scholarly journals Educating university allied health students about gender-based violence: Report of a pilot study

2021 ◽  
Vol 22 (3) ◽  
pp. 65-77
Author(s):  
Frances Doran ◽  
Paul Orrock
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Core Competency ◽  
Gender Based Violence ◽  
Post Intervention ◽  
Professional Students ◽  
Allied Health Students ◽  
Knowledge And Attitude ◽  
Gender Based ◽  
Professional Registration

Introduction: Sexual harassment, bullying and discrimination occur across a range of healthcare settings, with frequent complaints made to health professional registration boards of Australia. Health professional education provides an ideal opportunity to ensure students understand the nature of gender-based violence (GBV) and how to prevent and address such behavior. However, there has been minimal health professional curricula that incorporates an integrated focus on gender. The aim of this study was to increase awareness and knowledge of pre-registration health students of the context of GBV and for participants to learn bystander approaches to effectively intervene to reduce violence.Methods: A violence prevention workshop incorporating a bystander approach was developed as a key component of the curriculum for a single discipline cohort of health students. Participants completed a survey pre and post workshop, where they provided responses, on a 5-point Likert scale, to statements exploring attitudes, knowledge and behaviours in relation to behaviours that constitute GBV. Within-subject pre- and post-intervention statistical analysis was completed.Results: The results demonstrated several significant positive changes to knowledge and attitude of the participants in relation to GBV.Conclusions: The findings of the project can inform the development of integrated gender-focused education as a core competency for preparing health professional students across a range of disciplines in clinical health and public health curricula.

scholarly journals Planning peer assisted learning (PAL) activities in clinical schools

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professional ◽  
Curriculum Design ◽  
Professional Education ◽  
Relevant Literature ◽  
Willingness To Participate ◽  
Peer Assisted Learning ◽  
Educational Method ◽  
Professional Students ◽  
Collective Experience ◽  
The Individual

AbstractPeer Assisted Learning (PAL) is well accepted as an educational method within health professional education, involving a process of socialisation among students. PAL activities provide a framework whereby students are permitted to practice and develop their healthcare and teaching skills. However, the success of PAL activities is dependent upon two key factors: the “agency” of the individual students, that is, their willingness to participate; and importantly, the “affordance” of the activity, that is, the invitational quality provided by the clinical school. The purpose of this paper is to assist healthcare educators and administrators responsible for curriculum design, course co-ordination, and educational research, in developing their own PAL activities. Health professional students and junior health professionals leading or participating in PAL activities may also find the paper useful. Based on the authors’ collective experience, and relevant literature, we provide practical tips for the design, implementation and evaluation of PAL activities.

scholarly journals A multi-method exploratory study of health professional students’ experiences with compliance behaviours

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Efrem Violato ◽  
Sharla King ◽  
Okan Bulut
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Impression Management ◽  
Professional Education ◽  
Psychological Factors ◽  
Moral Distress ◽  
Population Level ◽  
Professional Students ◽  
Health Professional Students ◽  
True Frequency

Abstract Background Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

scholarly journals A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

2020 ◽  
Author(s):  
Efrem Violato ◽  
Sharla King ◽  
Okan Bulut
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Impression Management ◽  
Professional Education ◽  
Psychological Factors ◽  
Moral Distress ◽  
Population Level ◽  
Professional Students ◽  
Health Professional Students ◽  
True Frequency

Abstract Background: Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods: To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results: The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions: The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

scholarly journals A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

2020 ◽  
Author(s):  
Efrem Violato ◽  
Sharla King ◽  
Okan Bulut
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Impression Management ◽  
Professional Education ◽  
Psychological Factors ◽  
Moral Distress ◽  
Population Level ◽  
Professional Students ◽  
Health Professional Students ◽  
True Frequency

Abstract Background: Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods: To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results: The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions: The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

scholarly journals Patients’ Messages as Educators in an Interprofessional Health Education Program

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Shelley Doucet ◽  
Heidi Lauckner ◽  
Sandy Wells
Keyword(s):  
Health Professional ◽  
Healthcare System ◽  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Active Role ◽  
Health Professional Education ◽  
Professional Students ◽  
Health Professional Students ◽  
People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

scholarly journals Designing an electronic medical case simulator for health professional education

2011 ◽  
pp. 63-71 ◽  
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.

scholarly journals A Multi-Method Exploratory Study of Health Professional Students’ Experiences with Compliance Behaviours

2020 ◽  
Author(s):  
Efrem Violato ◽  
Sharla King ◽  
Okan Bulut
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Impression Management ◽  
Professional Education ◽  
Moral Distress ◽  
Population Level ◽  
Negative Experiences ◽  
Professional Students ◽  
Health Professional Students ◽  
True Frequency

Abstract Research in healthcare, including with students, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental work however, the majority of literature on negative compliance is anecdotal and theoretical. Currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a population level.

scholarly journals Key tips for teaching in the clinical setting

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professional ◽  
Communication Skills ◽  
Clinical Setting ◽  
Professional Education ◽  
Clinical Training ◽  
Medical Knowledge ◽  
Early Career ◽  
Clinical Environment ◽  
Professional Students ◽  
Real Patients

AbstractTeaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines – particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism.

scholarly journals Introduction to the Peer Teacher Training in health professional education supplement series

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Teacher Training ◽  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Professional Training ◽  
Clinical Teacher ◽  
Professional Students ◽  
Interprofessional Teamwork ◽  
Teacher Training Programs ◽  
Health Professional Training

AbstractSkills in supervision, teaching, facilitation, assessment and feedback, leadership and interprofessional teamwork are required graduate attributes for health professionals. Despite this, the opportunity for learning these skills is rarely embedded within undergraduate and postgraduate health professional training curricula. Additionally, there are limited examples of interprofessional delivery of teaching programs. Since teaching skills can be learned, healthcare faculties play an important role in improving the teaching abilities of their students. At the University of Sydney, we developed and implemented interprofessional, blended learning teacher training programs for health professional students, and junior health professionals: The Peer Teacher Training (PTT) program, and the Clinical Teacher Training (CTT) program. Based on our successful programs, this paper provides an introduction to our Peer Teacher Training supplement. Namely, 11 articles designed to assist those who work and teach in a clinical context; address key challenges; and provide practical tips and frameworks to assist in teaching, assessment, and feedback.

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