scholarly journals Health professionalism and health profession education in the 21st century

MedEdPublish ◽  
2021 ◽  
Vol 11 ◽  
pp. 3
Author(s):  
Chanuttha Ploylearmsang
Keyword(s):  
21St Century ◽  
Clinical Education ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Emerging Infectious Diseases ◽  
Health Profession ◽  
Health Profession Education ◽  
Health Security ◽  
Competency Based ◽  
Epidemiological Transitions

The dramatic, rapid and uncertain changes from the 20th to the 21st century are called global megatrends. Such trends are the emerging and re-emerging infectious diseases, an aging society, environmental hazards, behavioural risks, and more complicated lifestyles of humans in the digital age with advanced information technology (IT) that impact much on epidemiological transitions, health security and healthcare.  Health professionals are the key persons for dealing with these challenging healthcare trends. The next generation of health professionals should be equipped with high professionalism especially for the components of humanism that artificial intelligence (AI) cannot replicate. Moreover, interprofessional collaborative teamwork among health professionals is a required skill for working in dynamic transitions such as the coronavirus disease 2019 (COVID-19) pandemic. Interprofessional education (IPE) is one of the essential strategies for enhancing teamwork skills in learners. Six previously reported trends in health profession education for the 21st century are summarized, including interprofessional education, longitudinal integrated clinical education, understanding partnerships and social determination of health in patients, life-long learning, competency-based skills changeable over time, and AI and IT integrated in education. The connection among megatrends, trends in healthcare, health professionalism and health professional’s education will be important issues in academia for both health educators and health professionals.

Health Profession Centrism

2020 ◽  
Author(s):  
Edward Pecukonis
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Professional Socialization ◽  
Treatment Success ◽  
Work Practice ◽  
Social Work Practice ◽  
Health Profession ◽  
Critical Education ◽  
Curriculum Content ◽  
Training Objective

The concept of health profession centrism and its effects on interprofessional education is important to Social Work practice. Profession centrism is concerned with a student’s professional socialization and their ability to work effectively with other health professionals and clients. This cultural frame determines the salience of curriculum content, core values, practice rituals and customs. It determines the meaning and etiology of symptoms and what constitutes health and treatment success. The interprofessional education (IPE) agenda is often seen as “soft curriculum” content and put to the side for the rigors of health sciences. Paradoxically, it is these issues of communication, ethics, role definition, and working as a team that creates problems among health professionals which compromise safety and efficiency in patient/client care. Learning to minimize profession centrism is a critical education and training objective for health social workers.

La evaluación del interprofesionalismo en la educación basada en simulación

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Collaborative Work ◽  
Educational Process ◽  
Educational Institutions ◽  
Controlled Environment ◽  
Study Group ◽  
The Us ◽  
Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

scholarly journals The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

Education of health professionals for the 21st century: a global independent Commission

The Lancet ◽  
2010 ◽  
Vol 375 (9721) ◽  
pp. 1137-1138 ◽  
Author(s):  
Zulfiqar A Bhutta ◽  
Lincoln Chen ◽  
Jordan Cohen ◽  
Nigel Crisp ◽  
Tim Evans ◽  
...  
Keyword(s):  
21St Century ◽  
Health Professionals ◽  
Independent Commission

Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Robin Fleming ◽  
Mayumi Willgerodt
Keyword(s):  
Case Management ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
School Setting ◽  
Healthcare Providers ◽  
School Nurse ◽  
Collaborative Practice ◽  
Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

Authoring, deploying, and managing dynamic Virtual Patients in Virtual Clinical Environments

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
LeRoy Heinrichs ◽  
Parvati Dev ◽  
Dick Davies
Keyword(s):  
21St Century ◽  
Clinical Education ◽  
Three Dimensional ◽  
Virtual Patients ◽  
Wide Range ◽  
Clinical Environments ◽  
Human Actors

AbstractFollowing their introduction at the beginning of the 21st century, interactive or dynamic Virtual Patients are beginning to be used more widely in clinical education. They can be seen as being at the end of a continuum of simulation technical complexity, having been earlier developed on a wide range of “media”: human actors, paper, video, physical mannequins, etc. This paper focuses on the current emergent more complex Virtual Patients in three-dimensional (3D) immersive clinical environments. In these environments,

Nursing Students’ Experiences With Death and Terminal Patients During Clinical Education

2020 ◽  
pp. 003022282095051
Author(s):  
Şenay Gül ◽  
Seyhan Demir Karabulut ◽  
Handan Eren ◽  
Mahinur Durmuş İskender ◽  
Zehra Göçmen Baykara ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Education ◽  
Health Professionals ◽  
Qualitative Data ◽  
Secondary Analysis ◽  
Focus Group Interviews ◽  
Factors Affecting ◽  
Dying Patients ◽  
Group Interviews ◽  
First Time

The aim of this study is to explore nursing students’ experiences with death and terminal patients during clinical education. A secondary analysis of qualitative data that were collected through 11 focus group interviews with nursing students was performed. Data obtained from the interviews were analyzed using thematic analysis. There were a total of 9 themes across 3 contexts. Data were grouped under the following themes: feelings experienced when encountering death for the first time, reactions to the first encounter with death, factors affecting the reactions to death, involvement in terminal patient care, being informed about the physical process that terminal patients are going through, students’ approach toward terminal patients and their relatives, health professionals’ approach toward terminal/dying patients/their relatives, changes in the ideas about death, and changes in the ideas about terminal/dying patients. The study shows a lack of guidance on the part of teachers who also avoid patients and families who are considered terminally ill.

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