Advancing a social justice agenda in health professions education

Health Professions Education (HPE) curricula have a dual purpose: to deliver professionals who are clinically competent and critically conscious of the contexts and health systems they serve. This qualitative study advances a social justice agenda by exploring the range of understandings that HPE teachers have of this dual purpose of their curricula. Thirty-four respondents participated in eleven focus groups and eleven interviews. Data were analysed thematically. While participants understood this dual purpose of their curricula, some felt that clinical competence should be emphasised above critical consciousness. Implementing curricula that develop critically conscious graduates raises questions about what counts as knowledge, and about how far our responsibility extends in preparing students to become change agents. This has implications for the role and identity of the HPE teacher and points to a re-envisioning of the process of curriculum development and the role that HPE centres play in the process of curriculum development.

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Exploring the Features of Mobile Application of Anatomy in Basic Medical Sciences: a qualitative study

10.21203/rs.3.rs-20085/v1 ◽

2020 ◽

Author(s):

Mahmoud Mansouri ◽

Shoaleh Bigdeli ◽

Afsaneh Dehnad ◽

Zohreh Sohrabi ◽

Somayeh Alizadeh ◽

...

Keyword(s):

Medical Students ◽

Qualitative Study ◽

Mobile Applications ◽

Mobile Application ◽

Health Professions ◽

Health Professions Education ◽

Medical Sciences ◽

Structured Interviews ◽

User Friendliness ◽

Basic Medical

Abstract Background The importance of mobile phones has become one of the new research topics in health professions education due to the ease of access and flexibility. Although novel approaches to health professions education recommend the use of educational technologies such as mobile applications, a limited number of studies have been conducted with regard to teaching anatomy through mobile applications. Considering the increasing needs of medical students for mobile technology to meet their educational needs, wants and desires, we decided to explore the features of an anatomy mobile application. Methods This qualitative study was conducted in two stages of holding focus groups and an expert panel session. Students of basic Medical sciences, and faculty members of anatomy at Iran University of Medical Sciences formed the research participants. Semi-structured interviews and note-taking were used to collect the data. Brown and Clark methods were used for thematic analysis and feature extraction. Finally, four criteria presented by Lincoln and Guba for qualitative studies were used to ensure the credibility, confirmability, trustworthiness and transferability of the data. Results Based on the data analysis, 37 codes that could be used to design anatomy mobile content for medical students were extracted. These features were categorized into the main themes of “visual richness”, “scientific comprehensiveness”, “audio richness”, “affordability”, “user-friendliness”, “self-assessment”, “interactive content” and “user support”. Conclusion This study explored the features of an anatomy application that can be used by educational app developers. Anatomy departments of universities of medical sciences, policymakers, and planners in the field of medical education can also adopt the findings of the present study.

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Key stakeholders’ views, experiences and expectations of patient and public involvement in healthcare professions’ education: a qualitative study

10.21203/rs.3.rs-1044512/v1 ◽

2021 ◽

Author(s):

Megan Cullen ◽

Cathal Cadogan ◽

Susmi George ◽

Siobhan Murphy ◽

Siobhan Freeney ◽

...

Keyword(s):

Focus Groups ◽

Public Involvement ◽

Health Professions ◽

Patient And Public Involvement ◽

Health Professions Education ◽

Multiple Perspectives ◽

Group Setting ◽

The Public ◽

Training Requirements ◽

Key Stakeholders

Abstract Background Patients and the public have an integral role in educating healthcare professionals. Authentic partnerships between higher education institutions and patients and the public are essential. This study examined key stakeholders’ views, experiences and expectations of patient and public involvement (PPI) including the nature of the involvement and requirements for partnership. Methods Purposive and snowball sampling was used to recruit key stakeholders, including patients and members of the public involved in health professions education, and academics interested in PPI. Focus groups were held with patient and public participants, providing the opportunity to gain multiple perspectives in an interactive group setting. Academics with an interest in PPI were interviewed using a semi-structured approach. Topic guides were derived from the literature and piloted prior to data collection. Focus groups and interviews were conducted until data saturation was achieved. All data was audio-recorded, transcribed, anonymised and thematically analysed. Results Four focus groups were conducted involving 23 patient and public participants (median number of participants per focus group of 6). Nine interviews were conducted with academics (face-to-face [n=8] or by telephone [n=1]). Five themes were developed: previous experiences of PPI, training requirements, challenges/barriers to PPI, facilitators of PPI and future ideas for PPI. All participants held positive views of the value of PPI. Participants had mixed views in terms of training, which depended on the level of involvement, but similar views on the challenges and facilitators for PPI in education. There was agreement that PPI requires institutional vision and investment to build strong relationships and a culture of PPI best practice. Conclusion There is a need for more strategic and formal involvement of patients and the public to ensure that that PPI becomes sustainably embedded in health professions education.

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Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

Canadian Medical Education Journal ◽

10.36834/cmej.61649 ◽

2020 ◽

Author(s):

Lindsay Beavers ◽

Voula Christofilos ◽

Christinne Duclos ◽

Kelly McMillen ◽

Jasmine Sheehan ◽

...

Keyword(s):

Focus Groups ◽

Learning Experiences ◽

Health Professions ◽

Health Professions Education ◽

Clinical Placement ◽

Clinical Learning ◽

Applied Learning ◽

Clinical Placements ◽

Support Unit ◽

Preceptor Training

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

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Educational experiences in a master of health professions education program at the National Autonomous University of Mexico: A qualitative study

Education for Health ◽

10.4103/efh.efh_349_16 ◽

2019 ◽

Vol 32 (1) ◽

pp. 18

Author(s):

Melchor Sánchez-Mendiola ◽

Tania Vives-Varela ◽

Margarita Varela-Ruiz ◽

Adrián Martínez-González

Keyword(s):

Qualitative Study ◽

Education Program ◽

Educational Experiences ◽

Health Professions ◽

Health Professions Education

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Book Review: Curriculum Development in Health Professions Education

Education in Medicine Journal ◽

10.5959/eimj.v7i1.333 ◽

2015 ◽

Vol 7 (1) ◽

Author(s):

Hani Salem Mohamed Atwa

Keyword(s):

Curriculum Development ◽

Health Professions ◽

Health Professions Education

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Conclusion: Real World Learning—Researching and Co-constructing Working Definitions for Curriculum Development and Pedagogy

Applied Pedagogies for Higher Education ◽

10.1007/978-3-030-46951-1_17 ◽

2020 ◽

pp. 395-412

Author(s):

Dawn A. Morley

Keyword(s):

Higher Education ◽

Open Access ◽

Qualitative Study ◽

Curriculum Development ◽

Focus Groups ◽

Concept Mapping ◽

Thematic Analysis ◽

Real World ◽

Curriculum Planning ◽

Real World Learning

Abstract Morley presents a research paper on a qualitative study of 15 groups of authors who were submitting chapters to an edited open-access collection, “Applied pedagogy for higher education. Real world learning and innovation across the curriculum”. Through the method of concept mapping, authors discuss their views and experience of “real world learning”. The concept of real world learning is an emerging area in higher education where students are focusing not only on their present learning but on how they can develop attributes and identities that equip them to progress following graduation. A thematic analysis of the author focus groups identifies three themes of fidelity, individuality and mutuality. A discussion of the themes applies the authors’ experience of real world curriculum planning and pedagogy in higher education.

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Dismantling the master’s house: new ways of knowing for equity and social justice in health professions education

Advances in Health Sciences Education ◽

10.1007/s10459-020-10006-x ◽

2020 ◽

Vol 25 (5) ◽

pp. 1107-1126 ◽

Cited By ~ 1

Author(s):

Morag Paton ◽

Thirusha Naidu ◽

Tasha R. Wyatt ◽

Oluwasemipe Oni ◽

Gianni R. Lorello ◽

...

Keyword(s):

Social Justice ◽

Ways Of Knowing ◽

Health Professions ◽

Health Professions Education

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Occupational therapists as social change agents: Exploring factors that influence their actions

Canadian Journal of Occupational Therapy ◽

10.1177/00084174211022891 ◽

2021 ◽

pp. 000841742110228

Author(s):

Jessica Picotin ◽

Michaël Beaudoin ◽

Sandrine Hélie ◽

Ann-Élisabeth Martin ◽

Annie Carrier

Keyword(s):

Social Change ◽

Environmental Factors ◽

Qualitative Study ◽

Focus Groups ◽

Change Agent ◽

Change Agents ◽

Occupational Therapists ◽

Personal Factors ◽

Structured Interviews ◽

Ability To Act

Background. When acting effectively in their social change agent (SCA) role, occupational therapists can impact population health and occupational justice. However, empirical evidence of the influence of personal and environmental factors on their ability to act as SCAs is scarce. Purpose. To explore personal and environmental factors that influence the ability of occupational therapists to act as effective SCAs. Method. We conducted a descriptive interpretive qualitative study with 18 Québec occupational therapists recognized as successful SCAs. We collected data through semi-structured interviews with three focus groups and analyzed them thematically using a lexicon. Findings. We identified nine cross-cutting personal factors, including discovery, effective communication, and planning, that enable occupational therapists to act as successful SCAs. Six thematic groups of environmental factors facilitated or hindered their actions. Implications. To act effectively as SCAs, occupational therapists need to consider personal and environmental factors involved in their change project.

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