scholarly journals From “Academic Projectitis” to Partnership: Community Perspectives for Authentic Community Engagement in Health Professional Education

2018 ◽  
Vol 4 (1) ◽  
pp. 79-96 ◽  
Author(s):  
Cathy Kline ◽  
Wafa Asadian ◽  
William Godolphin ◽  
Scott Graham ◽  
Cheryl Hewitt ◽  
...  
Keyword(s):  
Health Care ◽  
Service Learning ◽  
Health Professional ◽  
Community Engagement ◽  
Professional Education ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Common Interest ◽  
Health Professional Education ◽  
Community Based

Health professional education (HPE) has taken a problem-based approach to community service-learning with good intentions to sensitize future health care professionals to community needs and serve the underserved. However, a growing emphasis on social responsibility and accountability has educators rethinking community engagement. Many institutions now seek to improve community participation in educational programs. Likewise, many Canadians are enthusiastic about their health care system and patients, who are “experts by lived experience,” value opportunities to “give back” and improve health care by taking an active role in the education of health professionals. We describe a community-based participatory action research project to develop a mechanism for community engagement in HPE at the University of British Columbia (UBC). In-depth interviews and a community dialogue with leaders from 18 community-based organizations working with vulnerable populations revealed the shared common interest of the community and university in the education of health professionals. Patients and community organizations have a range of expertise that can help to prepare health practitioners to work in partnership with patients, communities, and other professionals. Recommendations are presented to enhance the inclusion of community expertise in HPE by changing the way the community and university engage with each other.

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 A Comparative Review of Canadian Health Professional Education Accreditation Systems

2006 ◽  
Vol 36 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Vernon R. Curran ◽  
Lisa Fleet ◽  
Diana Deacon
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professions ◽  
Educational Process ◽  
Health Professional Education ◽  
Care Providers ◽  
Comparative Review ◽  
Canadian Health

Canadian governments and various stakeholder groups are advocating greater interprofessional collaboration amongst health care providers as a fundamental strategy for enhancing coordination and quality of care in the health care system. Interprofessional education for collaborative patient-centred practice (IECPCP) is an educational process by which students/learners (or workers) from different health professions learn together to improve collaboration. The educational system is believed to be a main determinant of interprofessional collaborative practice, yet academic institutions are largely influenced by accreditation, certification and licensure bodies. Accreditation processes have been linked to the continuous improvement of curricula in the health professions, and have also been identified as potential avenues for encouraging educational change and innovation. The purpose of this paper is to summarize the characteristics of the national accreditation systems of select Canadian health professional education programs at both the pre- and post-licensure educational levels and to show how these systems support and/or foster IECPCP. A review of the educational accreditation systems of medicine, nursing, pharmacy, social work, occupational therapy and physiotherapy was undertaken through key informant interviews and an analysis of accreditation process documentation. The results of this comparative review suggest that accreditation systems are more prevalent across the health professions at a pre-licensure level. Accreditation at the post- licensure level, particularly at the continuing professional education level, appears to be less well established across the majority of health professions. Overall, the findings of the review also suggest that current accreditation systems do not appear to promote nor foster interprofessional education for collaborative patient-centred practice in a systematic manner through either accreditation processes or standards. Through a critical adult learning perspective we argue that in order for traditional uni-professional structures within the health professional education system to be challenged, the accreditation system needs to place greater value on interprofessional education for collaborative patient-centred practice.

scholarly journals Educational Resources and Curriculum on Lactation for Health Undergraduate Students: A Scoping Review

2020 ◽  
pp. 089033442098069
Author(s):  
Suzanne Hetzel Campbell ◽  
Nicole de Oliveira Bernardes ◽  
Thayanthini Tharmaratnam ◽  
Flaviana Vely Mendonça Vieira
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Health Care Professionals ◽  
Grey Literature ◽  
Educational Resources ◽  
Inclusion Criteria ◽  
Breastfeeding Support ◽  
Support Skills

Background Breastfeeding is a fundamental component of health care, and health professionals need to be adequately prepared. As part of the system, health care professionals have the ability to influence the establishment and maintenance of breastfeeding. The global literature regarding the curricular approach or established best practices for health professional education in lactation is inconclusive and lacking in rigor. Research aim To explore the literature for the educational resources, methods, and curriculum used in the education of undergraduate health students related to lactation. Methods A scoping review examining the curricular programs of health professional students in lactation was undertaken exploring and summarizing evidence from peer reviewed and grey literature. A scoping review with a five-stage review process was followed. The database search between 1982–2018 generated 625 results, 79 full-text articles were reviewed, and 29 articles published in English met the inclusion criteria. Results In general, educational resources, methods, curricular approaches, and foundational topics were based on best practice standards. Some authors incorporated a variety of learning methods and provided experiential learning, with evidence of translation of knowledge into clinical practice. In the studies examined, researchers reported that students had improved their: knowledge and attitudes (59%); breastfeeding support skills (45%); and confidence (10%). However, even in programs that focused on developing students’ breastfeeding support skills, authors reported a lack of change in students’ confidence. Conclusions Although only English articles met the inclusion criteria, this review was unique in its search of multidisciplinary, multilingual, and international studies. Consistency in teaching across disciplines is key and not evident in the studies reviewed.

State of the Art: Interdisciplinary Collaboration for Health Professional Education in Genetics

1999 ◽  
Vol 1 (2) ◽  
pp. 119-121 ◽  
Author(s):  
Rita Black Monsen
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Care Delivery ◽  
Interdisciplinary Collaboration ◽  
Interdisciplinary Cooperation ◽  
Health Professional Education ◽  
Care Providers ◽  
Health Related ◽  
National Coalition

Nursing has a long and productive history of interdisciplinary cooperation in providing education to nurses as well as other professionals. Interdisciplinary education is effective in socializing students and practicing clinicians for practice incorporating new discoveries, in areas such as genetics, for continuing relevance in health care delivery. The National Coalition for Health Professional Education in Genetics (NCHPEG), established in 1996 with the cooperation of the American Nurses Association, the American Medical Association, and the National Human Genome Research Institute at the National Institutes of Health, has provided leadership in bringing advances in genetics to the nation’s care providers in nearly all health-related disciplines. Nursing plays a key role in this model initiative aimed at new genetic discoveries to improve the health care of all Americans.

scholarly journals Survey of Distance Learning Provision in Continuing Health Professional Education in Canada

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Vernon Curran ◽  
Fran Curran ◽  
Lisa Fleet
Keyword(s):  
Health Care ◽  
Distance Learning ◽  
Health Professional ◽  
Professional Education ◽  
Learning Technologies ◽  
The State ◽  
Health Professional Education ◽  
Care Providers ◽  
Rural And Remote ◽  
Distance Learning Technologies

In Canada, the trend is towards greater use of distance learning technologies in the provision of continuing professional education in the health professions. Lack of access to professional development is a common deterrent to practice in rural and remote areas. Distance learning technologies have an important role to play in addressing the professional isolation challenges experienced by rural and remote health care providers. This article examines the state of distance learning provision among Canadian providers of continuing health professional education. The survey population included academic institutions, national/provincial health professional associations and non-profit health advocacy organizations, the pharmaceutical industry, and hospital/health care authority organizations. The results provide a greater understanding of the state of distance learning provision among providers of continuing health professional education in Canada and suggest a number of means to foster distance learning opportunities for rural health care provider.

Simulation in Health Professional Education

2010 ◽  
pp. 51-67 ◽  
Author(s):  
David Kaufman
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Professional ◽  
Health Care System ◽  
Professional Education ◽  
Health Professional Education ◽  
Software Environment ◽  
Aids Patients ◽  
Health Related ◽  
Definition Of

This chapter begins with a definition of “simulation” and outlines simulation attributes. It then discusses the purpose of simulations, distinguishing and illustrating their various categories and forms in medical and health professional education, and describes their benefits, limitations, and ways to use them effectively. The elements of effective simulations for learning, and why these are important, are then explained. To illustrate these concepts, the chapter concludes by describing health-related simulations developed in the SAGE for Learning project, including COMPS, a collaborative online multimedia problem-based simulation; COMPSoft, a software environment for creating cases and allowing learners to work through them online; HealthSimNet, a simulation for HIV/AIDS patients and professionals to experience navigating the health care system; and MIRAGE, a psychiatry prototype for medical students.

scholarly journals Editorial: Advances in health education applying e-learning, simulations and distance technologies

2011 ◽  
pp. 1-4
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Information Technologies ◽  
Clinical Decision Support Systems ◽  
Health Professional Education ◽  
Surveillance Systems ◽  
Learning Approaches ◽  
Allied Health Professionals ◽  
E Learning

This special issue of the KM&EL international journal is dedicated to coverage of novel advances in health professional education applying e-Learning, simulations and distance education technologies. Modern healthcare is beginning to be transformed through the emergence of new information technologies and rapid advances in health informatics. Advances such as electronic health record systems (EHRs), clinical decision support systems and other advanced information systems such as public health surveillance systems are rapidly being deployed worldwide. The education of health professionals such as medical, nursing and allied health professionals will require an improved understanding of these technologies and how they will transform their healthcare practice. However, currently there is a lack of integration of knowledge and skills related to such technology in health professional education. In this issue of the journal we present articles that describe a set of novel approaches to integrating essential health information technology into the education of health professionals, as well as the use of advanced information technologies and e-Learning approaches for improving health professional education. The approaches range from use of simulations to development of novel Web-based platforms for allowing students to interact with the technologies and healthcare practices that are rapidly changing healthcare.

Needs and Interest Analysis of Health Professional Clinical Skills Needed Address Patient Vaping/E-Cigarette Use Using Survey and Focus Groups (Preprint)

2021 ◽  
Author(s):  
Mary Metcalf ◽  
Karen Rossie ◽  
Katie Sokes ◽  
Bradley Tanner
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Health Professional ◽  
Health Effects ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Clinical Skills ◽  
Skills Training ◽  
Cigarette Use ◽  
Wide Range

BACKGROUND The growth of e-cigarette devices, after their initial promotion as safer alternatives to traditional cigarettes, brought about a disturbing trend of youth vaping. Vaping by youth increased recent years and peaking in 2019 with 27.5% of high school students vaping [1–3]. Daily vaping declined for youths the next year by 7 to 9%, but over 3.6 million youths still reported current vaping in a national survey(Miech et. Al, 2020). For adults, vaping devices were often used as treatment alternatives for smoking cessation instead of FDA-approved options[4]. Health professional training and skills development is needed to prevent and address patient vaping and e-cigarette use. OBJECTIVE Develop an understanding of training needs that would help a wide range of health professionals prevent and address vaping and e-cigarette use by their patients. The ultimate goal was to develop online training for health providers focused on vaping/e-cigarette cessation, in a continuing education/continuing medical education format. METHODS We conducted an extensive literature review focused on aspects of vaping/e-cigarette relevant to clinical care. Using the review and our experience as educators on substance abuse, we created an online survey about clinical skills needed in the area of vaping and e-cigarettes, which was completed by two groups of health professionals: 1)self-identified experts on vaping and 2)practicing health professionals who did not self-identify as having expertise. Additionally, we conducted a focus group of clinical staff at an in-patient psychiatric hospital. Finally, we solicited feedback from addiction cessation educators. RESULTS Health professional participants showed a strong interest in the training topics. The top 3 topics of interest were: • Recommended treatments for patients who vape or use e-cigarettes. • How to evaluate and treat health effects in patients who vape or use e-cigarettes. • How to provide brief interventions for patients who vape THC. Interestingly, area of expertise or medical specialty influenced opinion of topic importance. For example, self-identified experts more strongly supported the need for prevention strategies in comparison to other health care professionals. In contrast, health care professionals were far more interested in the “health effects of second-hand vaping” than were the experts. In addition, focus group of in-patient medical staff were more interested in the outcomes of EVALI and the pharmacology of THC than were the other groups. CONCLUSIONS The needs analysis results support interest in clinical skills training related to vaping cessation by health professionals, and provide specific guidance on which topics are most needed. Health professional education on vaping is needed, wanted, and area of practice impacts topic interest significantly.

scholarly journals Health Profession Education in Remote or Geographically Isolated Settings: A Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052094359
Author(s):  
Carole Reeve ◽  
Karen Johnston ◽  
Louise Young
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Social Accountability ◽  
Bibliographic Databases ◽  
Health Professional Education ◽  
Educational Strategies ◽  
Remote Health

Remote health has been differentiated from rural health in Australia and defined as isolated, with poor service access and a relatively high proportion of Indigenous residents, necessitating different models of care. Educational strategies for remote health practice are often needs driven and the characteristics of remote health may be used to categorise remote health professional education. This scoping review aims to identify the purpose of health professional education for remote settings, the type of educational strategies implemented and the reported outcomes. A broad search of published literature available in online bibliographic databases was conducted. A total of 33 articles met the review inclusion criteria. A further 7 articles were identified for inclusion in the review through citation searches and the authors’ networks giving a total of 40 articles. Six primary themes were established based on the educational purpose: (1) cultural competency; (2) social accountability; (3) rural and remote skill development for the general workforce; (4) remote specialisation; (5) specialist skills required for a remote workforce; and (6) remote teaching. These themes also reflect the philosophical change over time recognising remote health as a separate discipline and its value as a distinctive and efficacious learning environment. The concept of education for remote practice is proposed to describe this unique leaning environment which encompasses critical pedagogy to develop a sense of agency and social accountability, embedding the delivery of primary health care through service learning and developing relationships in a context which is transformative.

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