Rationale and design of the Health Professional Students at the University of Illinois Chicago (HOLISTIC) Cohort Study

Objectives: The objectives of the HOLISTIC Cohort Study are to establish a 3-year prospective cohort study that characterizes the health of students within and across health professional education programs during the coronavirus disease 2019 (COVID-19) pandemic, implement an interprofessional student research team, and inform initiatives to improve student health. This report describes the rationale and design of the HOLISTIC Cohort Study, including recruitment strategy, survey development, data management, and descriptive statistics of the first wave of study participants. Methods: An interprofessional student research team was formed to continuously inform study design. The first wave of recruitment was conducted from April 14, 2021 to May 5, 2021 across seven health science colleges (applied health, dentistry, medicine, nursing, pharmacy, public health, social work) at the University of Illinois Chicago in Chicago, IL. Eligible students were sent an invitation via email to complete an online survey after providing electronic informed consent. The online survey was based on the U.S. Centers for Disease Control and Prevention Behavioral Risk Factor Surveillance System 2019 survey and the 2014 World Health Organization Report of the Strategic Advisory Group of Experts Working Group Questionnaire. Two additional recruitment waves are planned in the Spring 2022 and Spring 2023; follow-up of participants previously enrolled will occur during these second and third recruitment waves. Results: Of 5,118 students invited to participate in the first wave, 553 (10.8%) completed the survey and includes participants from all seven health science colleges. The average age of participants is 27.3 years, 435 (78.8%) identify as female, and 137 (24.8%) identify as an underrepresented minority. Overall, 465 (84.6%) participants reported being currently employed for wages. Just over half (51%) reported no days with poor physical health within a month but only 11.2% reported no days with poor mental health within a month. Nearly one in ten (9.4%) reported having ever had a positive test for COVID-19. Conclusion: The HOLISTIC Cohort Study of health professional students across seven health science colleges has completed the first of three waves of enrollment during the COVID-19 pandemic. Based on the first wave of study participants, increased attention to supporting the mental and physical health of health professional students is needed.

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Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

International Journal of Healthcare Simulation ◽

10.54531/fqax8042 ◽

2022 ◽

Author(s):

John T Paige ◽

Laura S Bonanno ◽

Deborah D Garbee ◽

Qingzhao Yu ◽

Vladimir J Kiselov ◽

...

Keyword(s):

Health Professional ◽

New Orleans ◽

Interprofessional Education ◽

Quality Care ◽

Health Science ◽

Professional Students ◽

Student Teams ◽

Health Professional Students ◽

The Impact ◽

Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

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Designing an electronic medical case simulator for health professional education

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2011.03.007 ◽

2011 ◽

pp. 63-71 ◽

Cited By ~ 1

Keyword(s):

British Columbia ◽

Nursing Students ◽

Health Professional ◽

Professional Education ◽

Production Environment ◽

Professional Students ◽

University Of British Columbia ◽

School Teaching ◽

Health Professional Students ◽

The University

This paper describes an implementation of an Electronic Medical Record (EMR) which has been adapted for the purposes of teaching health professional students, including medical and nursing students. Off-the-shelf EMR software, while suited for physicians in practice settings does not completely satisfy the needs of these students and educators. There are many unique requirements of a teaching EMR compared to one used in a production environment. This paper describes the specific architecture and unique features of an EMR that was employed in the University of British Columbia Medical School teaching program in December, 2007 with 200 participating medical students distributed across three physical sites in the Province of British Columbia.

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Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

International Journal of Healthcare Simulation ◽

10.54531/ijohs/ijaa015 ◽

2022 ◽

Author(s):

John T Paige ◽

Laura S Bonanno ◽

Deborah D Garbee ◽

Qingzhao Yu ◽

Vladimir J Kiselov ◽

...

Keyword(s):

Health Professional ◽

New Orleans ◽

Interprofessional Education ◽

Quality Care ◽

Health Science ◽

Professional Students ◽

Student Teams ◽

Health Professional Students ◽

The Impact ◽

Level 2

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COVID-19 -Awareness, Attitude & Life Style Modifications Among Undergraduate Health Professional Students of Sumandeep Vidyapeeth Deemed to be University: A Questionnaire Based Online Survey.

International Journal of Pharmaceutical Research ◽

10.31838/ijpr/2020.sp1.090 ◽

2020 ◽

Vol 12 (sp1) ◽

Keyword(s):

Health Professional ◽

Life Style ◽

Online Survey ◽

Professional Students ◽

Health Professional Students

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Interprofessional global health competencies of South Korean health professional students: educational needs and strategies

BMC Medical Education ◽

10.1186/s12909-019-1826-1 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Junghee Kim ◽

Hyeonkyeong Lee ◽

In Sook Kim ◽

Tae Wha Lee ◽

Gwang Suk Kim ◽

...

Keyword(s):

Global Health ◽

Health Professional ◽

Online Survey ◽

Educational Needs ◽

Learning Activities ◽

Focus Group Interviews ◽

Professional Students ◽

Health Related ◽

Health Professional Students ◽

Group Interviews

Abstract Background There is growing recognition of the importance of educating health professional students to enhance their competence in collaborating with individuals from other health professions in the area of global health. This study aimed to identify the performance levels in interprofessional global health competencies (IGHC) of health professional students, their educational needs, and the strategies for successfully developing IGHC. Methods This study used a mixed methods design involving an online survey followed by focus group interviews. A sample of 325 fourth-year undergraduate students from 14 health-related majors completed a self-report online survey (38.8% response rate). The performance of IGHC was measured on a five-point Likert scale using the IGHC items developed by the Consortium of Universities for Global Health. Additionally, 12 senior students and five professors in global health-related majors participated in focus group interviews. The students’ educational needs and priorities were analysed using the Borich needs assessment and the Locus for Focus model. Results The participants’ IGHC mean score was 3.11 (SD = 0.55) and differed by previous global health activity experiences (t = − 2.10, p = .037). Nine competencies in six domains using the Locus for Focus model were identified as a priority for global health education. Suggested strategies to enhance IGHC included establishing IGHC education in formal curricula, developing value-based content and outcomes, and engaging students in learning activities. Conclusions It is necessary to design an interprofessional pre-departure course to achieve the priority IGHC and to organise learning activities where there is cooperation in problem solving while applying the expertise of each major within resource-limited settings. This study supports future health professional education that should foster enhanced roles and scopes of practice as changing agents to assure the achievement of sustainable development goals.

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