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

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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The Unique Nature of Clinical Ethics in Allied Health Pediatrics: Implications for Ethics Education

Cambridge Quarterly of Healthcare Ethics ◽

10.1017/s0963180110000368 ◽

2010 ◽

Vol 19 (4) ◽

pp. 471-480 ◽

Cited By ~ 9

Author(s):

CLARE DELANY ◽

MERLE SPRIGGS ◽

CRAIG L FRY ◽

LYNN GILLAM

Keyword(s):

Health Professional ◽

Health Professionals ◽

Clinical Ethics ◽

Professional Training ◽

Ethics Education ◽

Allied Health ◽

Health Professions ◽

Integral Component ◽

Unique Nature ◽

Health Professional Training

Ethics education is recognized as an integral component of health professionals’ education and has been occurring in various guises in the curricula of health professional training in many countries since at least the 1970s. However, there are a number of different aims and approaches adopted by individual educators, programs, and, importantly, different health professions that may be characterized according to strands or trends in ethics education.

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Pertinent Today: What Contemporary Lessons Should be Taught by Studying Physician Participation in the Holocaust?

Conatus ◽

10.12681/cjp.20995 ◽

2019 ◽

Vol 4 (2) ◽

pp. 287

Author(s):

Mark A. Levine ◽

Matthew K. Wynia ◽

Meleah Himber ◽

William S. Silvers

Keyword(s):

Health Professional ◽

Health Professionals ◽

Professional Training ◽

Ethical Issues ◽

Training Programs ◽

Best Interests ◽

Physician Participation ◽

The Holocaust ◽

Health Professional Training ◽

Nazi Era

The participation of physicians in the atrocities of the Holocaust exposed vulnerabilities in medicine’s moral commitment to patients’ best interests that every health professional should recognize. Teaching about this history is challenging, as it is extremely complex and there are no common standards for what basic historical facts students in health professions training programs should learn. Nor is there guidance on how these historical facts can or should be related to contemporary ethical issues facing health professionals. To address these problems, we propose a set of core historical facts about health professional involvement in the Holocaust that every student in a health professional training program should learn. We then identify three ethical lessons from the Holocaust that are pertinent today as physicians struggle to maintain their moral compass and earn the trust of patients and the public: 1) The lesson of commitment to science; maintaining balance between reason and skepticism in the search for truth, (2) The lesson of clinical detachment; maintaining balance between necessary professional distance with a commitment to humanism and intimacy with patients, and 3) The lesson of competing loyalties; maintaining balance in upholding medicine’s multiple responsibilities, including to individual patients and the larger community. Embedding these facts and lessons into the education of health professionals is challenging yet critically important. Today’s physicians struggle with some of the same ethical tensions as did German physicians in the Nazi era, albeit in a much-attenuated fashion. Awareness of these tensions and taking active measures to maintain them in balance are necessary components of humanistic health care, which should be an integral part of health professional training programs.

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The Human Resources for Health Program in Rwanda – Reflections on Achievements and Challenges Comment on "Health Professional Training and Capacity Strengthening Through International Academic Partnerships: The First Five Years of the Human Resources for Health Program in Rwanda"

International Journal of Health Policy and Management ◽

10.15171/ijhpm.2018.114 ◽

2018 ◽

Vol 8 (2) ◽

pp. 128-131 ◽

Cited By ~ 1

Author(s):

Hélène Delisle

Keyword(s):

Human Resources ◽

Health Professional ◽

Health Professionals ◽

Professional Training ◽

Health Program ◽

Human Resources For Health ◽

Academic Institutions ◽

Emerging Issues ◽

Health Professional Training ◽

The Government

This commentary is a further discussion of a paper published in this journal on the health professional training initiative led by the Government of Rwanda since 2012 and presented as a case study. According to the authors, the partnership program with international academic institutions may serve as model for other countries to address the shortage of health professionals and to strengthen institutional capacity, based on the competencybased and innovative training programs, the numbers of graduates, the improved quality of health services and institution strengthening. However, the conditions may not be as optimal elsewhere. A supportive government policy, massive funding and an academic consortium comprised of 19 United States academic institutions have contributed to the success of the program. We also noted that the trained professionals were clinicians almost exclusively, at the expense of public health specialists and other health professionals who can better address emerging issues such as non-communicable diseases (NCDs) particularly for their prevention, which is now compelling. Among others, the training of more nutritionists as members of the health team is needed.

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Health inequalities within professional health education at the University of Malta

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.269 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

C Copperstone ◽

M Bonello

Keyword(s):

Public Health ◽

Health Professional ◽

Health Inequalities ◽

Health Professionals ◽

Professional Training ◽

Mesh Terms ◽

Wide Range ◽

Professional Health ◽

The University ◽

And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

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A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

International Journal of Integrated Care ◽

10.5334/ijic.3823 ◽

2017 ◽

Vol 17 (5) ◽

pp. 503

Author(s):

Christie Newton ◽

Deborah Kopansky-Giles ◽

Alison Eyre ◽

Steve Balkou

Keyword(s):

Family Medicine ◽

Health Professional ◽

Professional Training ◽

Training Programs ◽

Family Medicine Residency ◽

Health Professional Training

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Planning peer assisted learning (PAL) activities in clinical schools

BMC Medical Education ◽

10.1186/s12909-020-02289-w ◽

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.

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

BMC Medical Education ◽

10.1186/s12909-020-02265-4 ◽

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.

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