scholarly journals Awareness of COVID-19 influences on the wellness of Thai health professional students: An ambulatory assessment during the early “new normal” informing policy

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252681
Author(s):  
Krueakaew Tiaprapong ◽  
Achiraporn Sirikul ◽  
Chamawee Krajangmek ◽  
Namfon Duangthongkul ◽  
Nichaya Pandam ◽  
...  
Keyword(s):  
Health Professional ◽  
Situational Awareness ◽  
Positive Impact ◽  
Well Being ◽  
Health Risk Behaviors ◽  
Negative Influence ◽  
New Normal ◽  
Professional Students ◽  
Health Professional Students ◽  
The Impact

The COVID-19 global pandemic has had a socioeconomic effect, including many people suffering from stress and mental disorders. Health professional students are at risk of health issues as well when compared to their age-matched counterpart in the population. The present study aimed to find out the impact of COVID-19 awareness on the wellness of Thai health professional students. The awareness of COVID-19 and wellness among Thai health professional students, such as medical, physical therapy, nursing, pharmacy, and medical technology students were surveyed during the early “new normal” informing policy. The participants included 1,001 students, aged 17 to 25 years old, who responded to a Google form questionnaire set by request. The results showed that the prominent health risks among the Thai health professional students included sedentary behavior, obesity, and mental symptoms. A positive rating in attitude towards the COVID-19 epidemic was mostly observed. There was a negative influence on anxiety symptoms (standardized coefficient beta = -0.079, p-value = 0.012), but a positive impact on social well-being (standardized coefficient beta = 0.158, p-value < 0.001) and quality of life (standardized coefficient beta = 0.136, p-value < 0.001) among the students even when the situation was improving. To relieve the domino effect of the COVID-19 pandemic on students’ wellness, an updated policy for enhancing awareness and providing updated information is continuously required. Improvements on self and situational awareness may help prevent health risk behaviors and promote health among Thai health professional students.

Health Professional Student Awareness and Attitudes Toward Poverty

2020 ◽  
Vol 6 (4) ◽  
pp. 257-265
Author(s):  
Jessica R. Thompson ◽  
Brandi Boak ◽  
Thistle I. Elias
Keyword(s):  
Health Professional ◽  
The United States ◽  
Full Time ◽  
Student Preparation ◽  
Professional Students ◽  
Qualitative Feedback ◽  
Academic Settings ◽  
Health Professional Students ◽  
Professional Student ◽  
The Impact

Poverty simulations are used increasingly in academic settings to expose health professional students to experiences of those living in poverty; therefore, the impact, content, and context of these simulations should be examined. Bridging the Gaps-Pittsburgh uses a full-day poverty simulation (Experiential Poverty [EP] Exercise) to expose health professional students to structural realities and experiences of those living in poverty in the United States as part of an intensive, interdisciplinary, community-partnered summer internship program. Students engage in the EP Exercise in one of 8 weekly didactic and reflective sessions throughout the 8-week, full-time internship. To measure the impact of the EP Exercise on student learning, Bridging the Gaps-Pittsburgh developed a measure (Poverty Attitude, Awareness, and Understanding Survey [PAAUS]), including seven questions to explore student awareness of aspects of poverty and two questions regarding attitudes about poverty students carry into their future practice. Using five cohorts of PAAUS data over 5 years, we analyzed the changes in attitudes and understanding about poverty among health professional students pre- and postparticipation in this program. For one recent cohort, we conducted an additional posttest to assess the impact of the poverty simulation as distinct from other programmatic experiences. Finally, we share qualitative feedback from student evaluations following the EP Exercise. We provide evidence of the statistically significant impact of the EP Exercise on students’ awareness, attitudes, and understanding of poverty and indicate the importance of considering the context of poverty simulations to improve health professional student preparation to work with populations experiencing poverty.

scholarly journals Making an IMPACT: The Story of a Medical Student-Designed, Peer-Led Healthy Eating and Physical Activity Curriculum

2015 ◽  
Vol 2015 ◽  
pp. 1-5
Author(s):  
Avik Chatterjee ◽  
Thomas N. Rusher ◽  
Julia Nugent ◽  
Kenneth W. Herring ◽  
Lindsey M. Rose ◽  
...  
Keyword(s):  
Physical Activity ◽  
North Carolina ◽  
High School Students ◽  
Medical Student ◽  
Medical Students ◽  
Health Professional ◽  
Healthy Eating ◽  
Professional Students ◽  
Health Professional Students ◽  
The Impact

Despite the importance of healthful dietary choices in combating the childhood obesity epidemic, neither primary and secondary schools nor medical schools provide adequate nutrition education. In 2005, two medical students at the University of North Carolina started the Improving Meals and Physical Activity in Children and Teens (IMPACT) program, which utilized a peer-educator model to engage medical students and high school students in teaching 4th graders about healthy eating and physical activity. Over the years, medical student leaders of IMPACT continued the program, orienting the curriculum around the 5-2-1-0 Let’s Go campaign, aligning the IMPACT curriculum with North Carolina state curricular objectives for 4th graders and engaging and training teams of health professional students to deliver the program. The IMPACT project demonstrates how medical and other health professional students can successfully promote nutrition and physical activity education for themselves and for children through community-based initiatives. Ongoing efforts are aimed at increasing family participation in the curriculum to maximize changes in eating and physical activity of IMPACT participants and ensuring sustainability of the organization by engaging health professional student participants in continuing to improve the program.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

scholarly journals Teamwork education improves trauma team performance in undergraduate health professional students

2015 ◽  
Vol 12 ◽  
pp. 36 ◽  
Author(s):  
Valerie O’Toole Baker ◽  
Ronald Cuzzola ◽  
Carolyn Knox ◽  
Cynthia Liotta ◽  
Charles S. Cornfield ◽  
...  
Keyword(s):  
Health Professional ◽  
Team Performance ◽  
Trauma Team ◽  
Team Leadership ◽  
Team Dynamics ◽  
Coordinated Care ◽  
Trauma Resuscitation ◽  
Professional Students ◽  
Health Professional Students ◽  
The Impact

Purpose: Effective trauma resuscitation requires efficient and coordinated care from a team of providers; however, providers are rarely instructed on how to be effective members of trauma teams. Team-based learning using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been shown to improve team dynamics among practicing professionals, including physicians and nurses. The impact of TeamSTEPPS on students being trained in trauma management in an undergraduate health professional program is currently unknown. We sought to determine the impact of TeamSTEPPS on team dynamics among undergraduate students being trained in trauma resuscitation. Methods: We enrolled teams of undergraduate health professional students from four programs: nursing, physician assistant, radiologic science, and respiratory care. After completing an online training on trauma resuscitation principles, the participants completed a trauma resuscitation scenario. The participants then received teamwork training using TeamSTEPPS and completed a second trauma resuscitation scenario identical to the first. All resuscitations were recorded and scored offline by two blinded research assistants using both the Team Emergency Assessment Measure (TEAM) and Trauma Team Performance Observation Tool (TPOT) scoring systems. Pre-test and post-test TEAM and TPOT scores were compared. Results: We enrolled a total of 48 students in 12 teams. Team leadership, situational monitoring, and overall communication improved with TeamSTEPPS training (P= 0.04, P=0.02, and P=0.03, respectively), as assessed by the TPOT scoring system. TeamSTEPPS also improved the team’s ability to prioritize tasks and work together to complete tasks in a rapid manner (P<0.01 and P=0.02, respectively) as measured by TEAM. Conclusions: Incorporating TeamSTEPPS into trauma team education leads to improved TEAM and TPOT scores among undergraduate health professionals.

scholarly journals A self-medicating scale and questionnaire based drug use survey and the effect of educational intervention among healthcare professional students

2019 ◽  
Vol 8 (6) ◽  
pp. 1336
Author(s):  
Radhika M. S. ◽  
Mayur S. S. ◽  
Kavleen Kaur Bindra ◽  
Sushmita G. Hittalmani
Keyword(s):  
Nursing Students ◽  
Healthcare Professional ◽  
Drug Use ◽  
Health Professional ◽  
Educational Intervention ◽  
Dental Students ◽  
Self Medication ◽  
Professional Students ◽  
Health Professional Students ◽  
The Impact

Background: Due to an array of reasons like easy accessibility and awareness about the available drugs, self-medication has steeply increased the already existent drug misuse. As the health professional students are exposed to all the information of drugs, it would be worthwhile to survey if this knowledge is misused to self-medicate. The present study was aimed at determining the impact of educational intervention on the prevalent attitudes and pattern of self-medication among medical, dental and nursing students as they constitute a vulnerable group for such practices.Methods: A total of 360 health professional students participated in the study. A validated questionnaire and self-medication scale (SMS) were used for the survey, before and after the educational workshop.Results: Of the 360 students 70% were females. 93.89% reported practicing self-medication, which reduced to 78.63% after the educational workshops. Average number of self-medication encounters before the workshop was 4.03±0.30. Analgesics were most commonly used. The modified SMS scores were significantly reduced (p<0.0001) after interventional workshops indicating that the enhanced knowledge, increased the reluctance to self-medicate and make students think twice before self-medicating so as to reduce such harmful, casual drug use habits.  Educational workshops statistically (p<0.0001) enhanced the participants knowledge of ADRs, OTC drugs, expiry date, package inserts etc. 77.78% nursing students were habituated to at least one drug which was significantly higher (χ2=20.45, p<0.0001) than that of medical and dental students taken together.Conclusions: Educational intervention reduces the evil of self-medication and enhances safe drug use habits among healthcare professional students.

scholarly journals Effectiveness of an Interprofessional Education Event for Graduate Health Professional Students

2016 ◽  
Author(s):  
Lisa Knecht-Sabres ◽  
James Gunn ◽  
Christine Conroy ◽  
Sarah Getch ◽  
Susan Cahill ◽  
...  
Keyword(s):  
Health Professional ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Professional Students ◽  
Professional Programs ◽  
Roles And Responsibilities ◽  
The Common ◽  
Health Professional Students ◽  
The Impact ◽  
Common Barriers

Purpose: The purpose of this study was to investigate the impact of a single, optional, half-day, interprofessional education (IPE) event for a myriad of graduate-level health professional students (n=44) at a university in Illinois, USA. Methods: The researchers in this study examined students’ performance on two out of six of the domains on the Interprofessiomnal Collaborator Assessment Rubric (ICAR): Roles and Responsibilities and Communication Strategies. This study also investigated quantitative and qualitative findings related to student perceptions regarding this IPE opportunity. Results: Results indicated that students met or exceeded the minimum competency for the ranking of “developing” for all 6 of the behaviors evaluated. Results also revealed that this half-day extracurricuricular IPE event was viewed favorably by health-professional students and created a venue whereby students belonging to different health professional programs can enter into discussions and learn about each others’ respective roles and responsibilities in patient care. Conclusion: The creation and implementation of short term extracurricular IPE events may be a valuable alternative for healthcare programs that are unable to implement IPE activities due to some of the common barriers impacting the development, implementation, or continuation of IPE opportunities.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

2022 ◽  
Author(s):  
John T Paige ◽  
Laura S Bonanno ◽  
Deborah D Garbee ◽  
Qingzhao Yu ◽  
Vladimir J Kiselov ◽  
...  
Keyword(s):  
Health Professional ◽  
New Orleans ◽  
Interprofessional Education ◽  
Quality Care ◽  
Health Science ◽  
Professional Students ◽  
Student Teams ◽  
Health Professional Students ◽  
The Impact ◽  
Level 2

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

Sign in / Sign up

Export Citation Format

Share Document