scholarly journals Translational Education

2017 ◽  
Vol 2 (Suppl. 1) ◽  
pp. 1-7
Author(s):  
Denis Horgan ◽  
Daniel Schneider ◽  
Gabriella Pravettoni ◽  
Angelo Paradiso ◽  
Louis Denis ◽  
...  
Keyword(s):  
Healthcare Professional ◽  
Great Degree ◽  
Healthcare Professionals ◽  
Education And Training ◽  
And Training ◽  
Lack Of Knowledge

The issue of translational education of healthcare professionals is a major one. It is clear that a great degree of upskilling is already required and, to keep pace with the science, this must be ongoing. Stakeholders need to achieve this together - with agreed-on standards across the board so that no patient is denied a suitable, virtually tailor-made treatment due to a lack of knowledge or understanding on behalf of the healthcare professional treating and diagnosing him or her. A key partner in tackling this is the healthcare community, and one way to achieve the goal is through increased EU-wide investment in translational education and training of healthcare professionals.

Why do patients attend and what do they want from the consultation?

2020 ◽  
pp. 14-19
Author(s):  
Des Spence
Keyword(s):  
Clinical Practice ◽  
Healthcare System ◽  
Healthcare Professionals ◽  
Medical Profession ◽  
Education And Training ◽  
Health Seeking Behaviour ◽  
Health Seeking ◽  
Do No Harm ◽  
Developed World ◽  
And Training

Contrary to traditional thinking and teaching, it is not illness that dictates the health-seeking behaviour of a population but the healthcare system itself, and—most importantly—our actions as healthcare professionals. A scourge affecting clinical practice in the developed world today is the medicalization of all interactions, accompanied by overinvestigation, overdiagnosis, and overtreatment. The medical profession retains its traditional duty, wherever possible, to diagnose disease and treat or cure illness appropriately, also to comfort the sick, irrespective of the ability to cure. At the same time, a long-held principle of medicine at all levels is to do no harm, while at the same time supporting the maintenance of health and protecting those who are well. This chapter explains how maintaining the balance between these apparent conflicting precepts is a scarce skill that needs to be taught by example during the education and training of the modern doctor.

The role of artificial intelligence in learning and professional development for healthcare professionals

2019 ◽  
Vol 33 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Gurprit K. Randhawa ◽  
Mary Jackson
Keyword(s):  
Artificial Intelligence ◽  
Professional Development ◽  
Education System ◽  
Healthcare Professionals ◽  
Education And Training ◽  
Healthcare Education ◽  
Clinical Educators ◽  
History Of ◽  
And Training

This article discusses the emerging role of Artificial Intelligence (AI) in the learning and professional development of healthcare professionals. It provides a brief history of AI, current and past applications in healthcare education and training, and discusses why and how health leaders can revolutionize education system practices using AI in healthcare education. It also discusses potential implications of AI on human educators like clinical educators and provides recommendations for health leaders to support the application of AI in the learning and professional development of healthcare professionals.

Enhancing Clinical Education for Healthcare Professionals through Innovative Pedagogy, Advanced Technologies, and Design Research

2011 ◽  
pp. 132-142
Author(s):  
Thomas C. Reeves ◽  
Patricia M. Reeves
Keyword(s):  
Clinical Education ◽  
Design Research ◽  
Healthcare Professionals ◽  
Education And Training ◽  
Research Approach ◽  
Advanced Technologies ◽  
Case Based Learning ◽  
Innovative Pedagogy ◽  
Social Networking Tools ◽  
And Training

Clinical education is a major component of higher education programs for healthcare professionals in fields such as medicine, nursing, pharmacy, public health, and social work. The increasing complexity of performance in these fields demands new approaches to clinical education and training. The reform of clinical education in colleges and universities must be driven first and foremost by innovative pedagogy (e.g., authentic tasks and case-based learning models) rather than advanced technologies alone (e.g., 3D immersive simulations and social networking tools). The overall transformation of clinical education and training would be best guided by a design research approach.

scholarly journals The State of Education and Training for Antimicrobial Stewardship Programs in Indian Hospitals―A Qualitative and Quantitative Assessment

Antibiotics ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 11 ◽  
Author(s):  
Sanjeev Singh ◽  
Esmita Charani ◽  
Chand Wattal ◽  
Anita Arora ◽  
Abi Jenkins ◽  
...  
Keyword(s):  
Antimicrobial Stewardship ◽  
Online Survey ◽  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Education And Training ◽  
Healthcare Organizations ◽  
Telephone Interviews ◽  
And Training

Background: To understand the role of infrastructure, manpower, and education and training (E&T) in relation to Antimicrobial Stewardship (AMS) in Indian healthcare organizations. Methods: Mixed method approach using quantitative survey and qualitative interviews was applied. Through key informants, healthcare professionals from 69 hospitals (public & private) were invited to participate in online survey and follow up qualitative interviews. Thematic analysis was applied to identify the key emerging themes from the interviews. The survey data were analyzed using descriptive statistics. Results: 60 healthcare professionals from 51 hospitals responded to the survey. Eight doctors participated in semi-structured telephone interviews. 69% (27/39) of the respondents received E&T on AMS during undergraduate or postgraduate training. 88% (15/17) had not received any E&T at induction or during employment. In the qualitative interviews three key areas of concern were identified: (1) need for government level endorsement of AMS activities; (2) lack of AMS programs in hospitals; and, (3) lack of postgraduate E&T in AMS for staff. Conclusion: No structured provision of E&T for AMS currently exists in India. Stakeholder engagement is essential to the sustainable design and implementation of bespoke E&T for hospital AMS in India.

On Certainty, Epistemic Incommensurability and Epistemic Relativism

2018 ◽  
Vol 9 (1) ◽  
pp. 249-265
Author(s):  
Nicola Claudio Salvatore
Keyword(s):  
Religious Beliefs ◽  
Education And Training ◽  
Language Games ◽  
Epistemic Relativism ◽  
Epistemic Practices ◽  
On Certainty ◽  
Epistemological Views ◽  
And Training ◽  
Lack Of Knowledge

Abstract:In this paper, I present Wittgenstein’s remarks on the structure of reason, drawing on the notions of “hinges” he developed in On Certainty. I then outline some of the unpalatable relativistic consequences that can be extracted by Wittgenstein’s epistemological views. Then, developing the similarities between Wittgenstein’s treatment of “hinges” and his views on metrology and religious beliefs, I aim to show that his remarks on the structure of reason, once correctly understood and developed, can help us to block rather than license relativistic conclusions. I argue that following Wittgenstein’s views on epistemology, we should be able to dismiss all the cases of apparent unsolvable disagreement between communities committed to radically different worldviews; this is so because, once seen in the light of his conception of the structure of reason, these disagreements are either solvable, as they are based on lack of knowledge and can thus be solved through education and training, or are mere pseudo-problems that stem from misguided comparisons between constitutively different language games and are thus the result of a misleading way of representing the nature and aim of our epistemic practices.

Educational and Training Systems in Sweden for Prehospital Response to Acts of Terrorism

2003 ◽  
Vol 18 (3) ◽  
pp. 184-188 ◽  
Author(s):  
Per E.J. Kulling ◽  
Jonas E.A. Holst
Keyword(s):  
Financial Support ◽  
Healthcare Professionals ◽  
Health Sector ◽  
Education And Training ◽  
Disaster Medicine ◽  
Major Incident ◽  
National Board ◽  
Defense Strategy ◽  
Training Programmes ◽  
And Training

AbstractSweden has a long tradition in planning for disaster situations in which the National Board of Health and Welfare has a key responsibilty within the health sector. One important part of this disaster preparedness is education and training. Since 11 September 2001, much focus has been placed on the acts of terrorism with special reference to the effects of the use of chemical, biological, or nuclear/radiological (CBNR) agents. In the health sector, the preparedness for such situations is much the same as for other castastrophic events. The National Board of Health and Welfare of Sweden is a national authority under the government, and one of its responsibilities is planning and the provision of supplies for health and medical services, environmental health, and social services in case of war or crises. “Joint Central Disaster Committees” in each County Council/Region in the country are responsible for overseeing major incident planning for their respective counties/regions. The “Disaster Committee” is responsible for ensuring that: (1) plans are established and revised; (2) all personnel involved in planning receive adequate information and training; (3) equipment and supplies are available; and (4) maintenance arrangements are in place.Sweden adopts a “Total Defense” strategy, which means that it places a high value in preparing for peacetime and wartime major incidents. The Swedish Emergency Management Agency coordinates the civilian Total Defense strategy, and provides funding to the relevant responsible authority to this end. The National Board of Health and Welfare takes responsibility in this process. In this area, the main activities of the National Board of Health and Welfare are: (1) the establishment of national guidelines and supervision of standards in emergency and disaster medicine, social welfare, public health, and prevention of infectious diseases; (2) the introduction of new principles, standards, and equipment; (3) the conducting education and training programmes; and (4) the provision of financial support. The budget for National Board of Health and Welfare in this area is approximately 160 million SEK (US$18 million). The National Board of Health and Welfare also provides funding to the County Councils/Regions for the training of healthcare professionals in disaster medicine and crises management by arranging (and financing) courses primarily for teachers and by providing financial support to the County Councils/Regions for providing their own educational and training programmes. The National Board of Health and Welfare provides funding of approximately 20 million SEK (US$2.4 million) to the County Councils/Regions for this training of healthcare professionals in disaster medicine and crises.

The Foundation and the Practice of an Education Pathway for Organ Donation in China (Sponsor: Novartis Pharma GmbH, Nürnberg)

2020 ◽  
Vol 08 (01) ◽  
pp. 13-15
Keyword(s):  
Organ Donation ◽  
World Health Organization ◽  
Organ Transplantation ◽  
Healthcare Professionals ◽  
Education And Training ◽  
World Health ◽  
Donation Process ◽  
The World ◽  
Health Organization ◽  
And Training

AbstractIn accordance with the guiding principles of the World Health Organization (WHO) on organ transplantation [1] China has established a system to foster the practices of organ donation and transplantation. Education and training of healthcare professionals and stakeholders in the organ donation process is an important part of the development.

scholarly journals Early COPD Diagnosis in Family Medicine Practice: How to Implement Spirometry?

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Nathalie Saad ◽  
Maria Sedeno ◽  
Katrina Metz ◽  
Jean Bourbeau
Keyword(s):  
Primary Care ◽  
Healthcare Professional ◽  
Family Medicine ◽  
Respiratory Symptoms ◽  
Healthcare Professionals ◽  
Airflow Obstruction ◽  
Limiting Factors ◽  
Copd Patients ◽  
And Training ◽  
Copd Diagnosis

Introduction. COPD is often diagnosed at an advanced stage because symptoms go unrecognized. Furthermore, spirometry is often not done. Methods. Study was conducted in diverse family medicine practice settings. Patients were targeted if respiratory symptoms were present. Patients had a spirometry to confirm the presence of airflow obstruction and COPD diagnosis. An evaluation of the process was done to better understand facilitating/limiting factors to the implementation of a primary care based spirometry program. Results. 12 of 19 primary care offices participated. 196 of 246 (80%) patients targeted based on the presence of smoking and respiratory symptoms did not have COPD; 18 (7%) and 32 (13%) had COPD, respectively, GOLD I and ≥II. There was no difference in the type and number of respiratory symptoms between non-COPD and COPD patients. Most of the clinics did not have access to a trained healthcare professional to accomplish spirometry. They agreed that giving access to a trained healthcare professional was the easiest and most reliable way of doing spirometry. Conclusion. Spirometry, a simple test, is recommended in guidelines to make the diagnosis of COPD. The lack of allocated time and training of healthcare professionals makes its implementation challenging in family medicine practices.

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