scholarly journals Radiology Interest Groups: A Recipe for Success

2020 ◽  
pp. 084653711989955 ◽  
Author(s):  
Jessica L. Dobson ◽  
Andrew Fenwick ◽  
Victoria Linehan ◽  
Angus Hartery
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Interest Groups ◽  
Thematic Analysis ◽  
Student Perspectives ◽  
Written Feedback ◽  
Practical Model ◽  
Preclinical Medical Students ◽  
Positive Results ◽  
Insight Into

Objectives: Radiology Interest Groups (RIGs) are valuable for medical students and the radiology profession. The purpose of this study is to identify key components of a successful RIG and to discuss how to optimize available resources to increase student engagement in radiology. Methods: Anonymous feedback forms (n = 478) completed by preclinical medical students attending 20 RIG events between September 2016 and May 2019 were analyzed. A five-point Likert-type scale was used to determine event effectiveness, and important themes reflecting student perspectives were identified using thematic analysis of freeform comments. Results: Based on Likert feedback, 75% to 78% of students had a positive experience of RIG events and believed sessions were relevant to their studies. 31% to 42% of students believed these events increased their interest or insight into radiology and influenced their career choice. Four representative themes were identified by qualitative analysis of written feedback: engagement, professional development, mentorship, and suggestions for improvement. These themes provided insight into student perspectives of our RIG, and, along with experience from the RIG organizers, the authors present elements perceived to have contributed to these positive results. Conclusion: Thematic analysis of feedback reveals that students consider interactive events, contribution to professional development, and the opportunity for mentorship valuable elements of a RIG. From the perspective of the organizing committee, we embody these aspects through careful planning, innovative events, and consistent debriefing. In this way, our RIG promotes the future of the radiology profession and serves as a practical model for other similar organizations.

scholarly journals An Intervention to Remediate Unprofessional Behaviours of Pre-Clinical Medical Students

2021 ◽  
Vol 13 (2) ◽  
pp. 83-90
Author(s):  
Chan Choong Foong ◽  
Nurul Atira Khairul Anhar Holder ◽  
Aswini R Dutt ◽  
Hidayah Mohd Fadzil
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Thematic Analysis ◽  
Hidden Curriculum ◽  
Healthcare Education ◽  
Medical Practitioners ◽  
Corrective Measures ◽  
Published Evidence ◽  
One Year

Remediating the unprofessional behaviours of medical students is essential because the unprofessional behaviours of medical practitioners could be traced back to their previous behaviours in medical schools. This study evaluated a programme that used reflection in remediating students with unprofessional behaviours. Personal and professional development (PPD) assignments have a “hidden curriculum” on professional behaviours expected of medical students. Seven students who repeatedly failed to complete the PPD assignments were required to attend a remediation programme. The remediation programme aims to help students reflect on their behaviours. They compared professional behaviours between medical practitioners and students and discussed unprofessional behaviours using actual cases. Thematic analysis was performed on the reflective essays of the students, collected at the beginning and the end of the remediation programme. At the beginning of the programme, students expressed anger because they felt that the PPD assignments were minor tasks. At the end of the programme, students expressed their regretful feelings; they recognised lessons learnt and developed corrective measures. A follow-up reported that the faculty no longer deemed the students unsatisfactory in their professional behaviours one year later. Reflection is recognised as useful in healthcare education, but there is a lack of published evidence to answer whether reflection can be learned. In this study, the students learnt to reflect on their previous professional behaviours, and they developed corrective measures to avoid the recurrence of these previous behaviours. The findings may imply that reflection could be taught and learned to cultivate professional behaviours among medical students.

Preclinical Medical Student Perspectives on Nonforensic Autopsy Presentations as Instruments for Understanding Basic Medical Sciences: A Small-Scale Study at an International College of Medicine in Thailand

2021 ◽  
Vol 104 (3) ◽  
pp. 453-459
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Perspectives ◽  
Forensic Autopsy ◽  
University Hospital ◽  
Clinicopathological Correlation ◽  
Medical Sciences ◽  
Medical Centers ◽  
Preclinical Medical Students ◽  
Medical Student Perspectives

Background: Autopsies have played critical roles in understanding the pathological basis of diseases. Currently, non-forensic autopsy, which are also known as hospital autopsy, rates at several medical centers have declined. This trend could affect students’ learning opportunities, particularly those at medical schools, where the number of autopsies has significantly decreased. Objective: To evaluate the preclinical medical student perspectives on the autopsy presentation, together with the trend of non-forensic autopsies at Thammasat University Hospital. Materials and Methods: The present study was divided into two parts. Firstly, the author performed a five-year retrospective review of the trend of non-forensic autopsies at Thammasat University Hospital. Secondly, an autopsy presentation was conducted as an interactive lecture session. Participants were third-year medical students enrolled in a medical sciences applications course. Autopsy cases were selected based upon the medical competency assessment criteria for the national license. The clinicopathological correlation was emphasized. At the end of the class, students were asked to complete an online questionnaire with a five-point Likert-type scale. Student satisfaction and suggestions about the autopsy presentation were analyzed. Results: As in other medical centers, the rate of non-forensic autopsies at Thammasat University Hospital has been decreasing. The number of pediatric, particularly perinatal, autopsies dramatically outnumber that of adult autopsies. Most medical students agreed that autopsy presentation helps stimulate problem-based thinking (mean: 4.5 on the five-point Likert scale), learning clinicopathological correlations (4.4), improving understanding of pathophysiology (4.2), and refreshing knowledge of human anatomy (4.2). Conclusion: Despite the declining trend in hospital autopsies, autopsy presentation is considered as a potential instrument for understanding clinical contexts by preclinical medical students whose clinical experience are limited. Careful preparation is needed to maximize the benefits of autopsy presentations. Keywords: Non-forensic autopsy, Preclinical medical students, Clinicopathological correlation

Reflection of the Editorial Process of an Academic Journal

Relay Journal ◽  
2020 ◽  
pp. 100-109
Author(s):  
Phillip A. Bennett ◽  
Maria Giovanna Tassinari ◽  
Ena Hollinshead ◽  
Fergal Bradley
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Learner Autonomy ◽  
Editorial Process ◽  
Academic Journal ◽  
Editing Process ◽  
Insight Into

This paper is a reflection on our experiences as managing editors and layout editors of volume 2, issue 2 of Relay Journal. In accordance with the developmental aims of Relay Journal, via this reflective practice, our motivations are not only to foster each others’ learner autonomy and grow our professional development, but additionally to encourage others to also share reflections of their editing responsibilities, practices, and realisations. We also believe this will provide insight into the process for those who do not have the experience in such roles, yet wish to pursue them. With that in mind, we will briefly detail the journal-editing process and our roles in such; then follow with our individual reflections upon our experiences. Our reflections will focus on our responsibilities and roles, our feelings, and what we learned through the experience.

An investigation into the experiences of school counsellors working with adolescents

2021 ◽  
pp. 1-15
Author(s):  
Cathy G. Bettman ◽  
Alexander Digiacomo
Keyword(s):  
Thematic Analysis ◽  
Lived Experiences ◽  
School Context ◽  
Phenomenological Approach ◽  
Health Needs ◽  
School Staff ◽  
Mental Health Needs ◽  
School Counsellors ◽  
Semistructured Interviews ◽  
Insight Into

Abstract Currently, Australia’s school counsellors are increasingly being called upon to respond to adolescent mental health needs. Through semistructured interviews with seven school counsellors working with adolescents, this qualitative study aimed to capture the lived experiences of this group of practitioners. By adopting a phenomenological approach and using thematic analysis, this study provides insight into their profession: the current ambiguity surrounding their role; the opportunities and obstacles they face; as well as the often-present tension between stakeholders including parents, other school staff and external agencies. The findings of this study indicate that school counsellors are challenged by the need to be advocates not only for their students but also for themselves and their roles within the school context.

scholarly journals Staying neutral or intervening?

2021 ◽  
Author(s):  
Maartje Hoogsteyns ◽  
Amalia Muhaimin
Keyword(s):  
Medical Students ◽  
The Netherlands ◽  
Medical Ethics ◽  
Cultural Change ◽  
Moral Distress ◽  
Institutional Constraints ◽  
Neutral Position ◽  
Insight Into ◽  
Proper Response

AbstractEthics teachers are regularly confronted with disturbing cases brought in by medical students in class. These classes are considered confidential, so that everyone can speak freely about their experiences. But what should ethics teachers do when they hear about a situation they consider to be outright alarming, for example where patients/students’ safety is at stake or where systematic power abuse seems to be at hand? Should they remain neutral or should they step in and intervene? In the Netherlands, as in many other countries, there are no clear guidelines for ethics teachers on how to respond. To get more insight into what teachers themselves think a proper response would be, we interviewed 18 Dutch medical ethics teachers. We found that Dutch ethics teachers will address the issue in class, but that they are overall reluctant to intervene; take action outside the scope of class. This reluctance is partly rooted in the conviction that ethicists should stay neutral and facilitate reflection, instead of telling students or physicians what to do. At the same time, this neutral position seems a difficult place to leave for those teachers who would want to or feel they need to. This has to do with various organizational and institutional constraints tied up with their position. The study invites medical ethics teachers to reflect on these constraints together and think about how to proceed from there. This study seeks to contribute to research on cultural change in medicine and medical students’ experiences of moral distress.

Social media participatory CPD for nursing revalidation, professional development and beyond

2019 ◽  
Vol 28 (13) ◽  
pp. 870-877
Author(s):  
Calvin Moorley ◽  
Theresa Chinn
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Thematic Analysis ◽  
Design Data ◽  
The Social ◽  
Reflective Design ◽  
Professional Requirements ◽  
Social Media Tools ◽  
The Uk ◽  
Media Applications

Background: In 2016 the Nursing and Midwifery Council in the UK introduced revalidation, which is the process nurses are required to follow to renew their registration. This provides an opportunity for nurses to shape, develop and evolve social media to meet their professional requirements. Aims: to examine different ways nurses can use social media tools for continuous professional development (CPD) and revalidation. Methods: using a qualitative reflective design, data were gathered from content on the @WeNurses platform and activities organised with other leading health organisations in England. These data were analysed using the social media relationship triangle developed by the authors with a thematic analysis approach. Findings: analysis revealed that social media was used in six categories: publishing, sharing, messaging, discussing, collaborating, and networking. Organised social media events such as: blogs, tweetchats, Twitter storms, webinars, infographics, podcasts, videos and virtual book clubs can support nurses with revalidation and professional development. Conclusion: Through using a participatory CPD approach and embracing professional social media applications nurses have moved social media from the concept of a revolution to an evolution.

Transition Experiences of Indian Nurses Into Australian Mental Health System

2021 ◽  
pp. 104365962110263
Author(s):  
Bindu Joseph ◽  
Michael Olasoji ◽  
Cheryl Moss ◽  
Wendy Cross
Keyword(s):  
Mental Health ◽  
Thematic Analysis ◽  
Mental Health System ◽  
Methodological Approach ◽  
Hermeneutic Phenomenology ◽  
Dual Culture ◽  
The Past ◽  
Transition Experience ◽  
Depth Interview ◽  
Insight Into

Introduction: In the past decade, there has been an influx of migrant nurses from India to Australia. Migrant professionals have specific transition needs associated with working in Mental Health (MH). This study aimed to explore the transition experience of overseas trained nurses from India working in Australian MH settings. Method: Hermeneutic phenomenology was the methodological approach used in the study. The participants ( N = 16) were overseas trained nurses from India. Data were collected through in-depth interview and analysed using thematic analysis. Results: The findings resulted in the identification of the following themes: (1) Living in dual culture, (2) Loneliness, (3) Discrimination, and (4) Feeling incomplete. Discussion: It is evident that the transition to work in MH in Australia was a journey of mixed experiences. While certain findings of this study are comparable with experiences of migrant nurses in other settings, it provides insight into those that are working in MH.

The challenges acute care nurse unit managers face and the strategies they use to address them: Perceptions of directors of nursing and nurse unit managers

2012 ◽  
Vol 18 (5) ◽  
pp. 625-640 ◽  
Author(s):  
Cadeyrn J Gaskin ◽  
Cherene M Ockerby ◽  
Tammy R Smith ◽  
Vibeke Russell ◽  
Bev O'Connell
Keyword(s):  
Professional Development ◽  
Acute Care ◽  
Thematic Analysis ◽  
Management Education ◽  
Team Development ◽  
Clinical Aspects ◽  
Trial And Error ◽  
Care Nurse ◽  
Comprehensive Management ◽  
Large Organisation

AbstractThe aim of this study was to investigate the challenges that nurse unit managers (NUMs) face while working in acute care settings, the strategies they use to deal with these challenges, and the effectiveness of these strategies from the perspectives of NUMs and their supervisors. NUMs (N = 22) and directors of nursing (N = 3) were interviewed for this study. Thematic analysis revealed 14 challenges relating primarily to NUMs interactions with others, both within and outside of their wards/units. These challenges related to the managerial, but not clinical, aspects of their roles; 16 strategies for managing these challenges were identified, the effectiveness of which seemed dependent on how well they were executed. The strategies are: seeking assistance and support; trial and error; satisficing; taking responsibility for own professional development; scheduling of time; working longer hours; delegation; adaptive staffing and rostering; being a visible presence on the ward; team development; facilitating professional development for staff; being available for staff; negotiation and collaboration; communication; working with the processes of a large organisation; and complying with the demands of others, The findings make a strong case for NUMs to be supported in undertaking comprehensive management education.

Sign in / Sign up

Export Citation Format

Share Document