmacists in physician assistant didactic curricula in the United States. Curr Pharm Teach Learn 2022; 14:153-158. [PMID: 35190156 DOI: 10.1016/j.cptl.2021.11.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 11/04/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The primary objective was to describe the percentage of physician assistant (PA) programs who utilize pharmacists to lecture on pharmacology/pharmacotherapeutics content. Secondary objectives were to describe the percentage of pharmacology/pharmacotherapeutics lectures pharmacists deliver, the percentage of programs who employ a full-time pharmacist to coordinate the Pharmacology/Pharmacotherapeutics courses, and the inclusion of pharmacists in other courses in the curricula. METHODS This was a prospective, cross-sectional, cohort survey. All PA programs listed on the Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) website with an available email address for the Director of Pre-Clinical Education/Didactic Education, Academic Coordinator, or Chair/Director were recruited for the study. A link to an online survey was distributed to each program. The survey collected data on program characteristics as well as utilization of pharmacists in the curriculum. Descriptive statistics were used for all analyses. RESULTS Of the 187 programs receiving the survey, 66 completed the survey (35%). Eighty-three percent of programs reported that pharmacists were utilized to deliver pharmacology/pharmacotherapeutics content. For those programs who utilize pharmacists, 80% reported pharmacists teach more than 75% of the lectures. Twenty-three (35%) programs reported having a full-time pharmacist on faculty to coordinate these courses. Almost half of respondents also commented that pharmacists were involved in other courses in the curriculum. CONCLUSIONS More than 80% of programs responding to the survey utilize pharmacists to deliver pharmacology/pharmacotherapeutics content. Studying the utilization of pharmacists and their impact in other health sciences curricula is warranted.
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Affiliation(s)
- Dustin Wilson
- Campbell University College of Pharmacy & Health Sciences, PO Box 1090, Buies Creek, NC 27506, United States.
| | - Pete Fenn
- Campbell University College of Pharmacy & Health Sciences, PO Box 1090, Buies Creek, NC 27506, United States.
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22
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Pham L, Moles RJ, O’Reilly CL, Carrillo MJ, El-Den S. Mental Health First Aid training and assessment in Australian medical, nursing and pharmacy curricula: a national perspective using content analysis. BMC Med Educ 2022; 22:70. [PMID: 35093037 PMCID: PMC8800543 DOI: 10.1186/s12909-022-03131-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Accepted: 01/18/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Suicide is among the leading causes of death among people aged 15 to 29 worldwide. Healthcare professionals interact with people at risk of suicide regularly, yet mental health and crisis first aid training is lacking in curricula. Mental Health First Aid (MHFA) training teaches crucial communication and crisis first aid skills and is increasingly recognised as integral to healthcare education. This study aimed to explore the extent of, as well as barriers and enablers to MHFA training delivery and assessment in Australian medical, nursing and pharmacy curricula. METHODS All accredited Australian medical, nursing and pharmacy program providers were identified through Australian Health Practitioner Regulation Agency and National Boards websites and invited to participate in a semi-structured interview. A purpose-designed interview guide explored if and how MHFA training was delivered and assessed in curricula, as well as perceptions of and barriers and enablers to MHFA training. Interview recordings were transcribed verbatim, allowing for deductive content analysis to compare MHFA training provision across programs. RESULTS Of 75 invited program providers, 36 (48%; 13 medical, 13 nursing and 10 pharmacy) participated, of which 15 representatives (42%; six medical, two nursing and six pharmacy) reported providing MHFA training to students. Differences in mandating training, year level of students completing training, type of training delivered and source of MHFA instructors were identified. Barriers to MHFA implementation included perceived adequacy of existing curricula, lack of funding and time, while facilitators included perceived benefit and availability of funding. CONCLUSION MHFA training is provided to more than one third of medical, nursing and pharmacy students in Australia. Increased funding may facilitate the integration of MHFA as a minimum standard of mental health training for future healthcare professionals. Further research exploring the effectiveness of MHFA in improving behaviours and its impact on patient outcomes is warranted. TRIAL REGISTRATION This study was approved by the University of Sydney Human Research Ethics Committee [Project number: 2020/087].
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Affiliation(s)
- Lily Pham
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, A15 Pharmacy and Bank Building, Science Rd, Camperdown, NSW 2006 Australia
| | - Rebekah Jane Moles
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, A15 Pharmacy and Bank Building, Science Rd, Camperdown, NSW 2006 Australia
| | - Claire Louise O’Reilly
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, A15 Pharmacy and Bank Building, Science Rd, Camperdown, NSW 2006 Australia
| | - Mary Joy Carrillo
- School of the Arts and Media, Faculty of Arts and Social Sciences, The University of New South Wales, Robert Webster Building G14 Room 312, Kensington, NSW 2052 Australia
| | - Sarira El-Den
- Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, A15 Pharmacy and Bank Building, Science Rd, Camperdown, NSW 2006 Australia
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Pasha T, Dickson K, Chin YR, Harrison CJ. Commentary on 'Academic Global Surgery Curricula: Current Status and a Call for a More Equitable Approach.'. J Surg Res 2021:S0022-4804(21)00691-0. [PMID: 34895913 DOI: 10.1016/j.jss.2021.10.026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 10/19/2021] [Indexed: 11/24/2022]
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Lee RR, McDonagh JE, Connelly M, Peters S, Cordingley L. Identifying the content and context of pain within paediatric rheumatology healthcare professional curricula in the UK: a summative content analysis. Pediatr Rheumatol Online J 2021; 19:129. [PMID: 34419095 PMCID: PMC8379855 DOI: 10.1186/s12969-021-00614-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Accepted: 07/13/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The curriculum for professionals working in paediatric rheumatology should include pain but it is unclear to what extent this currently occurs. The aim of this study was to identify pain-related curriculum content and the context in which pain is presented in educational and training documentation for healthcare professionals in this clinical speciality. METHODS Core curricula documents from UK based professional organisations were identified in partnership with healthcare professionals. Documents were analysed using a summative content analysis approach. Key pain terms were quantified and weighted frequencies were used to explore narrative pain themes. Latent content was interpreted qualitatively to explore the context within which pain terms were positioned. RESULTS Nine curriculum documents were identified and analysed from doctors, nurses, physiotherapists and occupational therapists specialising in paediatric rheumatology. Pain themes represented a mean percentage of 1.51% of text across all documents. Pain was rarely presented in the context of both inflammatory and non-inflammatory condition types despite being a common feature of each. Musculoskeletal pain was portrayed simply as a 'somatic' symptom, rather than as a complex phenomenon involving biological and psychosocial processes. Content around the assessment and management of pain was vague and inexplicit. CONCLUSION Current educational and training documentation in paediatric rheumatology do not include core pain topics. Curricula for these healthcare professionals would benefit from updates in contemporary pain theories and examples of in-context, evidence-based pain practices. This should be a priority starting point for optimising patient pain care in paediatric musculoskeletal healthcare.
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Affiliation(s)
- Rebecca Rachael Lee
- Centre for Epidemiology Versus Arthritis, Centre for Musculoskeletal Research, Division of Musculoskeletal and Dermatological Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, Manchester, UK.
- National Institute for Health Research Biomedical Research Centre, Manchester University Hospital NHS Trust, Stopford Building, Oxford Road, Manchester, M13 9PT, UK.
| | - Janet E McDonagh
- Centre for Epidemiology Versus Arthritis, Centre for Musculoskeletal Research, Division of Musculoskeletal and Dermatological Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, Manchester, UK
- National Institute for Health Research Biomedical Research Centre, Manchester University Hospital NHS Trust, Stopford Building, Oxford Road, Manchester, M13 9PT, UK
- Royal Manchester Children's Hospital, Manchester University Foundation Hospitals Trust, Manchester, UK
| | - Mark Connelly
- Children's Mercy Kansas City, 2401 Gillham Road, Kansas City, USA
| | - Sarah Peters
- Manchester Centre for Health Psychology, Division of Psychology and Mental Health, University of Manchester, Manchester, UK
| | - Lis Cordingley
- Centre for Epidemiology Versus Arthritis, Centre for Musculoskeletal Research, Division of Musculoskeletal and Dermatological Sciences, Faculty of Biology, Medicine and Health, Manchester Academic Health Science Centre, University of Manchester, Manchester, UK
- National Institute for Health Research Biomedical Research Centre, Manchester University Hospital NHS Trust, Stopford Building, Oxford Road, Manchester, M13 9PT, UK
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Torres-Landa S, Wairiri L, Cochran A, Brasel KJ. Evaluation of leadership curricula in general surgery residency programs. Am J Surg 2021; 222:916-921. [PMID: 34116793 DOI: 10.1016/j.amjsurg.2021.05.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 05/07/2021] [Accepted: 05/25/2021] [Indexed: 11/25/2022]
Abstract
The rapid and dynamic surgical environment requires leaders that can help guide their teams to desired outcomes while delivering patient-centered care. The need for early implementation of leadership curricula has been identified; however, most available leadership curricula are tailored for faculty and not embedded within surgery training. The ideal intervention(s) to close this gap while addressing the unique challenges of the demanding surgical training are yet to be identified. This manuscript reviews the current status of residency leadership programs and the relationship of leadership to other essential aspects for optimal training of future surgeon leaders. The use of best practice medical education frameworks is key to help guide effective and sustainable evidence-based leadership curricula. The collaboration, standardization, and publication of leadership curricula for surgery residents can serve as prototypes to address specific needs at different training institutions with the aim of equipping surgeons with the necessary leadership tools for their success.
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Affiliation(s)
- Samuel Torres-Landa
- Division of Trauma, Critical Care, Acute Care Surgery, and General Surgery, Department of Surgery, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
| | - Loise Wairiri
- Department of Radiation Medicine, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
| | | | - Karen J Brasel
- Division of Trauma, Critical Care, Acute Care Surgery, and General Surgery, Department of Surgery, Oregon Health and Science University, 3181, SW Sam Jackson Park Rd, Portland, OR, United States.
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Lee GSJ, Chin YH, Jiang AA, Mg CH, Nistala KRY, Iyer SG, Lee SS, Chong CS, Samarasekera DD. Teaching Medical Research to Medical Students: a Systematic Review. Med Sci Educ 2021; 31:945-962. [PMID: 34457935 PMCID: PMC8368360 DOI: 10.1007/s40670-020-01183-w] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2020] [Indexed: 06/13/2023]
Abstract
PHENOMENON Research literacy remains important for equipping clinicians with the analytical skills to tackle an ever-evolving medical landscape and maintain an evidence-based approach when treating patients. While the role of research in medical education has been justified and established, the nuances involving modes of instruction and relevant outcomes for students have yet to be analyzed. Institutions acknowledge an increasing need to dedicate time and resources towards educating medical undergraduates on research but have individually implemented different pedagogies over differing lengths of time. APPROACH While individual studies have evaluated the efficacy of these curricula, the evaluations of educational methods and curriculum design have not been reviewed systematically. This study thereby aims to perform a systematic review of studies incorporating research into the undergraduate medical curriculum, to provide insights on various pedagogies utilized to educate medical students on research. FINDINGS Studies predominantly described two major components of research curricula-(1) imparting basic research skills and the (2) longitudinal application of research skills. Studies were assessed according to the 4-level Kirkpatrick model for evaluation. Programs that spanned minimally an academic year had the greatest proportion of level 3 outcomes (50%). One study observed a level 4 outcome by assessing the post-intervention effects on participants. Studies primarily highlighted a shortage of time (53%), resulting in inadequate coverage of content. INSIGHTS This study highlighted the value in long-term programs that support students in acquiring research skills, by providing appropriate mentors, resources, and guidance to facilitate their learning. The Dreyfus model of skill acquisition underscored the importance of tailoring educational interventions to allow students with varying experience to develop their skills. There is still room for further investigation of multiple factors such as duration of intervention, student voluntariness, and participants' prior research experience. Nevertheless, it stands that mentoring is a crucial aspect of curricula that has allowed studies to achieve level 3 Kirkpatrick outcomes and engender enduring changes in students. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-020-01183-w.
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Affiliation(s)
- Gabriel Sheng Jie Lee
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Yip Han Chin
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Aimei Amy Jiang
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Cheng Han Mg
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | | | - Shridhar Ganpathi Iyer
- Division of Hepatobiliary & Pancreatic Surgery, Department of Surgery, National University Hospital, Singapore, Singapore
- Liver Transplantation, National University Centre for Organ Transplantation, National University Hospital, Singapore, Singapore
| | - Shuh Shing Lee
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Choon Seng Chong
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
- Division of Colorectal Surgery, Department of Surgery, National University Hospital, 1E Kent Ridge Road, Singapore, 119228 Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Oliver JC, McNeil T. Undergraduate data science degrees emphasize computer science and statistics but fall short in ethics training and domain-specific context. PeerJ Comput Sci 2021; 7:e441. [PMID: 33834108 PMCID: PMC8022506 DOI: 10.7717/peerj-cs.441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The interdisciplinary field of data science, which applies techniques from computer science and statistics to address questions across domains, has enjoyed recent considerable growth and interest. This emergence also extends to undergraduate education, whereby a growing number of institutions now offer degree programs in data science. However, there is considerable variation in what the field actually entails and, by extension, differences in how undergraduate programs prepare students for data-intensive careers. We used two seminal frameworks for data science education to evaluate undergraduate data science programs at a subset of 4-year institutions in the United States; developing and applying a rubric, we assessed how well each program met the guidelines of each of the frameworks. Most programs scored high in statistics and computer science and low in domain-specific education, ethics, and areas of communication. Moreover, the academic unit administering the degree program significantly influenced the course-load distribution of computer science and statistics/mathematics courses. We conclude that current data science undergraduate programs provide solid grounding in computational and statistical approaches, yet may not deliver sufficient context in terms of domain knowledge and ethical considerations necessary for appropriate data science applications. Additional refinement of the expectations for undergraduate data science education is warranted.
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Affiliation(s)
- Jeffrey C. Oliver
- Office of Digital Innovation & Stewardship, University Libraries, University of Arizona, Tucson, AZ, USA
| | - Torbet McNeil
- Office of Digital Innovation & Stewardship, University Libraries, University of Arizona, Tucson, AZ, USA
- Department of Educational Policy Studies and Practice, University of Arizona, Tucson, AZ, USA
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Abstract
This article analyzes various dermatology training programs in Africa by region and country. There is a paucity of dermatologists for the African population. West Africa has a harmonized curriculum, adopted by some anglophone and most francophone countries in the region. Algeria, Egypt, Ethiopia, Morocco, South Africa, Sudan, Tanzania, and Tunisia have national curricula. In the remaining countries for which information is available and programs exist, a university-specific curriculum is followed. Of the 55 countries in Africa, there is no opportunity for dermatology specialization in 30. Local and ethnic skin curricula content appropriate for Africa, developed through continent-wide collaborations, are recommended.
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Affiliation(s)
- Anisa Mosam
- Department of Dermatology, University of KwaZulu-Natal, Durban, South Africa Rm 327, 3rd Floor, Main Building, Durban, South Africa; Nelson R Mandela School of Medicine, 719 Umbilo Rd, 4013, Durban, South Africa.
| | - Gail Todd
- Department of Medicine, Faculty of Health Sciences, University of Cape Town, Anzio Road, Observatory 7925, Cape Town, South Africa
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Paton M, Naidu T, Wyatt TR, Oni O, Lorello GR, Najeeb U, Feilchenfeld Z, Waterman SJ, Whitehead CR, Kuper A. Dismantling the master's house: new ways of knowing for equity and social justice in health professions education. Adv Health Sci Educ Theory Pract 2020; 25:1107-1126. [PMID: 33136279 PMCID: PMC7605342 DOI: 10.1007/s10459-020-10006-x] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 10/21/2020] [Indexed: 05/19/2023]
Abstract
Health professions education (HPE) is built on a structural foundation of modernity based on Eurocentric epistemologies. This foundation privileges certain forms of evidence and ways of knowing and is implicated in how dominant models of HPE curricula and healthcare practice position concepts of knowledge, equity, and social justice. This invited perspectives paper frames this contemporary HPE as the "Master's House", utilizing a term referenced from the writings of Audre Lorde. It examines the theoretical underpinnings of the "Master's House" through the frame of Quijano's concept of the Colonial Matrix of Power (employing examples of coloniality, race, and sex/gender). It concludes by exploring possibilities for how these Eurocentric structures may be dismantled, with reflection and discussion on the implications and opportunities of this work in praxis.
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Affiliation(s)
- Morag Paton
- Continuing Professional Development, Temerty Faculty of Medicine, University of Toronto, 500 University Avenue, 6th Floor, Toronto, ON M5G 1V7 Canada
- Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
| | - Thirusha Naidu
- Behavioural Medicine, University of KwaZulu-Natal, Durban, South Africa
| | - Tasha R. Wyatt
- The Medical College of Georgia at Augusta University, Augusta, Georgia
| | - Oluwasemipe Oni
- MD Program, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Gianni R. Lorello
- Department of Anesthesiology and Pain Medicine, University of Toronto, Toronto, Canada
- Department of Anesthesiology and Pain Medicine, Toronto Western Hospital - University Health Network, Toronto, Canada
- The Wilson Centre, University Health Network/University of Toronto, Toronto, Canada
| | - Umberin Najeeb
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Canada
| | - Zac Feilchenfeld
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Canada
| | - Stephanie J. Waterman
- Department of Leadership, Higher, and Adult Education, Centre for the Study of Canadian and International Higher Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada
| | - Cynthia R. Whitehead
- The Wilson Centre, University Health Network/University of Toronto, Toronto, Canada
- Family and Community Medicine, Women’s College Hospital, Toronto, Canada
- Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Ayelet Kuper
- The Wilson Centre, University Health Network/University of Toronto, Toronto, Canada
- Department of Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Toronto, Canada
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Global health education in medical schools (GHEMS): a national, collaborative study of medical curricula. BMC Med Educ 2020; 20:389. [PMID: 33115465 PMCID: PMC7594419 DOI: 10.1186/s12909-020-02315-x] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 10/16/2020] [Indexed: 05/20/2023]
Abstract
BACKGROUND Global health is the study, research, and practice of medicine focused on improving health and achieving health equity for all persons worldwide. International and national bodies stipulate that global health be integrated into medical school curricula. However, there is a global paucity of data evaluating the state of global health teaching in medical schools. This study aimed to evaluate the extent of global health teaching activities at United Kingdom (UK) medical schools. METHODS A national, cross-sectional study assessing all timetabled teachings sessions within UK medical courses for global health content during the academic year 2018/19. Global health content was evaluated against a comprehensive list of global health learning outcomes for medical students. RESULTS Data from 39 medical courses representing 86% (30/36) of eligible medical schools was collected. Typically, medical courses reported timetabled teaching covering over three-quarters of all global health learning outcomes. However, a wide degree of variation existed among granular global health learning objectives covered within the different medical courses. On average, each learning outcome had a 79% [95% CI: 73, 83%] probability of being included in course curricula. There were a number of learning outcomes that had a lower probability, such as 'access to surgeons with the necessary skills and equipment in different countries' (36%) [95% CI: 21, 53%], 'future impact of climate change on health and healthcare systems' (67%) [95% CI: 50, 81%], and 'role of the WHO' (54%) [95% CI: 28, 60%]. CONCLUSIONS This study served as the first national assessment of global health education and curricula within UK medical schools. Through a formalised assessment of teaching events produced by medical schools around the country, we were able to capture a national picture of global health education, including the strengths of global health prioritisation in the UK, as well as areas for improvement. Overall, it appears broad-level global health themes are widely discussed; however, the granularities of key, emerging areas of concern are omitted by curricula. In particular, gaps persist relating to international healthcare systems, multilateral global health agencies such as the WHO, global surgery, climate change and more.
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Coombe L, Severinsen C, Robinson P. Practical competencies for public health education: a global analysis. Int J Public Health 2020; 65:1159-67. [PMID: 32876768 DOI: 10.1007/s00038-020-01459-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 08/03/2020] [Accepted: 08/13/2020] [Indexed: 10/23/2022] Open
Abstract
OBJECTIVES We quantified the contents of existing public health competency frameworks against the elements of the World Federation of Public Health Associations' Global Charter for the Public's Health. METHODS We conducted a desktop analysis of eight public health competency frameworks publicly available on the internet. Using a pre-formed template, competency statements from each framework were mapped against the elements of the Global Charter-core public health services (Protection, Promotion and Prevention) and overarching enabling functions (Information, Governance, Capacity, and Advocacy). We then quantified coverage of the Charter's elements in each of the frameworks. RESULTS We found that although the public health competency frameworks vary considerably in terms of coverage and focus, they all cover every element contained in the Global Charter. However, there were a number of areas of competency identified in some frameworks not explicitly referred to in the Charter including cultural safety, human rights and systems thinking. CONCLUSIONS The Global Charter provides a mechanism for comparing competency sets, checking public health curricula content, informing competency framework and curricula (re)design, and planning and monitoring workforce needs.
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Novo A, Pandza H. Foreknowledge of the Fourth Semester Students about Medical Informatics at the Medical Faculty University of Sarajevo. Acta Inform Med 2020; 28:167-169. [PMID: 33417638 PMCID: PMC7780792 DOI: 10.5455/aim.2020.28.167-169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Accepted: 07/26/2020] [Indexed: 11/25/2022] Open
Abstract
INTRODUCTION High educational and teaching standards were the main reason why from the begging student satisfaction surveys and assessments of the students' knowledge, attitudes and opinions were paramount in the educational process at the Cathedra for Medical Informatics at the Medical Faculty University of Sarajevo. AIM The aim of this study was to evaluate general knowledge of the fourth semester students about informatics and medical informatics and compare it with previous generations. METHODS Students at the beginning of the fourth semester and before second planned lectures receive "Questionnaire for biomedical students about use and knowledge of information technologies". Collected data was retrospectively used for this study. The scientific study committee of the Cathedra for Medical Informatics reviewed and approved the database for using this study. At the beginning of the survey, all students were informed that their data could be tracked. Also, all students were informed and got lectures on surveys, development and use of questionnaires for the examination of the patient/student satisfactions and how results of the survey and analysis could help continuously improving quality of the teaching process. DISCUSSION AND CONCLUSION Medical students come to the faculty with significant IT knowledge and skills. It can even be argued that students rank their knowledge in some way lower than we as teachers estimate based on their practical work. They organize groups on social networks where they exchange information about lectures and exams. It is common for each study year to have its own group. Through this group, information and presentations that teachers send to students are exchanged. One of the goals of teaching medical informatics is the method of searching for medical information on the Internet. The skills learned in medical informatics classes complement those learned earlier and provide a solid base for physicians who are able to supplement their knowledge using IT technologies when they need it.
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Affiliation(s)
- Ahmed Novo
- Faculty of Medicine, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
| | - Haris Pandza
- Faculty of Medicine, University of Sarajevo, Sarajevo, Bosnia and Herzegovina
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Were MC, Gong W, Balirwa P, Balugaba BE, Yeung A, Pierce L, Ingles D, Kim Y, Shepherd BE. Coverage of IMIA-recommended Competencies by Masters in Health Informatics Degree Programs in East Africa. Int J Med Inform 2020; 143:104265. [PMID: 32932143 DOI: 10.1016/j.ijmedinf.2020.104265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2020] [Revised: 08/08/2020] [Accepted: 08/27/2020] [Indexed: 10/23/2022]
Abstract
OBJECTIVE The International Medical Informatics Association (IMIA) has provided recommendations on Education in Biomedical and Health Informatics (BMHI) as guidance on competencies relevant to education of BMHI specialists. However, it remains unclear how well these competencies have been adopted to guide emerging degree programs in low- and middle-income countries (LMICs). We evaluated comprehensiveness of IMIA-recommended competency coverage by Masters in Health Informatics (MSc HI) programs in East Africa. MATERIALS AND METHODS Two investigators independently reviewed curricula for seven accredited MSc HI university programs in the East Africa region to extract covered competencies using an instrument based on the IMIA education recommendations. Descriptive statistics were used to determine competency coverage by institution and across institutions and by IMIA-defined competency domains. Duplication of competency coverage in courses within each curriculum was also evaluated. Multivariable logistic regression was used to test whether coverage of IMIA-recommended competencies differed between institutions. RESULTS Cohen's Kappa for coding competencies within courses was 0.738 (95% CI, 0.713-0.764). Coverage of the 40 recommended required IMIA competencies by institutional curricula ranged from 25 (62.5%) to 39 (97.5%) (p < 0.0001), with only 18 (45%) of these competencies covered by all seven institutions. No significant variations in competency coverage were observed between the domains of information sciences (83.7%), health sciences (71.4%), and core BMHI competencies (83.5%) (p = 0.13). On average, each competency was covered by 3.06 courses in each curriculum (range 0 - 14). Curricula also contained 25 additional competencies not part of the IMIA recommendations, 15 of which were found only within the curriculum of a single institution. DISCUSSION There is significant variability in coverage of IMIA-recommended competencies across MSc HI curricula evaluated, with observed duplication of competency coverage within each curriculum. The additional competencies uncovered that were not part of the IMIA-recommendations were not universally shared across institutions. CONCLUSION The IMIA education recommendations provide a relevant, comprehensive reference guide for developing and improving health informatics degree programs within LMIC settings. Variability in competency coverage needs to be addressed for institutions within similar educational and labor regions.
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Affiliation(s)
- Martin C Were
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 750, Nashville, TN, 37203, United States.
| | - Wu Gong
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 11000, Nashville, TN, 37203, United States.
| | - Priscillah Balirwa
- Moi University Institute of Biomedical Informatics, P O BOX 4606-30100, Eldoret, 30100, Kenya.
| | - Bonny Enock Balugaba
- Moi University Institute of Biomedical Informatics, P O BOX 4606-30100, Eldoret, 30100, Kenya.
| | - Ada Yeung
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 750, Nashville, TN, 37203, United States.
| | - Leslie Pierce
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 750, Nashville, TN, 37203, United States.
| | - Donna Ingles
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 750, Nashville, TN, 37203, United States.
| | - Young Kim
- Purdue University, Weldon School of Biomedical Engineering, 206 S. Martin Jischke Drive, West Lafayette, IN, 47907, United States.
| | - Bryan E Shepherd
- Vanderbilt University Medical Center, 2525 West End Avenue, Suite 11000, Nashville, TN, 37203, United States.
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Tripathi R, Tamashunas NL, Xiang L, Simmons E, Mazmudar RS, Bordeaux JS, Scott JF. Limited sun safety education in high school curricula: a pilot study and call to action. Arch Dermatol Res 2020; 314:85-88. [PMID: 32803353 DOI: 10.1007/s00403-020-02128-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 08/05/2020] [Accepted: 08/08/2020] [Indexed: 11/26/2022]
Abstract
Although tanning is widespread, the use of both indoor and outdoor tanning most often begins in adolescence and young adulthood and is more prevalent in adolescents and young adults (AYA) than any other age group. Despite this, information regarding sun safety education in high school curricula is limited. In this pilot study, we sought to characterize the presence of education regarding sun safety in the curricula of US public high schools. Cross-sectional survey administered to random sample stratified by state of public high schools in the US. 31 high schools from 22 states submitted survey responses (Fig. 1). Ten high schools (32.2%) provided curricula regarding sun safety. Southern high schools were less likely to provide sun safety education (p = 0.01). The lack of an association between sociodemographic characteristics of the high school and the provision of sun safety curricula suggests that the lack of sun safety education may be widespread. These findings support a call to action regarding further research to better characterize the efficacy of implementing sun safety education in high school curricula. Educational interventions designed to inform high school students about sun safety present a unique opportunity to intervene in the rising skin cancer rates in the AYA population. As rates of skin cancer in AYA continue to rise, it is vital to develop strategies to implement education regarding sun safety and skin cancer risk factors in high school curricula.
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Affiliation(s)
- Raghav Tripathi
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA.
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA.
| | - Nina L Tamashunas
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA
| | - Laura Xiang
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA
| | - Elanee Simmons
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA
| | - Rishabh S Mazmudar
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA
| | - Jeremy S Bordeaux
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, University Hospitals Cleveland Medical Center, Lakeside 3500, 11100 Euclid Avenue, Cleveland, OH, 44106, USA
| | - Jeffrey F Scott
- Department of Dermatology, Case Western Reserve University School of Medicine, Cleveland, OH, USA
- Department of Dermatology, Johns Hopkins University School of Medicine, Baltimore, MD, USA
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Lazar A, Lazar J, Pradhan A. Using Modules to Teach Accessibility in a User-Centered Design Course. ASSETS 2020; 2019:554-556. [PMID: 32705089 DOI: 10.1145/3308561.3354632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Courses in user-centered design, where students learn about centering design on the needs of individuals, is one natural point in which accessibility content can be injected into the curriculum. We describe the approach we have taken with sections in the undergraduate User-Centered Design Course at the University of Maryland, College Park. We initially introduced disability and accessibility in four modules: 1) websites and design portfolios, 2) introduction to understanding user needs, 3) prototyping, and 4) UX evaluation. We present a description of this content that was taught as an extended version in one Fall 2018 section and as an abbreviated version in all sections in Spring 2019. Survey results indicate that students' understanding of accessibility and assistive technology increased with the introduction of these modules.
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Affiliation(s)
- Amanda Lazar
- iSchool, Trace Center, HCIL, University of Maryland, College Park, MD, USA
| | - Jonathan Lazar
- iSchool, Trace Center, HCIL, University of Maryland, College Park, MD, USA
| | - Alisha Pradhan
- iSchool, Trace Center, HCIL, University of Maryland, College Park, MD, USA
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Bhagat V, Hoang H, Crocombe LA, Goldberg LR. Incorporating oral health care education in undergraduate nursing curricula - a systematic review. BMC Nurs 2020; 19:66. [PMID: 32684840 PMCID: PMC7359291 DOI: 10.1186/s12912-020-00454-6] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Accepted: 06/28/2020] [Indexed: 01/08/2023] Open
Abstract
Background The recognised relationship between oral health and general health, the rapidly increasing older population worldwide, and changes in the type of oral health care older people require have raised concerns for policymakers and health professionals. Nurses play a leading role in holistic and interprofessional care that supports health and ageing. It is essential to understand their preparation for providing oral health care.Objective: To synthesise the evidence on nursing students' attitudes towards, and knowledge of, oral healthcare, with a view to determining whether oral health education should be incorporated in nursing education. Methods Data sources: Three electronic databases - PubMed, Scopus, and CINAHL.Study eligibility criteria, participants and interventions: Original studies addressing the research objective, written in English, published between 2008 and 2019, including students and educators in undergraduate nursing programs as participants, and conducted in Organisation of Economic Co-operation and Development countries.Study appraisal and synthesis methods: Data extracted from identified studies were thematically analysed, and quality assessment was done using the Mixed Methods Appraisal Tool. Results From a pool of 567 articles, 11 met the eligibility criteria. Findings documented five important themes: 1.) nursing students' limited oral health knowledge; 2.) their varying attitudes towards providing oral health care; 3.) the need for further oral health education in nursing curricula; 4.) available learning resources to promote oral health; and 5.) the value of an interprofessional education approach to promote oral health care in nursing programs.Limitations: The identified studies recruited small samples, used self-report questionnaires and were conducted primarily in the United States. Conclusions The adoption of an interprofessional education approach with a focus on providing effective oral health care, particularly for older people, needs to be integrated into regular nursing education, and practice. This may increase the interest and skills of nursing students in providing oral health care. However, more rigorous studies are required to confirm this. Nursing graduates skilled in providing oral health care and interprofessional practice have the potential to improve the oral and general health of older people.
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Affiliation(s)
- Vandana Bhagat
- Centre for Rural Health (CRH), E Block, Newnham Campus, University of Tasmania (UTas), Launceston, Australia
| | - Ha Hoang
- CRH, E block, Newnham Campus, UTas, Launceston, Australia
| | - Leonard A Crocombe
- CRH, ABC Building, 1 Liverpool Street, Hobart, Hobart CBD Campuses, UTas, Hobart, Australia
| | - Lynette R Goldberg
- Wicking Dementia Research & Education Centre, Room 421C (Level 4), Medical Science 1, UTas, Hobart, Australia
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Pratt-Chapman ML. Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study. BMC Med Educ 2020; 20:138. [PMID: 32375760 PMCID: PMC7201690 DOI: 10.1186/s12909-020-02045-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2019] [Accepted: 04/20/2020] [Indexed: 05/04/2023]
Abstract
BACKGROUND Lesbian, gay, bisexual, transgender, queer, and intersex people-inclusively termed "sexual and gender minorities"-have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. METHODS Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. RESULTS Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. CONCLUSION This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.
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Affiliation(s)
- Mandi L Pratt-Chapman
- The George Washington University, GW Cancer Center, 2600 Virginia Ave, #324, Washington, DC, 20037, USA.
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Green T, Willson G, Fallon K. A qualitative study of health professions curricula and management of lateral ankle ligament sprain demonstrates inconsistency. BMC Med Educ 2020; 20:99. [PMID: 32234032 PMCID: PMC7110746 DOI: 10.1186/s12909-020-02013-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2019] [Accepted: 03/19/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Health educators aim to graduate students who are safe, effective and practice evidence-based medicine (EBM). Clinical Practice Guidelines (CPGs) are tools for translating evidence into clinical practice for health professionals and educators who lack time to appraise the evidence. There have been CPGs published for lateral ankle ligament sprains (LALS) for physiotherapists, nurses, and doctors. Clinical decision rules have also been developed for LALS to increase the safety of practice. The Ottawa Ankle Rules (OAR) were developed to screen for the need for an x-ray following an ankle or foot injury. METHODS Educators from the Australasian College of Sports and Exercise Physicians (ACSEP), St John Ambulance first aiders, pharmacy, nursing, and physiotherapy disciplines were participants in this study. Using purposeful sampling with semi-structured questions and a LALS case study, 19 Australian educators were interviewed. Curricula and textbooks were also collected and analysed. Two researchers independently analysed the data using a deductive method. RESULTS Analysis found that no educator used a CPG to inform their teaching. There was no common LALS curriculum for the five groups studied. There were two approaches: a triage curriculum (St John Ambulance, pharmacy, nursing) and a reflective curriculum (ASCEP and physiotherapy). Textbooks influenced curriculum for physiotherapy, pharmacy and first aid educators. The triage curricula recommend rest, ice, compression and elevation (RICE) alone, while the reflective curricula uses OAR, RICE, immobilisation if the LALS is severe, functional support (brace), exercises and manual therapy. In addition, ACSEP and physiotherapy do not recommend electrotherapy. All five groups were cautious about the use of non-steroidal anti-inflammatory drugs (NSAIDs). CONCLUSIONS Physiotherapy and ACSEP educators teach OAR. Despite not using the CPGs to inform curriculum, physiotherapy and ACSEP have unintentionally aligned their curriculum with current LALS CPG recommendations. However, nursing, pharmacy and first aid trainers are not teaching OAR or aligned with LALS CPGs. Educators in pharmacy, nursing and first aid should re-examine their curricula and consider possibly teaching OAR and using CPG. Clinical practice guideline developers should consider pharmacists and first aiders as users of their LALS CPGs.
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Affiliation(s)
- Toni Green
- ANU College of Health and Medicine, Australian National University, Acton, ACT Australia
- Discipline of Physiotherapy, University of Canberra, Bruce, Australian Capital Territory 2617 Australia
| | - Grant Willson
- Discipline of Physiotherapy, University of Canberra, Bruce, Australian Capital Territory 2617 Australia
| | - Kieran Fallon
- ANU College of Health and Medicine, Australian National University, Acton, ACT Australia
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Rushton PW, Fung K, Gauthier M, Goldberg M, Toro M, Seymour N, Pearlman J. Development of a toolkit for educators of the wheelchair service provision process: the Seating and Mobility Academic Resource Toolkit (SMART). Hum Resour Health 2020; 18:14. [PMID: 32070363 PMCID: PMC7029573 DOI: 10.1186/s12960-020-0453-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Accepted: 02/03/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Insufficient wheelchair training among rehabilitation professionals has been identified as an important factor that hinders access to appropriate wheelchair services. The aim of this study was to develop a toolkit to promote the integration of wheelchair education into academic curricula of rehabilitation programs. METHODS A participatory action research design was carried out in three phases: (1) development of the Initial and Alpha Versions involving secondary analyses of surveys (n = 72), interviews (n = 14), and academic training partners meeting presentations (n = 16); (2) development of the Beta Version based on feedback from collaborators (n = 21); and (3) development of the Launch Version based on feedback from participants attending presentations of the Beta Version at conferences, symposiums, and webinars (n = 94). RESULTS Over 100 individuals participated in reviews of the Seating and Mobility Academic Resource Toolkit (SMART). Initial development addressed modifiable factors that perpetuate insufficient wheelchair education in academic curricula (e.g., limited awareness, limited expertise). Internal feedback on the web-based Alpha Version resulted in modifications of appearance and multimedia, structure and design, and navigation. External feedback then led primarily to fine-tuning the navigation of SMART. Positive reviews were received from global wheelchair professionals (i.e., educators, researchers, clinicians). The Launch Version of the SMART (smart.wheelchairnetwork.org) provides a forum for sharing and accessing resources to inform the integration and enhancement of wheelchair content into university rehabilitation programs. CONCLUSIONS As an open-source open-access online "living document," SMART has the potential to promote the integration of wheelchair service provision education into academic curricula of rehabilitation programs. Future studies will explore the ease of use and the effectiveness of the SMART.
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Affiliation(s)
- Paula W Rushton
- School of Rehabilitation, University of Montréal, Montréal, Canada.
- CHU Sainte-Justine Research Centre, 5200 rue Bélanger, Montréal, QC, H1T 1C9, Canada.
| | - Karen Fung
- School of Rehabilitation, University of Montréal, Montréal, Canada
- CHU Sainte-Justine Research Centre, 5200 rue Bélanger, Montréal, QC, H1T 1C9, Canada
| | - Mélina Gauthier
- School of Rehabilitation, University of Montréal, Montréal, Canada
| | - Mary Goldberg
- Rehabilitation Science and Technology, University of Pittsburgh, Pittsburgh, USA
- Human Engineering Research Laboratories, University of Pittsburgh, Pittsburgh, USA
| | - Maria Toro
- Human Engineering Research Laboratories, University of Pittsburgh, Pittsburgh, USA
- Department of Physical Therapy, Universidad CES, Medellín, Colombia
| | - Nicky Seymour
- Motivation Charitable Trust, Cape Town, South Africa
| | - Jon Pearlman
- Rehabilitation Science and Technology, University of Pittsburgh, Pittsburgh, USA
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Johnson PN, Gildon BL, Condren M, Miller JL, Hagemann TM, Lewis TV, John B, Farmer K. A survey of pediatric degree option program graduates in a doctor of pharmacy curriculum: Confidence and initial employment position. Curr Pharm Teach Learn 2019; 11:1296-1302. [PMID: 31836156 DOI: 10.1016/j.cptl.2019.09.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Revised: 05/28/2019] [Accepted: 09/07/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE Graduates from the pediatric degree option program (PDOP) were tracked to identify confidence with pediatric pharmacotherapy and categorize initial employment following graduation. EDUCATIONAL ACTIVITY AND SETTING The PDOP was established in 2011 and requires 16 credits of pediatric-focused didactic coursework and advanced pharmacy practice experiences. Thirty PDOP graduates completed a 30-item questionnaire to assess confidence in pediatric pharmacotherapy knowledge and skill statements and employment position following graduation. Responses were compared between those completing post-graduate pediatric pharmacy training and those who did not. FINDINGS Nineteen (63.3%) graduates responded. All expressed "very high" or "high" confidence with dose calculations, first-line treatment selection for otitis media, and counseling caregivers on medications. However, <75% expressed "very high" or "high" confidence with identification of pharmacokinetic differences in neonates vs. children, utilization of growth charts, and counseling children. Ten (52.6%) respondents completed post-graduate training, and the remainder had an initial position in community or hospital pharmacy. There were no significant differences in pharmacotherapy skill and knowledge statements between those completing residency vs. those who did not. The most beneficial experiences reported were gaining clinical experience in pediatric pharmacy and medication safety. SUMMARY Overall, PDOP graduates noted high confidence in pediatric pharmacotherapy skills and knowledge. Most felt that the PDOP influenced their initial career plans and made them more competitive for their initial position following graduation. The PDOP was well received and provided an opportunity for additional knowledge and skill development for students interested in pediatrics.
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Affiliation(s)
- Peter N Johnson
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, United States of America.
| | - Brooke L Gildon
- Department of Pharmacy Practice, Southwestern Oklahoma State University College of Pharmacy, United States of America.
| | - Michelle Condren
- Deparment of Pediatrics; University of Oklahoma School of Community Medicine; Tulsa, Oklahoma.
| | - Jamie L Miller
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, United States of America.
| | - Tracy M Hagemann
- Department of Pharmacy Practice, University of Tennessee College of Pharmacy, United States of America.
| | - Teresa V Lewis
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, United States of America.
| | - Bob John
- The Children's Hospital at Saint Francis, United States of America.
| | - Kevin Farmer
- Department of Pharmacy: Clinical and Administrative Sciences, University of Oklahoma College of Pharmacy, United States of America.
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Hata SR, Dzara K, Meyer R, Traum AZ, Scott-Vernaglia S. Promoting Emotional Well-Being Through an Innovative Personal and Professional Development Curriculum for Pediatric Residents. Med Sci Educ 2019; 29:899-900. [PMID: 34457562 PMCID: PMC8368577 DOI: 10.1007/s40670-019-00786-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Burnout and attenuation of empathy during training are significant problems facing pediatric residency programs. To proactively address these issues, a curriculum of Personal and Professional Development was created to build skills of reflection and exploring emotions. Data on 3 years of this program suggests that it prevents erosion of empathy.
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Affiliation(s)
- Susan R. Hata
- Harvard-Massachusetts General Hospital Internal Medicine-Pediatrics Residency, 175 Cambridge St, 5th Floor, Boston, MA 02114 USA
| | - Kristina Dzara
- Pediatric Education, Innovation, and Research Center at MassGeneral Hospital for Children, 175 Cambridge St, 5th Floor, Boston, MA 02114 USA
| | - Robert Meyer
- Department of Pediatrics, Cambridge Health Alliance, 119 Windsor St, Cambridge, MA 02139 USA
| | - Avram Z. Traum
- Boston Children’s Hospital, 300 Longwood Ave, Boston, MA 02115 USA
| | - Shannon Scott-Vernaglia
- MassGeneral Hospital for Children Pediatric Residency Program, 175 Cambridge St, 5th Floor, Boston, MA 02114 USA
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Liikanen E. Practicing Histotechnologists Identify the Core Competencies Needed by Newly Graduated Biomedical Laboratory Scientists in Histotechnology and Histology. Med Sci Educ 2019; 29:923-927. [PMID: 34457567 PMCID: PMC8368789 DOI: 10.1007/s40670-019-00770-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The universities of applied sciences in Finland offer 3.5-year courses for histotechnologists and they graduate as biomedical laboratory scientist with 12 credits in histology and histotechnology. The aim of this study was to survey practicing histotechnologists about the core competencies needed by newly graduated biomedical scientists in histology and histotechnology. The data were collected in Finland in 2015. We asked 43 participants to complete a questionnaire that comprised two background questions, five open-ended questions and 38 Likert scale questions, with the responses ranging from five (strongly agree) to one (strongly disagree), and 22 (51%) responded. They stated that the most important competencies were the principles of tissue processing (mean 4.77), embedding (4.64), laboratory safety (4.57), fixation methods (4.55), cutting by microtomy (4.55), quality control of sections (4.55), fixation methods (4.55), and principles of stains (4.36). The least important competencies were quality control of molecular pathology (2.56), interpretation of immunohistological stains (2.71), use of molecular pathology (2.89), and independent dissection (2.91). The respondents stated that there were 20 stains that newly graduated biomedical laboratory scientists needed to know. The practices involving staining emerged in the open responses and four were considered to be important: Hematoxylin-Eosin (n = 18), Periodic Acid Schiff (n = 11), Alcian Blue-Periodic Acid Schiff (n = 9), and Giemsa (n = 9). The most essential tissues to identify were the histology of the alimentary track (n = 9), skin (n = 6), and liver (n = 5). The core competencies that histotechnologists felt were important for newly graduated biomedical laboratory scientists seemed to be consistent with the current curriculum.
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Affiliation(s)
- Eeva Liikanen
- Tampere University of Applied Sciences, Tampere, Finland
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Nordin AMM, Areskoug-Josefsson K. Behavioural and operational outcomes of a Master's programme on improvement knowledge and leadership. Leadersh Health Serv (Bradf Engl) 2019; 32:525-542. [PMID: 31612790 DOI: 10.1108/lhs-09-2018-0049] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE The purpose of this paper is to evaluate behavioural changes and operational outcomes resulting from a Master's programme on improvement knowledge and leadership in the Swedish welfare sector. The welfare sector is the collective term for tax-funded services the state, county councils and municipalities are responsible to provide. DESIGN/METHODOLOGY/APPROACH A survey combined open-ended and closed questions using a five-point Likert scale. The questions were based on the learning objectives of the Master's programme. The survey was sent to 139 graduates and achieved a response rate of 41 per cent (57 respondents). Responses were entered into a survey programme to enable the descriptive presentation of data; open-ended responses were analysed using conventional content analysis. FINDINGS Respondents reported their increased knowledge and changed behaviours had impacted operational outcomes, e.g. processes efficiency, compliance with guidelines and quality. They said the programme was of value to themselves and society but requested more leadership knowledge. All respondents recommended the programme to others. ORIGINALITY/VALUE By operationalizing the Kirkpatrick framework, the paper describes outcomes on levels three and four, and the use of numerous best practice techniques for adult learning. This is valuable knowledge for organisers of improvement knowledge educations.
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Affiliation(s)
- Annika Maria Margareta Nordin
- School of Health and Welfare, Jönköping Academy for Improvement of Health and Welfare, Jönköping University , Jönköping, Sweden
| | - Kristina Areskoug-Josefsson
- School of Health and Welfare, Jönköping Academy for Improvement of Health and Welfare, Jönköping University , Jönköping, Sweden and Department of Behavioural Science, Oslo Metropolitan University , Oslo, Norway
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Wentink MM, Siemonsma PC, van Bodegom-Vos L, de Kloet AJ, Verhoef J, Vlieland TPMV, Meesters JJL. Teachers' and students' perceptions on barriers and facilitators for eHealth education in the curriculum of functional exercise and physical therapy: a focus groups study. BMC Med Educ 2019; 19:343. [PMID: 31492129 PMCID: PMC6731570 DOI: 10.1186/s12909-019-1778-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 08/30/2019] [Indexed: 05/25/2023]
Abstract
BACKGROUND Despite the growing importance of eHealth it is not consistently embedded in the curricula of functional exercise and physical therapy education. Insight in barriers and facilitators for embedding eHealth in education is required for the development of tailored strategies to implement eHealth in curricula. This study aims to identify barriers/facilitators perceived by teachers and students of functional exercise/physical therapy for uptake of eHealth in education. METHODS A qualitative study including six focus groups (two with teachers/four with students) was conducted to identify barriers/facilitators. Focus groups were audiotaped and transcribed in full. Reported barriers and facilitators were identified, grouped and classified using a generally accepted framework for implementation including the following categories: innovation, individual teacher/student, social context, organizational context and political and economic factors. RESULTS Teachers (n = 11) and students (n = 24) of functional exercise/physical therapy faculties of two universities of applied sciences in the Netherlands participated in the focus groups. A total of 109 barriers/facilitators were identified during the focus groups. Most related to the Innovation category (n = 26), followed by the individual teacher (n = 22) and the organization (n = 20). Teachers and students identified similar barriers/facilitators for uptake of eHealth in curricula: e.g. unclear concept of eHealth, lack of quality and evidence for eHealth, (lack of) capabilities of students/teachers on how to use eHealth, negative/positive attitude of students/teachers towards eHealth. CONCLUSION The successful uptake of eHealth in the curriculum of functional exercise/physical therapists needs a systematic multi-facetted approach considering the barriers and facilitators for uptake identified from the perspective of teachers and students. A relatively large amount of the identified barriers and facilitators were overlapping between teachers and students. Starting points for developing effective implementation strategies can potentially be found in those overlapping barriers and facilitators. REGISTRATION The study protocol was a non-medical research and no registration was required. Participants gave written informed consent.
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Affiliation(s)
- M M Wentink
- Department of Orthopaedics, Rehabilitation and Physical Therapy, Leiden University Medical Centre, Leiden, The Netherlands.
- Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - P C Siemonsma
- Faculty of Health Care, University of Applied Sciences , Leiden, The Netherlands
| | - L van Bodegom-Vos
- Department of Biomedical Data Sciences, section Medical Decision Making, Leiden University Medical Centre, Leiden, The Netherlands
| | - A J de Kloet
- Faculty of Health, Nutrition and Sports, The Hague University of Applied Sciences, The Hague, The Netherlands
| | - J Verhoef
- Faculty of Health Care, University of Applied Sciences , Leiden, The Netherlands
| | - T P M Vliet Vlieland
- Department of Orthopaedics, Rehabilitation and Physical Therapy, Leiden University Medical Centre, Leiden, The Netherlands
- Innovation, Quality + Research, Basalt Rehabilitation Centre, The Hague / Leiden, The Netherlands
| | - J J L Meesters
- Department of Orthopaedics, Rehabilitation and Physical Therapy, Leiden University Medical Centre, Leiden, The Netherlands
- Faculty of Health, Nutrition and Sports, The Hague University of Applied Sciences, The Hague, The Netherlands
- Innovation, Quality + Research, Basalt Rehabilitation Centre, The Hague / Leiden, The Netherlands
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Ranse K, Delaney L, Ranse J, Coyer F, Yates P. End-of-life care content in postgraduate critical care nursing programs: Structured telephone interviews to evaluate content-informing practice. Aust Crit Care 2020; 33:181-6. [PMID: 31182250 DOI: 10.1016/j.aucc.2019.04.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Revised: 03/31/2019] [Accepted: 04/13/2019] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND The provision of end-of-life care remains a significant component of work for clinicians in critical care settings. Critical care nurses report that this area of practice receives limited attention in education and training. OBJECTIVES The objective of this study was to identify and describe the end-of-life care content in postgraduate critical care nursing programs in Australia. METHODS Using a descriptive exploratory research design, an Internet search was undertaken in August 2015, identifying 17 education providers offering postgraduate critical care nursing programs. Thirteen individuals agreed to participate in a structured telephone interview regarding end-of-life content in their postgraduate program. Descriptive statistics were calculated to summarise the data obtained. RESULTS Twelve participants reported that end-of-life care content was explicitly addressed in their postgraduate critical care nursing programs, yet variation in actual content areas covered was evident. The majority of programs addressed content related to organ donation (92%) and legal and ethical issues (77%). However, content least commonly identified as covered pertained to the work of the nurse in providing direct clinical care to the patient at the end of life and his or her family, including the physical changes experienced by the dying patient (31%), respiratory management encompassing withdrawal of ventilation and symptom management (23%), emotional support of family (23%), care of the body after death (23%), and the process of withdrawing life-sustaining treatment (15%). Participants (92%) agreed that end-of-life content was important in postgraduate critical care nursing programs, with 77% of participants agreeing that more time should be allocated to end-of-life content. CONCLUSIONS This study provides preliminary evidence of the variation in end-of-life content in postgraduate critical care nursing programs in Australia. Addressing gaps in end-of-life care content in formal education, including clinical care of the dying patient, is urgently needed to address the complexity of this phase of care that is so frequently provided in critical care units.
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Maquibar A, Estalella I, Vives-Cases C, Hurtig AK, Goicolea I. Analysing training in gender-based violence for undergraduate nursing students in Spain: A mixed-methods study. Nurse Educ Today 2019; 77:71-76. [PMID: 30999062 DOI: 10.1016/j.nedt.2019.01.017] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Revised: 11/14/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Health-care professionals, and nurses especially among them, play an essential role in the health sector's response to gender-based violence. To be able to successfully address this major public health issue they need specific training in the topic. OBJECTIVE To analyse training on gender-based violence that nursing students receive at universities in Spain. DESIGN Mixed-methods approach. SETTING Spain. METHODS Systematic review of public documents followed by in-depth interviews with university lecturers. RESULTS Eighty per cent (92/115) of nursing training programmes included content regarding gender-based violence. There was great variability in the topics included in the training. Health consequences due to gender-based violence exposure and the role of the health sector in addressing these health consequences were the most frequently included topics. Ethical issues and legislation were the least frequent ones, as these were only dealt with in one and 18 training programmes, respectively. In the qualitative analysis of the interviews, two categories were identified: 'Supportive legislation and supportive lecturers are essential for integrating gender-based violence training' and 'Approach to gender-based violence shapes the contents and the subject in which it is incorporated'. The first category refers to the main drivers for training integration, while the second category refers to how lecturers' perceptions influenced the way in which training was implemented. CONCLUSIONS As many as 80% of the nursing education programmes included specific training in gender-based violence, although with great variability in the contents among the universities. For this study's participants, enacted legislation, and lecturers interested in the topic and in decision-making positions were key drivers for this extensive implementation. The variability observed across universities might be explained by lecturers' different approaches to gender-based violence and the nursing profession.
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Affiliation(s)
- Amaia Maquibar
- Department of Nursing I, Faculty of Medicine and Nursing, University of the Basque Country UPV/EHU, Leioa, Spain.
| | - Itziar Estalella
- Department of Nursing I, Faculty of Medicine and Nursing, University of the Basque Country UPV/EHU, Leioa, Spain.
| | - Carmen Vives-Cases
- Public Health Research Group, Alicante University, Alicante, Spain; Department of Community Nursing, Preventive Medicine and Public Health and History of Science, Alicante University, Alicante, Spain; CIBER of Epidemiology and Public Health (CIBERESP), Spain.
| | - Anna-Karin Hurtig
- Unit of Epidemiology and Global Health, Department of Public Health and Clinical Medicine, Umea University, SE-90187 Umea, Sweden.
| | - Isabel Goicolea
- Unit of Epidemiology and Global Health, Department of Public Health and Clinical Medicine, Umea University, SE-90187 Umea, Sweden.
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Wilhite JA, Velcani F, Watsula-Morley A, Hanley K, Altshuler L, Kalet A, Zabar S, Gillespie CC. Igniting activation: Using unannounced standardized patients to measure patient activation in smoking cessation. Addict Behav Rep 2019; 9:100179. [PMID: 31193839 DOI: 10.1016/j.abrep.2019.100179] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2018] [Revised: 03/26/2019] [Accepted: 03/26/2019] [Indexed: 01/01/2023] Open
Abstract
Introduction Despite a decline, smoking rates have remained high, especially in communities with lower income, education, and limited insurance options. Evidence shows that physician-initiated counseling on smoking cessation is effective and saves lives, and that specific skills are needed to appropriately lead this type of patient-physician communication. Residency is a critical moment for future physicians and may be the optimal time to learn, practice, and refine this skillset. Unannounced Standardized Patients (USPs) have been found to be effective, incognito evaluators of resident practices. Methods This study introduced rigorously trained actors (USPs) into two urban, safety-net clinics to assess resident ability to engage, activate, and counsel a pre-contemplative smoker. A complementary chart review assessed appropriate documentation in the patient's electronic health record (EHR) and its relationship to counseling style and prescribing practices. Results Resident scores (% well done) on patient education and engagement were low (33% and 23%, respectively). Residents who coupled cessation advice with an open discussion style activated their patients more than those who solely advised cessation across all comparable measures. On EHR documentation, residents who accurately documented smoking history were more likely to directly advise their patient to quit smoking when compared to residents who did not document (t(97) = 2.828, p = .006, Cohen's D = 0.56). Conclusions Results highlight the need to reinforce training in patient-centered approaches including motivational interviewing, counseling, and shared decision-making. Future research should focus on the effects of smokers in pre-contemplation on physician counseling style and examine the relationship between medical training and provider communication to guide interventions. Counseling, documentation, and prescribing all vary when residents meet an Unannounced Standardized Patient (USP) smoker. Patients are activated to quit smoking when a provider couples cessation advice with an open discussion of pros and cons. Training in motivational interviewing and shared decision-making can enhance patient-provider cessation communication.
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Abstract
Purpose The purpose of this paper is to explore how strategies are put in place to formulate policies regarding the introduction and implementation of relationship marketing (RM) in the health sector, and how RM strategies are designed as part of the curricula for the training of prospective health professionals in Ghana. Design/methodology/approach Data were gathered using interviews and documentary review. A purposive sampling technique was used to recruit policy makers and health educationists in Accra for in-depth interviews. Qualitative interviews were analysed using framework analysis. Findings The findings revealed that, currently, there is no policy framework on RM in the health sector nor included in the curricula of health training institutions in the country. Research limitations/implications Due to limited time and funding constraints, the study could not include many policy makers, educationists, health providers, facilities and regions outside the Greater Accra region of Ghana. This means that the authors missed out on useful insights from other relevant policy makers/educationists who would have added to the knowledge that this study contributes. There were still some areas that this study could not cover, including the lack of an exploration of the perceptions of health providers and patients. Practical implications Evidence from the current research provides the basis for scaling up of a similar study to the whole country to address the perennial RM or quality of care/patient satisfaction issues persisting in health facilities in the country. The outcome of this large-scale study would help to confirm the findings of the current study on the adoption and incorporation of RM into both policy framework and curricula of health training institutions in Ghana. The findings would culminate in the preparation and utilisation of guidelines on RM for client-centred service delivery in the health sector of the country. Social implications This paper argues that RM orientation could enable health professionals to improve upon their healthcare service performance and quality of care so as to enhance patient satisfaction. Originality/value The study recommends that RM should be adopted by health policy makers and designers of curricula for health training institutions.
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Cordell RL, Cordeira KL, Cohen LP, Bensyl DM. Reply: "Building the pipeline: programs to introduce middle school, high school, medical, and veterinary students to careers in epidemiology and public health". Ann Epidemiol 2018; 28:655. [PMID: 30149846 DOI: 10.1016/j.annepidem.2018.07.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2018] [Accepted: 07/10/2018] [Indexed: 11/15/2022]
Affiliation(s)
- Ralph L Cordell
- Epidemiology Workforce Branch, Division of Scientific Education and Professional Development, CDC, Atlanta, GA.
| | - Kelly L Cordeira
- Epidemiology Workforce Branch, Division of Scientific Education and Professional Development, CDC, Atlanta, GA
| | - Laurence P Cohen
- Epidemiology Workforce Branch, Division of Scientific Education and Professional Development, CDC, Atlanta, GA
| | - Diana M Bensyl
- Emergency Response and Recovery Branch, Division of Global Health Protection, CDC, Atlanta, GA
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El-Ibiary SY, Azizoddin A, Petrossian L, Gurney MK. Implementation and evaluation of a women's reproductive health pharmacy elective. Curr Pharm Teach Learn 2018; 10:1087-1096. [PMID: 30314545 DOI: 10.1016/j.cptl.2018.05.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2017] [Revised: 02/27/2018] [Accepted: 05/10/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE To create, implement and evaluate an elective course for pharmacy students focusing on women's reproductive health topics. EDUCATIONAL ACTIVITY AND SETTING A course was developed that included lectures discussing contraception, infertility, preconception care, pregnancy, and postpartum health. Active learning provided in the forms of journal article review and review of drug information resources for medication use in pregnancy were utilized. Workshops provided hands-on experiences with prescription contraceptives and over-the-counter fertility products. Knowledge and skills were assessed with in-class quizzes, journal article presentations, class participation, patient cases, and a final exam. A 46-item survey was administered to students pre- and post-course to assess self-perceived knowledge and confidence in women's reproductive health. FINDINGS A total of 33 students were enrolled in the course. The response rate for the pre-course survey was 100% (n = 33) and for the post-course survey was 91% (n = 30). Students' confidence in counseling on women's reproductive health topics significantly increased after the course (mean scores 2.62 pre-course and 3.75 post-course, p < 0.0001). Similar results were seen in students' self-perceptions of their overall knowledge in women's health (mean scores 2.63 pre-course and 3.92 post-course, p < 0.0001). Preferred methods of learning included product workshops, and journal club presentations were the least preferred learning method. DISCUSSION AND SUMMARY A women's reproductive health course was well received by students and increased their self-perceived knowledge and confidence in the areas of prescription contraceptives and over-the-counter fertility products.
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Affiliation(s)
- Shareen Y El-Ibiary
- Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States.
| | - Asal Azizoddin
- Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States
| | - Lara Petrossian
- Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States
| | - Mary K Gurney
- Midwestern University College of Pharmacy - Glendale, 19555 N. 59th Ave., Glendale, AZ 85308, United States
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