Authentic Knowledge, Learning Outcomes, and Professional Identity: A Mixed-Methods Study of a Successful Engineering Course

2018 ◽  
Author(s):  
Claudia G. Interiano ◽  
Peter T. Tkacik ◽  
Jerry L. Dahlberg ◽  
Jae Hoon Lim
Keyword(s):  
Mixed Methods ◽  
Professional Identity ◽  
Learning Outcomes ◽  
Mixed Methods Study ◽  
Knowledge Learning

scholarly journals Evaluation of a National Programme to Enhance Shared Decision-Making Skills among Junior Medical Doctors in Denmark: A Mixed Methods Study of Satisfaction, Usefulness, and Dissemination of Learning Outcomes in Clinical Practice

2021 ◽  
Author(s):  
Maria Helene Jacobsen ◽  
Cecilie Sommer ◽  
Siw Anna Wernberg ◽  
Helga Schultz ◽  
Sofie Charlotte Fage Hjortø ◽  
...  
Keyword(s):  
Decision Making ◽  
Clinical Practice ◽  
Mixed Methods ◽  
Learning Outcomes ◽  
Shared Decision Making ◽  
Training Programme ◽  
Mixed Methods Study ◽  
Junior Doctors ◽  
Shared Decision ◽  
Medical Doctors

Abstract Background Shared Decision-Making (SDM) is a cornerstone in patient-centred care and there is an increase in programmes aiming to enhance clinicians’ abilities to engage in SDM. However, the evidence of such programmes’ effectiveness on clinicians’ use of SDM in clinical practice is sparse. The SDM Ambassador course, developed and facilitated by the Danish Association of Junior Doctors in Denmark (Junior Doctors Denmark) is a Danish SDM training programme for junior medical doctors (JMDs). This study aims to evaluate the SDM Ambassador course, with a focus satisfaction, usefulness, and dissemination of learning outcomes in clinical practice. Methods This study is a mixed methods study consisting of an online survey followed by semi-structured interviews. The participants of this study were JMDs who had trained to be SDM ambassadors between May 2016 and September 2020 (n=185). The ambassadors were invited to participate in the survey and 112 ambassadors completed the survey, corresponding to a response rate of 61%. Descriptive statistics and χ2-tests were conducted. Subsequently, purposive sampling was used to identify 10 ambassadors for interviews. The interviews were transcribed, encoded and subsequently analysed thematically. Finally, the quantitative and qualitative results were integrated. Results Overall, the ambassadors were satisfied with their learning outcomes and experienced a greater capacity to unfold the perspectives of their patients. A majority (79%) reported that they had used SDM in their clinical practice with patients, and 59% had disseminated SDM to their colleagues. The usefulness and dissemination of learning outcomes in the clinic were shaped by the ambassadors’ perceptions of their moderate professional experience, and constrained by structural and cultural conditions in the context of their clinical practice. Conclusion Despite overall satisfaction with their learning outcomes, several ambassadors experienced conditions constraining the translation of their learning outcomes into clinical practice. To improve the efficacy of the training programme, continuous refresher courses should be added while enhanced support at organisational and political levels is necessary for SDM to become an integral feature of the clinical encounter. Trial registration: Not applicable.

scholarly journals Effects of an Internationalization at Home (IAH) Programme on Cultural Awareness among Medical and Nursing Students in Hong Kong and Indonesia During the COVID-19 Pandemic: A Mixed-Methods Study

2022 ◽  
Author(s):  
Patrick Pui Kin KOR ◽  
Clare YU ◽  
Ida ayu TRIASTUTI ◽  
Mitra Andini SIGILIPOE ◽  
Haryo Dimasto KRISTIYANTO ◽  
...  
Keyword(s):  
Hong Kong ◽  
Mixed Methods ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Cultural Awareness ◽  
Learning Experience ◽  
Mixed Methods Study ◽  
Face To Face ◽  
Internationalization At Home ◽  
At Home

Abstract Background: The COVID-19 pandemic has severely impacted the learning experience of students by limiting their opportunities for face-to-face intercultural exchanges. Given the importance of cultural competence in medical education, there is a need to develop a programme that promotes cultural awareness, but that offers more flexibility in terms of outbound mobility. This study aims to evaluate the effectiveness of an internationalization at home programme and to explore the learning experiences of medical and nursing students from Hong Kong and Indonesia. Methods: Students were recruited from two universities in Hong Kong and Indonesia. They attended an online internationalization at home programme designed by members of the research team from both countries. A mixed-methods study was conducted. A pre-test post-test design was used to evaluate the effects of the programme on cultural awareness, and four focus group interviews were conducted to explore the students’ experiences in the programme. Quantitative and qualitative data were analysed by T-test and thematic analysis. Data were integrated via triangulation. Results: One hundred and forty-eight students from Hong Kong and Indonesia participated in the study. After the programme, there was a significant improvement in cultural awareness. Three themes were identified: (1) learning process: enjoyable, but a desire remains for face-to-face cross-cultural communication; (2) learning outcomes: gained cultural awareness, developed cultural sensitivity, had an opportunity to practice language and learn about new learning styles; (3) factors influencing learning outcomes: facilitators (micro-movie and active communication) and barriers (language barrier, inappropriate time arrangement, insufficient prior briefing). Conclusion: This programme achieved the learning outcomes by successfully enhancing the cultural awareness of students during a time of pandemic when outbound student exchanges were not possible. Further adaptations of the programme are required to further enhance learning outcomes.

scholarly journals Interprofessional teamwork: the role of professional identity and signature pedagogy – a mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stephanie Best ◽  
Christian Beech ◽  
Iain J. Robbé ◽  
Sharon Williams
Keyword(s):  
Mixed Methods ◽  
Professional Identity ◽  
Social Care ◽  
Mixed Methods Study ◽  
Content Type ◽  
Interprofessional Team ◽  
Signature Pedagogy ◽  
Interprofessional Teamwork ◽  
Health And Social Care ◽  
Practical Implications

PurposeOne overlooked determinant of interprofessional teamwork is the mobilisation of professional identity. Taking a health or social care practitioner out of their professional silo and placing them in an interprofessional team setting will challenge their professional identity. The theory of signature pedagogy was used to investigate the challenges and what is needed to support practitioners to mobilise their professional identity to maximise teamwork.Design/methodology/approachA cross-sectional mixed methods study was undertaken in the form of three focus groups, with members of health and social care teams in Wales, UK. Using nominal group technique, participants explored and ranked the challenges and benefits of mobilising their professional identity within an interprofessional setting.FindingsFindings on mobilising professional identity were found to be aligned closely with the three signature pedagogy apprenticeships of learning to think and to perform like others in their profession and to act with moral integrity. The biggest challenge facing practitioners was thinking like others in their profession while in an interprofessional team.Research limitations/implicationsThe focus of this study is health and social care teams within Wales, UK, which may limit the results to teams that have a similar representation of professionals.Practical implicationsHealthcare leaders should be aware of the opportunities to promote mobilisation of professional identity to maximise teamwork. For example, at induction, by introducing the different roles and shared responsibilities. Such practical implications do have consequences for policy as regards interprofessional team development and organisational commitments to adult learning and evaluation.Originality/valueThis is the first study of professional identity of interprofessional healthcare and social professionals using signature pedagogy to gain a better understanding of teamwork.

scholarly journals “Closing the loop”: a mixed-methods study about resident learning from outcome feedback after patient handoffs

Diagnosis ◽  
2018 ◽  
Vol 5 (4) ◽  
pp. 235-242 ◽  
Author(s):  
Edna C. Shenvi ◽  
Stephanie Feudjio Feupe ◽  
Hai Yang ◽  
Robert El-Kareh
Keyword(s):  
Mixed Methods ◽  
Learning Outcomes ◽  
Patient Outcomes ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Mixed Methods Study ◽  
Barriers To Learning ◽  
Outcome Feedback ◽  
Closing The Loop ◽  
Access Logs

Abstract Background Learning patient outcomes is recognized as crucial for ongoing refinement of clinical decision-making, but is often difficult in fragmented care with frequent handoffs. Data on resident habits of seeking outcome feedback after handoffs are lacking. Methods We performed a mixed-methods study including (1) an analysis of chart re-access rates after handoffs performed using access logs of the electronic health record (EHR); and (2) a web-based survey sent to internal medicine (IM) and emergency medicine (EM) residents about their habits of and barriers to learning the outcomes of patients after they have handed them off to other teams. Results Residents on ward rotations were often able to re-access charts of patients after handoffs, but those on EM or night admitting rotations did so <5% of the time. Among residents surveyed, only a minority stated that they frequently find out the outcomes of patients they have handed off, although learning outcomes was important to both their education and job satisfaction. Most were not satisfied with current systems of learning outcomes of patients after handoffs, citing too little time and lack of reliable patient tracking systems as the main barriers. Conclusions Despite perceived importance of learning outcomes after handoffs, residents cite difficulty with obtaining such information. Systematically providing feedback on patient outcomes would meet a recognized need among physicians in training.

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