scholarly journals Impact of the COVID-19 pandemic on teaching and learning in health professional education: a mixed methods study protocol

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Arunaz Kumar ◽  
Mahbub Sarkar ◽  
Elizabeth Davis ◽  
Julia Morphet ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Online Education ◽  
Health Professional ◽  
Student Performance ◽  
Professional Education ◽  
Teaching And Learning ◽  
Biomedical Science ◽  
Health Professional Education ◽  
The Impact

Abstract Background Due to the complex nature of healthcare professionals’ roles and responsibilities, the education of this workforce is multifaceted and challenging. It relies on various sources of learning from teachers, peers, patients and may focus on Work Integrated Learning (WIL). The COVID-19 pandemic has impacted many of these learning opportunities especially those in large groups or involving in person interaction with peers and patients. Much of the curriculum has been adapted to an online format, the long-term consequence of which is yet to be recognized. The changed format is likely to impact learning pedagogy effecting both students and teachers. This requires a systematic approach to evaluation of online teaching and learning adaptation, in comparison to the previous format, where, in person education may have been the focus. Methods The proposed study is a broad based evaluation of health professional education in a major Australian University. The protocol describes a mixed methods convergent design to evaluate the impact of online education on students and teachers in health professional courses including Medicine, Nursing, Allied Health and Biomedical Science. A framework, developed at the university, using Contribution Analysis (CA), will guide the evaluation. Quantitative data relating to student performance, student evaluation of units, quantity of teaching activities and resource utilization will be collected and subjected to relevant statistical analysis. Data will be collected through surveys (500 students and 100 teachers), focus groups (10 groups of students) and interviews of students and teachers (50 students beyond graduation and 25 teachers, for long term follow up to 12 months). Application of CA will be used to answer the key research questions on the short term and long-term impact of online education on teaching and learning approaches. Discussion The protocol describes the study, which will be widely implemented over the various courses in Health Professional Education and Biomedical Science. It will evaluate how students and teachers engage with the online delivery of the curriculum, student performance, and resources used to implement these changes. It also aims to evaluate longitudinal outcome of student learning attributes and impact on graduate outcomes, which is poorly reported in educational literature.

scholarly journals Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e043970
Author(s):  
Brittany Buffone ◽  
Ilena Djuana ◽  
Katherine Yang ◽  
Kyle J Wilby ◽  
Maguy S El Hajj ◽  
...  
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Teaching And Learning ◽  
Western Europe ◽  
English Language ◽  
Data Extraction ◽  
Document Analysis ◽  
Original Research ◽  
Health Professional Education ◽  
Eligibility Criteria

ObjectivesThe global distribution of health professionals and associated training programmes is wide but prior study has demonstrated reported scholarship of teaching and learning arises from predominantly Western perspectives.DesignWe conducted a document analysis to examine authorship of recent publications to explore current international representation.Data sourcesThe table of contents of seven high-impact English-language health professional education journals between 2008 and 2018 was extracted from Embase.Eligibility criteriaThe journals were selected according to highest aggregate ranking across specific scientific impact indices and stating health professional education in scope; only original research and review articles from these publications were included for analysis.Data extraction and synthesisThe table of contents was extracted and eligible publications screened by independent reviewers who further characterised the geographic affiliations of the publishing research teams and study settings (if applicable).ResultsA total 12 018 titles were screened and 7793 (64.8%) articles included. Most were collaborations (7048, 90.4%) conducted by authors from single geographic regions (5851, 86%). Single-region teams were most often formed from countries in North America (56%), Northern Europe (14%) or Western Europe (10%). Overall lead authorship from Asian, African or South American regions was less than 15%, 5% and 1%, respectively. Geographic representation varied somewhat by journal, but not across time.ConclusionsDiversity in health professional education scholarship, as marked by nation of authors’ professional affiliations, remains low. Under-representation of published research outside Global North regions limits dissemination of novel ideas resulting in unidirectional flow of experiences and a concentrated worldview of teaching and learning.

scholarly journals Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Rebecca E Gewurtz ◽  
Liliana Coman ◽  
Shaminder Dhillon ◽  
Bonny Jung ◽  
Patty Solomon
Keyword(s):  
Adult Learners ◽  
Health Professional ◽  
Prior Knowledge ◽  
Curriculum Design ◽  
Professional Education ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Health Professional Education ◽  
Active Engagement ◽  
Education Programs

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

scholarly journals Translation and validation of the Dutch version of the health professional education in patient safety survey amongst nursing students in Belgium: A psychometric analysis

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247869
Author(s):  
Jochen Bergs ◽  
Katrien Peeters ◽  
Isabel Kortleven ◽  
Sarah Creemers ◽  
Dorien Ulenaers ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Health Professional ◽  
Psychometric Properties ◽  
Professional Education ◽  
Discriminant Validity ◽  
Health Professional Education ◽  
Clinical Learning ◽  
Dutch Version ◽  
The Impact

Objectives Evaluate the psychometric properties of the Dutch version of the Health Professional Education in Patient Safety Survey (H-PEPSSDutch), an instrument used to assess self-efficacy regarding patient safety competence. Methods The H-PEPSSDutch was administered to 610 students in two Belgian nursing schools. We used confirmatory factor analysis, for both classroom and clinical learning, to examine the psychometric properties. Results The analysis of construct validity showed a good fit to the hypothesised models. Cronbach’s alpha values ranged from 0.70 to 0.87 for classroom learning and from 0.56 to 0.86 for clinical learning, indicating good reliability. Differentiating between the H-PEPSS constructs in the clinical setting showed to be complicated; hence, discriminant validity was not supported for all dimensions. Conclusions Overall, this provides us with a reliable instrument to measure self-reported patient safety competence among nursing students. Further research is needed to validate the H-PEPSS as a longitudinal monitoring tool and as a pre-and-post measurement on the impact of interventions related to patient safety in the nursing curricula.

scholarly journals Commentary: Considering Educational Perspectives and their Relevance to Allied Health Professional Education: Using Physical Therapy as an Example

2015 ◽  
Author(s):  
Jennifer Audette ◽  
Susan Roush
Keyword(s):  
Health Professional ◽  
Program Development ◽  
Professional Education ◽  
Teaching And Learning ◽  
Allied Health ◽  
Physical Therapist ◽  
Health Professional Education ◽  
Learning Program ◽  
Theoretical Perspectives ◽  
Allied Health Professional

Purpose: The purpose of this article is to introduce readers to three educational perspectives: progressive, critical, and professional, and explain their relevance to allied health professional education. Faculty in allied health professional education are often solely educated as clinicians and not as teachers, entering academia with limited background in educational theory. Professional organizations and accrediting bodies, however, are highlighting the need for evidence and theory-based pedagogy and practice in educational settings. Method: An overview of three educational perspectives is provided, as is a discussion of their relevance to allied health professional education, using physical therapist education as an example. Conclusion: The three perspectives presented provide diverse, yet complimentary, ways of thinking about enhancing teaching and learning, program development, faculty development, and the overall student experience. Consideration of key educational theoretical perspectives can inform program development and enhance teaching and learning. These theoretical perspectives are presented to inform rather than advocate for any one theoretical frame.

scholarly journals People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group?

2009 ◽  
Vol 33 (3) ◽  
pp. 478
Author(s):  
Jane M Tracy
Keyword(s):  
Health Care ◽  
Intellectual Disability ◽  
Health Professional ◽  
Developmental Disability ◽  
Professional Education ◽  
Health Professionals ◽  
Teaching And Learning ◽  
People With Disabilities ◽  
Health Professional Education ◽  
People With Intellectual Disabilities

TO THE EDITOR: Goddard et al, authors of ?People with an intellectual disability in the discourse of chronic and complex conditions: an invisible group??1 are to be congratulated for raising discussion about one of the most vulnerable groups in Australia with respect to their receipt of optimal health care. The authors conclude that ?developing interventions and strategies to increase the knowledge of health care workers . . . caring for people with intellectual disabilities will likely improve the health care needs of this population and their families?. In relation to this identified need for health professional education and training in the care of people with intellectual disabilities, we would like to draw the attention of your readers to some work undertaken by the Centre for Developmental Disability Health Victoria (CDDHV) to address this issue. The CDDHV works to improve the health and health care of people with developmental disabilities through a range of educational, research and clinical activities. In recent years there has been an increasing awareness of the need for health professional education in this area. Moreover, as people with disabilities often have chronic and complex health and social issues, focusing on their health care provides a platform for interprofessional education and a springboard for understanding the essential importance and value of interprofessional practice. Recently, the CDDHV has taken a lead role in developing a teaching and learning resource that focuses both on the health care of people with disabilities and on the importance and value of interprofessional practice. This resource promotes and facilitates interprofessional learning, and develops understanding of the health and health care issues experienced by people with disabilities and those who support them. ?Health and disability: partnerships in action? is a new video-based teaching and learning package, produced through an interprofessional collaboration between health professionals from medicine, nursing, occupational therapy, physiotherapy, paramedic practice, health science, social work, speech pathology, dietetics and dentistry. Those living with a disability are the experts on their own experience and so their direct involvement in and contribution to the education of health care professionals is essential. The collaboration between those featured in the video stories and health professionals has led to the development of a powerful resource that facilitates students and practitioners developing insights into the health and health care issues encountered by people with developmental disabilities. We also believe that through improving their understanding of, and health provision to, people with disabilities and those who support them, health professionals will acquire valuable attitudes, knowledge and skills applicable to many other patients in their practice population. Jane M Tracy Education Director Centre for Developmental Disability Health Victoria Melbourne, VIC

scholarly journals Protocol for a realist review of the influence of cultural factors on understanding the role of feedback in developing clinical competencies of health professional students in Asia

2021 ◽  
Author(s):  
Paul Fullerton ◽  
Wendy McKenzie ◽  
Mahbub Sarkar ◽  
Shamsul Haque
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Complex Interventions ◽  
Cultural Factors ◽  
Program Theory ◽  
Health Professional Education ◽  
List Type ◽  
Realist Approach ◽  
Competency Based ◽  
The Impact

AbstractBackgroundClinical education has moved to a “competency-based” model with an emphasis on workplace-based learning and assessment which, in turn, depends on feedback to be effective. Further, the understanding of feedback has changed from information about a performance directed to the learner performing the task, to a dialogue, which enables the learner to act and develop.In health professional education, feedback is a complex interaction between trainee, supervisor and the healthcare system. Most published research on feedback in health professional education originates in Europe and North America. Our interest is on the impact of culture on this process, particularly in the context of Asian cultures.A realist approach looks at complex interventions in social situations, and so would seem appropriate lens to use to examine the influence of cultural factors on utilising feedback.MethodsAn initial search has been performed to define the scope of the review question and develop our candidate / “best guess” program theory. The formal electronic search was carried out in February 2020 and included: CINAHL, ERIC, MEDLINE, and PsycInfo, and repeated in October 2020. Retrieved articles were imported into Covidence for screening and data extraction, after which components of the Context – Mechanisms – Outcomes configurations will be sought to refine the initial program theory.DiscussionFeedback has been recognised as critically important in competency-based health professional education, yet feedback is a complex, socially based “intervention”. Most of the published literature on feedback originates from “Western” cultures. This protocol aims to provide further information that may lead to improving the usefulness of feedback in the South East Asian region.Systematic Review RegistrationRegistration was sought with PROSPERO and advice given was that this review was not eligible for registration as it did not have a “direct and clinically-relevant health-related outcome”.ARTICLE SUMMARYStrengths and limitations of this studyA Realist approach potentially best explains the complexities of Culture’s impact on feedback.To our knowledge, there are few studies of feedback seeking and provision to health professional trainees in Asia.In addition to formal literature database searches, we will need to conduct citation mining to locate other relevant resources.The typical assessment of “Risk of bias” does not apply to the Realist approach.

scholarly journals The impact of socially-accountable health professional education: A systematic review of the literature

2016 ◽  
Vol 39 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Carole Reeve ◽  
Torres Woolley ◽  
Simone J. Ross ◽  
Leila Mohammadi ◽  
Servando “Ben” Halili ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Professional ◽  
Professional Education ◽  
Health Professional Education ◽  
Review Of The Literature ◽  
The Impact

scholarly journals Progress and challenges of implantable neural interfaces based on nature-derived materials

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Eugenio Redolfi Riva ◽  
Silvestro Micera
Keyword(s):  
Interface Design ◽  
Specific Area ◽  
Building Blocks ◽  
Matrix Proteins ◽  
Neural Interface ◽  
Neural Interfaces ◽  
Biomedical Science ◽  
Chronic Inflammatory Response ◽  
The Impact

AbstractNeural interfaces are bioelectronic devices capable of stimulating a population of neurons or nerve fascicles and recording electrical signals in a specific area. Despite their success in restoring sensory-motor functions in people with disabilities, their long-term exploitation is still limited by poor biocompatibility, mechanical mismatch between the device and neural tissue and the risk of a chronic inflammatory response upon implantation.In this context, the use of nature-derived materials can help address these issues. Examples of these materials, such as extracellular matrix proteins, peptides, lipids and polysaccharides, have been employed for decades in biomedical science. Their excellent biocompatibility, biodegradability in the absence of toxic compound release, physiochemical properties that are similar to those of human tissues and reduced immunogenicity make them outstanding candidates to improve neural interface biocompatibility and long-term implantation safety. The objective of this review is to highlight progress and challenges concerning the impact of nature-derived materials on neural interface design. The use of these materials as biocompatible coatings and as building blocks of insulation materials for use in implantable neural interfaces is discussed. Moreover, future perspectives are presented to show the increasingly important uses of these materials for neural interface fabrication and their possible use for other applications in the framework of neural engineering.

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