Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Banan Mukhalalati ◽  
Ahmed Awaisu ◽  
Sara Elshami ◽  
Bridget Paravattil ◽  
Monica Zolezzi ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Development Program ◽  
Educational Needs ◽  
Health Professional Education ◽  
Education Programs

scholarly journals Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rebecca E Gewurtz ◽  
Liliana Coman ◽  
Shaminder Dhillon ◽  
Bonny Jung ◽  
Patty Solomon
Keyword(s):  
Adult Learners ◽  
Health Professional ◽  
Prior Knowledge ◽  
Curriculum Design ◽  
Professional Education ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Health Professional Education ◽  
Active Engagement ◽  
Education Programs

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

scholarly journals A Conceptual Framework for Clinical Education in Athletic Training

2008 ◽  
Vol 3 (2) ◽  
pp. 36-42 ◽  
Author(s):  
Sarah Radtke
Keyword(s):  
Health Professional ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Education ◽  
Allied Health ◽  
Athletic Training Education ◽  
Health Professional Education ◽  
Transfer Of Knowledge ◽  
Education Programs ◽  
Allied Health Professional

Objective: To develop a model for clinical education in athletic training education based on integration of various allied health professional clinical education models. Background: Clinical education is a critical component of allied health education programs. It allows for the transfer of knowledge and skills from classroom to practical application. Clinical education needs to be structured. In addition the Clinical Instructor (CI) also needs to facilitate athletic training students' development into effective, evidence-based practitioners. Description: A brief discussion on the need for transfer of knowledge in athletic training education is discussed. A review of the various clinical education models from allied health professional education is presented. Finally, a model for athletic training clinical education is presented with implications for practice. Clinical Advantages: As athletic training education continues to develop, a need to formalize clinical education and develop a clinical education model for athletic training is warranted. Focusing on the structure and function of clinical education will continue to move athletic training education forward and will align athletic training education with other allied health professional education programs.

Health Professional Education Programs

2013 ◽  
pp. 49-60 ◽  
Author(s):  
Olanrewaju Sorinola ◽  
Tania Gerzina ◽  
Jill Thistlethwaite
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Professional Education ◽  
Education Programs

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar – ‘The Practice Educators’ Academy’

2019 ◽  
Author(s):  
Banan Mukhalalati ◽  
A Awaisu ◽  
S Elshami ◽  
B Paravattil ◽  
M Zolezzi ◽  
...  
Keyword(s):  
Professional Education ◽  
Teaching And Learning ◽  
Development Program ◽  
Educational Needs ◽  
Primary Objective ◽  
Faculty Members ◽  
Education Programs ◽  
Face To Face ◽  
Interactive Workshop

Abstract Background: Experiential learning is the backbone of many healthcare professional education programs; however, the quality of learning is profoundly dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. This study was conducted at the Qatar University Health Cluster, which comprises of the Colleges of Pharmacy, Medicine, and Health Sciences, with a primary objective of identifying the educational and teaching needs of preceptors in order to design and validate an educational professional development program. Methods: This study adopted a mixed methods approach and was conducted in three stages: 1) assessment of preceptor educational needs; 2) design of ‘The Practice Educators’ Academy’ program; 3) validation and refinement of the designed program. The needs’ assessment was conducted at all three colleges through a validated survey and focus groups with preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions.Results: Results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For validation of the designed program, the syllabus was shared with purposively selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Further refinement of the program was performed based on this feedback resulting in a representative and validated program ready for piloting. Conclusion: A preceptor development program on experiential teaching and learning skills was successfully designed and validated, with the needs of the clinical preceptors at its core.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

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