A conceptual framework of student professionalization for health professional education and research

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Marilou Bélisle ◽  
Patrick Lavoie ◽  
Jacinthe Pepin ◽  
Nicolas Fernandez ◽  
Louise Boyer ◽  
...  
Keyword(s):  
Health Professional ◽  
Conceptual Framework ◽  
Learning Strategies ◽  
Professional Education ◽  
Group Learning ◽  
Learning Experiences ◽  
Health Professional Education ◽  
Competency Based Education ◽  
Core Components ◽  
Competency Based

Abstract Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.

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 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.

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