Exploring the Perception of the Educational Environment among Health Sciences
            Students at The University of Rwanda: A Mixed Methods Study

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

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Ethical values in college education: a mixed-methods pilot study to assess health sciences students’ perceptions

BMC Medical Education ◽

10.1186/s12909-018-1396-7 ◽

2018 ◽

Vol 18 (1) ◽

Author(s):

Asunción Hernando ◽

Ignacio Diez-Vega ◽

Marta Lopez del Hierro ◽

Nieves Martínez-Alsina ◽

Raquel Diaz-Meco ◽

...

Keyword(s):

Mixed Methods ◽

Pilot Study ◽

College Education ◽

Health Sciences ◽

Ethical Values ◽

Health Sciences Students

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The EHU12/24 cohort: survey design, instruments and participants

British Journal Of Nutrition ◽

10.1017/s0007114519002800 ◽

2019 ◽

Vol 123 (3) ◽

pp. 347-360

Author(s):

N. Telleria-Aramburu ◽

A. M. Rocandio ◽

E. Rebato ◽

M. Arroyo-Izaga

Keyword(s):

Survey Design ◽

Basque Country ◽

Health Sciences ◽

Anthropometric Measurements ◽

Behavioural Determinants ◽

Related Quality ◽

Health Sciences Students ◽

Knowledge Area ◽

Psychosocial Influences ◽

The University

AbstractThe EHU12/24 (code of a survey from the University of the Basque Country/Euskal Herriko Unibertsitatea, UPV/EHU) study was designed to investigate the risk factors of overweight/obesity-related lifestyles, particularly those associated with diet, their psychosocial influences and the interactions among these factors. This observational cohort study was carried out according to a standardised protocol and involved a representative sample of the UPV/EHU student population. Anthropometric measurements, direct behavioural determinants, such as physical activity and diet, and indirect determinants, such as social/psychological factors, are considered. In this paper, we present the survey design, instruments, measurements and related quality management. We describe the study sample in terms of its socio-economic and demographic factors and knowledge area and summarise the methodology used to collect the data and obtain the anthropometric measurements. The participants were 603 students (59·5 % female) aged 18–28 years. The crude participation proportion was 53·5 %. Regarding the knowledge area, the lowest response proportions were obtained from the Health Sciences (38·6 %) compared with the Non-Health Sciences (48·3 %) (P = 0·003). The mean age was 20·9 years, and 83·1 % of the sample were from Basque Country. Regarding the socio-economic characteristics, there were significant differences by sex and knowledge area in most studied variables. Moreover, the Health Sciences students were more likely younger, from outside Basque Country, to have parents with university degrees and to have a higher social status. In conclusion, the EHU12/24 cohort provides valuable data for analysing the complexity and multidimensionality of obesity in university students.

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Health sciences students’ perception of the educational environment of KLE University, India as measured with the Dundee Ready Educational Environment Measure (DREEM)

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2015.12.37 ◽

2015 ◽

Vol 12 ◽

pp. 37 ◽

Cited By ~ 11

Author(s):

Mohan A. Sunkad ◽

Shivalingappa Javali ◽

Yesudas Shivapur ◽

Appasaheb Wantamutte

Keyword(s):

Public Health ◽

Undergraduate Students ◽

Cross Sectional Study ◽

Health Sciences ◽

Educational Environment ◽

Cross Sectional ◽

Postgraduate Students ◽

Global Standards ◽

Health Sciences Students ◽

Lilliefors Test

This study aimed to evaluate the educational environment of the health sciences programs of KLE University, Belgaum, Karnataka, India, to identify their strengths and weaknesses, and to suggest strategies to improve the educational environment to be on par with global standards. A cross-sectional study was conducted using the Dundee Ready Educational Environment Measure (DREEM) questionnaire, filled out by 914 of the 1,004 students (91.0%) who were majoring in medicine, dentistry, nursing, physiotherapy, and public health. The data were analysed according to the DREEM guidelines. Responses were received from 914 students, of whom 34.03% were men and 65.9% were women. The majority (67.1%) of students were 20-24 years of age. The mean overall DREEM score was 120.21±22.4 (maximum, 200) and approached the normal distribution (Lilliefors test, P<0.01). The DREEM scores of each group of students were as follows: dental, 125.0; medical, 122.4; public health, 121.0; physiotherapy, 117.0; and nursing, 116.3. Male students had more positive perceptions than female students (P<0.05), and postgraduate students had more positive perceptions than undergraduate students (P<0.05). The overall DREEM score (120.21) indicates that the educational environment was found to be more positive than negative.

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Problems in Coordinating and Accessing Primary Care for Attached and Unattached Patients Exacerbated During the COVID-19 Pandemic Year (the PUPPY Study): Protocol for a Longitudinal Mixed Methods Study (Preprint)

10.2196/preprints.29984 ◽

2021 ◽

Author(s):

Emily Gard Marshall ◽

Mylaine Breton ◽

Benoit Cossette ◽

Jennifer Isenor ◽

Maria Mathews ◽

...

Keyword(s):

Primary Care ◽

Mixed Methods ◽

Nova Scotia ◽

Research Ethics ◽

Health Research ◽

Health Sciences ◽

Mixed Methods Study ◽

Care Practice ◽

Research Ethics Board ◽

Unattached Patients

BACKGROUND The COVID-19 pandemic has significantly disrupted primary care in Canada, with many walk-in clinics and family practices initially closing or being perceived as inaccessible; pharmacies remaining open with restrictions on patient interactions; rapid uptake of virtual care; and reduced referrals for lab tests, diagnostics, and specialist care. OBJECTIVE The PUPPY Study (Problems in Coordinating and Accessing Primary Care for Attached and Unattached Patients Exacerbated During the COVID-19 Pandemic Year) seeks to understand the impact of the COVID-19 pandemic across the quadruple aims of primary care, with particular focus on the effects on patients without attachment to a regular provider and those with chronic health conditions. METHODS The PUPPY study builds on an existing research program exploring patients’ access and attachment to a primary care practice, pivoted to adapt to the emerging COVID-19 context. We intend to undertake a longitudinal mixed methods study to understand critical gaps in primary care access and coordination, as well as compare prepandemic and postpandemic data across 3 Canadian provinces (Quebec, Ontario, and Nova Scotia). Multiple data sources will be used such as a policy review; qualitative interviews with primary care policymakers, providers (ie, family physicians, nurse practitioners, and pharmacists), and patients (N=120); and medication prescriptions and health care billing data. RESULTS This study has received funding by the Canadian Institutes of Health Research COVID-19 Rapid Funding Opportunity Grant. Ethical approval to conduct this study was granted in Ontario (Queens Health Sciences & Affiliated Teaching Hospitals Research Ethics Board, file 6028052; Western University Health Sciences Research Ethics Board, project 116591; University of Toronto Health Sciences Research Ethics Board, protocol 40335) in November 2020, Québec (Centre intégré universitaire de santé et de services sociaux de l'Estrie, project 2020-3446) in December 2020, and Nova Scotia (Nova Scotia Health Research Ethics Board, file 1024979) in August 2020. CONCLUSIONS To our knowledge, this is the first study of its kind to explore the effects of the COVID-19 pandemic on primary care systems, with particular focus on the issues of patient’s attachment and access to primary care. Through a multistakeholder, cross-jurisdictional approach, the findings of the PUPPY study will inform the strengthening of primary care during and beyond the COVID-19 pandemic, as well as have implications for future policy and practice. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/29984

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Tutor uncertainty in dealing with unprofessional behaviours of medical students and trainees: a mixed methods study

10.21203/rs.3.rs-55479/v1 ◽

2020 ◽

Author(s):

Dervla Kelly ◽

Diane O'Doherty ◽

Sarah Harney ◽

Natasha Slattery ◽

Louise Crowley ◽

...

Keyword(s):

Mixed Methods ◽

Medical Students ◽

Focus Groups ◽

Identity Formation ◽

Distinct Type ◽

Mixed Methods Study ◽

Medical Teacher ◽

Clinical Teachers ◽

Policies And Procedures ◽

The University

Abstract Background: Despite acknowledgement of medical students’ expected professional behaviours and attitudes, there remains widespread reluctance to report students that behave inappropriately. Existing literature focuses on why faculty fail to fail, overlooking the clinical teachers who deal with students day to day. We investigated how clinical teachers address inappropriate behaviours and attitudes in students and trainees.Methods: A mixed methods study was carried out consisting of a survey and two focus groups with clinical teachers. Seventeen clinical teachers from the at University of Limerick School of Medicine, Ireland, took part in the survey (n=22%) and eight clinical teachers participated in two focus groups during the 2018-2019 academic year.Results: Findings suggested that 59% of tutors would take a different approach in regards to professional identity formation (PIF) between addressing unprofessional behaviours witnessed in medical students and trainees. 88% of tutors said they intervened on a professionalism issue with 52% saying ‘once in a while’ In contrast to the survey, tutors in the focus groups expressed a lack of confidence in addressing some behaviors due to a lack of time, not seeing the outcome of process/remediation etc. Tutors indicated a strong preference for case-based training on assessing PIF.Conclusions: We found tutors typically work closely with students on a day-to-day basis and manage unprofessionalism issues. Clinical tutors valued regular communication about policies and procedures about appropriate conduct as well as support, advice and/or oversight from independent member of the university staff. This research also highlights the need for training designed for busy clinical tutors as a distinct type of medical teacher.

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The difficultiesposed by teaching chemistry in English language: With special reference to health sciences students in Turkish Universities

Psychology and Education Journal ◽

10.17762/pae.v58i1.1210 ◽

2021 ◽

Vol 58 (1) ◽

pp. 3050-3061

Author(s):

Tariq Elhadary , Ismail A. Elhaty

Keyword(s):

Teaching Methods ◽

English Language ◽

Learning Difficulties ◽

Health Sciences ◽

Language Of Instruction ◽

Teaching Chemistry ◽

Natural Approach ◽

Communication Difficulties ◽

Health Sciences Students ◽

The University

Most students learn in different ways and have different strengths and challenges. Turkish students suffer from some kinds of difficulty in learning chemistry taught in English, whether in school or university.The language of instruction can affect aspects of a student’s ability to learn. In this study, the difficulties that Turkish students face in studying chemistry in English are evaluated through a survey of students’ opinions at the Department of Nutrition in the University of Gelisim. The results showed that a 52.6% of students suffer from learning difficulties in the English language, which was reflected in their participation in discussions during the lecture, so a large percentage of them (48.6%) resorted to taking notes during the lecture in Turkish and a large proportion of them (45.6%) also believed that the situation would be better if English terms were used alongside Turkish in textbooks. The study claims there is a possibilityof improving students’ level in the English language thus improving students’ abilities to comprehend chemistry through the applicability of various teaching methods. The study draws heavily on both the Communicative and Natural Approach to deal with communication difficulties in chemistry classes.

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An Assessment on Laboratory Safety Knowledge among Allied Health Sciences Students at the University of Sri Jayewardenepura

International Journal of Multidisciplinary Studies ◽

10.4038/ijms.v3i2.3 ◽

2017 ◽

Vol 3 (2) ◽

pp. 17

Author(s):

N.D. Withanage ◽

A.M.B. Priyadarshani

Keyword(s):

Allied Health ◽

Health Sciences ◽

Laboratory Safety ◽

Health Sciences Students ◽

The University ◽

Safety Knowledge

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The Impact of an Intervention on the Medical, Dental and Health Sciences Students About Interprofessional Education and Collaboration; A Quasi-experimental Study

10.21203/rs.3.rs-224092/v1 ◽

2021 ◽

Author(s):

Salman Yousuf Guraya ◽

Leena R. David ◽

Shermin Hashir ◽

Noha A. Mousa ◽

Saad W. Albayatti ◽

...

Keyword(s):

Educational Intervention ◽

Interprofessional Education ◽

Health Sciences ◽

Post Intervention ◽

Intervention Phase ◽

Quasi Experimental ◽

Health Sciences Students ◽

Students Attitudes ◽

The University ◽

The Impact

Abstract BackgroundInterprofessional education and collaboration (IPEC) fosters patient safety and encompasses integration, communication, mutual trust and shared decision-making. Despite its crucial role, the IPEC has not gained its anticipated popularity. This study aims to determine the impact of an educational intervention about IPEC on medical, dental and health sciences students in the University of Sharjah. MethodsThis quasi-experimental research was conducted in three phases; a pre-intervention phase where the Readiness for Interprofessional Learning Scale (RIPLS) inventory was administered online to the medical, dental and health sciences students of the University of Sharjah; an intervention phase where an online workshop was organized via Microsoft Teams®; and a post-intervention phase where RIPLS was used to gather the students’ attitudes towards IPEC. The independent t test was used to compare the responses between genders and junior and senior students. A paired sample t test was used to determine the impact of the intervention on the students’ understandings. ResultsOut of 800 students invited to participate in this study, 530 students responded to the pre-intervention RIPLS survey. A comparison of the pre-post intervention for the RIPLS subscales of teamwork and collaboration, professional identification, and professional roles showed a significant improvement of the students’ attitudes with p-values 0.03, 0.00 and 0.00, respectively. All workshop moderators scored a median of 4 or 5 to the essential elements of IPEC during intervention except for a median of 3 for group dynamics.ConclusionIn this study, the present data derived from the application of a brief educational intervention highlight the challenges of IPEC implementation in the medical field. However, the demonstrated student readiness and positive impact of the intervention support the development of a structured curriculum to enhance the receptiveness and application of IPEC in clinical training and practice.

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Challenges in practicing and inculcating professionalism in the University of Nairobi: A mixed methods study

MedEdPublish ◽

10.15694/mep.2015.006.0004 ◽

2015 ◽

Author(s):

Daniel Ojuka Kinyuru ◽

Joyce M Olenja ◽

Yang B Eunbae ◽

Mwangombe J Nimrod

Keyword(s):

Mixed Methods ◽

Mixed Methods Study ◽

The University

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