scholarly journals Disaster Health Education and Training: A Pilot Questionnaire to Understand Current Activities

2005 ◽  
Vol 20 (S1) ◽  
pp. 5-5
Author(s):  
V. Murray ◽  
J. Clifford ◽  
G. Seynaeve ◽  
J. Fisher
Keyword(s):  
Health Education ◽  
Education And Training ◽  
And Training

Person-centered medicine in Croatia: Analyzing past successes and creating future goals

2014 ◽  
Vol 4 (1) ◽  
pp. 14-18
Author(s):  
Marijana Bras ◽  
Veljko Đorđević ◽  
Nadja Komnenić
Keyword(s):  
Public Health ◽  
Health Education ◽  
Education And Training ◽  
International Congress ◽  
Main Theme ◽  
Future Goals ◽  
Whole Person ◽  
International College ◽  
History Of ◽  
And Training

The promotion of person-centered medicine and people-centered healthcare has been occurring in Croatia for decades. Professor Andrija Štampar, considered by many as the father of public health, pioneered various public health projects in Croatia and abroad. Croatia is a country with a long history of patient associations, as well as one with an array of public health projects recognized worldwide. Recently, a group of enthusiasts gathered here to undertake the creation of a variety of projects related to the development of person-centered medicine. The International College on Person Centered Medicine (ICPCM) emerged from the ongoing annual Geneva Conferences and from the aspiration to promote medicine of the person, for the person, by the person, and with the person. The main theme of the First International Congress of the ICPCM in Zagreb in November 2013 was the Whole Person in Health Education and Training. The Zagreb statement on the appraisal and prospects for person-centered medicine in Croatia was formulated and adopted, wherein it was concluded that Croatia could contribute significantly to the development of person-centered medicine and people-centered healthcare, within Croatia and abroad.

Medical students’ perceptions and expectations regarding digital health education and training: A qualitative study

2020 ◽  
pp. 1357633X2093243
Author(s):  
Sisira Edirippulige ◽  
Sophie Gong ◽  
Malshi Hathurusinghe ◽  
Sarah Jhetam ◽  
Jasmine Kirk ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Education ◽  
Focus Groups ◽  
Online Survey ◽  
Care Delivery ◽  
Digital Health ◽  
Education And Training ◽  
Perceptions And Expectations ◽  
And Training

Introduction Digital health – the convergence of digital technologies within health and health care to enhance the efficiency of health-care delivery – is fast becoming an integral part of routine medical practice. The integration of digital health into traditional practice brings significant changes. Logic dictates that for medical practitioners to operate in this new digitally enabled environment, they require specific knowledge, skills and competencies relating to digital health. However, very few medical programmes in Australia and globally include digital health within their regular curriculum. This pilot study aimed to explore medical students’ perceptions and expectations of digital health education and training (ET). Methods An online survey and focus groups were used to collect information about medical students’ perceptions and expectations relating to digital health and ET relating to this field within the medical programme at the University of Queensland. Sixty-three students took part in the survey, and 17 students were involved in four focus groups. Results Most participants had no formal ET in digital health. Most participants ( n = 43; 68%) expressed a willingness to learn about digital health as part of their medical programme. Discussion Primarily, knowledge- and practice-related factors have motivated students to learn about digital health. The analysis of focus group data identified two superordinate themes: (a) drivers of digital health ET and (b) expectations relating to digital health ET. Students agreed that digital health is a relevant field for their future practice that should be taught as part of their regular curriculum.

scholarly journals Assessing the effect of empathy-enhancing interventions in health education and training: a systematic review of randomised controlled trials

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e036471
Author(s):  
Rachel Winter ◽  
Eyad Issa ◽  
Nia Roberts ◽  
Robert I Norman ◽  
Jeremy Howick
Keyword(s):  
Health Education ◽  
Effect Size ◽  
Randomised Controlled Trials ◽  
Education And Training ◽  
Risk Of Bias ◽  
Controlled Trials ◽  
Empathy Training ◽  
Moderate Effect ◽  
Randomised Controlled ◽  
And Training

ObjectiveTo estimate the effect of empathy interventions in health education and training from randomised controlled trials (RCTs).MethodsMEDLINE, PsycINFO, EMBASE, CINAHL and Cochrane databases were searched from inception to June 2019 for RCTs investigating the effect of empathy-enhancing interventions in medical and healthcare students and professionals. Studies measuring any aspect of ‘clinical empathy’ as a primary or secondary outcome were included. Two reviewers extracted data and assessed the risk of bias of eligible studies using the Cochrane Risk of Bias Tool. Random effects meta-analyses of the impact of empathy training on participants’ empathy levels were performed.ResultsTwenty-six trials were included, with 22 providing adequate data for meta-analysis. An overall moderate effect on participant empathy postintervention (standardised mean difference 0.52, 95% CI 0.36 to 0.67) was found. Heterogeneity across trial results was substantial (I2=63%). Data on sustainability of effect was provided by 11 trials and found a moderate effect size for improved empathy up until 12 weeks (0.69, 95% CI 0.23 to 1.15), and a small but statistically significant effect size for sustainability at 12 weeks and beyond (standardised mean difference 0.34, 95% CI 0.11 to 0.57). In total, 15 studies were considered to be either unclear or high risk of bias. The quality of evidence of included studies was low.ConclusionFindings suggest that empathy-enhancing interventions can be effective at cultivating and sustaining empathy with intervention specifics contributing to effectiveness. This review focuses on an important, growing area of medical education and provides guidance to those looking to develop effective interventions to enhance empathy in the healthcare setting. Further high-quality trials are needed that include patient-led outcome assessments and further evaluate the long-term sustainability of empathy training.Protocol registration numberPROSPERO (CRD42019126843).

A multi-faceted approach to health education and training needs in conflict

2018 ◽  
Vol 28 (suppl_4) ◽  
Author(s):  
A Sabouni ◽  
A Abbara ◽  
F Ghadder ◽  
D Qalish ◽  
J Samer
Keyword(s):  
Health Education ◽  
Education And Training ◽  
Training Needs ◽  
And Training

scholarly journals Strengthening Indonesia's reproductive health education and training system: Progress to date

1996 ◽  
pp. 99
Author(s):  
Abdul B. Saifuddin ◽  
Biran Affandi ◽  
Djajadilaga Djajadilaga ◽  
Widohariadi Widohariadi ◽  
Bimo Bimo ◽  
...  
Keyword(s):  
Health Education ◽  
Reproductive Health ◽  
Education And Training ◽  
Training System ◽  
Reproductive Health Education ◽  
And Training

scholarly journals Recommendations for staff education and training for older people with mental illness in long-term aged care

2010 ◽  
Vol 22 (7) ◽  
pp. 1097-1106 ◽  
Author(s):  
Wendy Moyle ◽  
Mei Chi Hsu ◽  
Susan Lieff ◽  
Myrra Vernooij-Dassen
Keyword(s):  
Mental Health ◽  
Health Education ◽  
Long Term Care ◽  
Skills Training ◽  
Education And Training ◽  
Term Care ◽  
Mental Health Education ◽  
Geriatric Mental Health ◽  
And Training

ABSTRACTBackground: This paper was written as a result of the International Psychogeriatric Association Task Force on Mental Health Services in Long-Term Care. The appraisal presented here aims to (1) identify the best available evidence that underpins best practice for geriatric mental health education and training of staff working in long-term care, and (2) summarize the appraisal of the literature to provide recommendations for practice.Methods: An initial search of databases found 138 papers related to the search strategy. Selected papers were summarized and compared against set inclusion criteria. This resulted in 17 papers suitable for review.Results: The majority of papers focused on behavior skills training. A number of key factors were identified that determine the success of geriatric mental health education and training and recommendations are outlined.Conclusions: Methodological weaknesses are common and highlight the need for further replication studies using strong research designs.

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