scholarly journals Surveys of Cultural Competency in Health Professional Education: A literature review

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Caroline Spencer ◽  
Rhona Macdonald ◽  
Frank Archer
Keyword(s):  
Literature Review ◽  
Health Professional ◽  
Cultural Competency ◽  
Professional Education ◽  
Survey Methods ◽  
Health Professions ◽  
Specific Information ◽  
Health Professional Education ◽  
Research Papers ◽  
Paramedic Education

A literature review, in advance of designing a survey of cultural competency in Australian and New Zealand paramedic education courses, provides the focus of this paper. The review sought to explore the extent to which other health professions include cultural competency in their undergraduate curriculum. The literature review identified specific research papers that used survey methods to determine the status of cultural competency training in other health professions. With no paramedic specific information available to inform paramedic education, these research papers formed a basis for designing a survey that would examine the extent to which paramedic education includes cultural competency in its curricula. This paper is timely for informing paramedic education about surveys on cultural competency in health professional education. It is particularly timely for the paramedic profession, which is currently in transition from a vocationally based occupation to a professionally based discipline within a university setting; and, at a time when a small number of student paramedics are opting to take advantage of an Honours degree. Similarly, experienced paramedics are undertaking Masters and Doctoral research programs in prehospital and paramedic related issues. Such opportunities enable paramedics to extend their career prospects into academic research, an opportunity that was previously untenable. The process of reviewing the literature to develop a paramedic specific survey provides useful information for paramedics who may want to undertake similar research projects to examine other aspects of the curriculum. This paper, therefore, contributes to both developing an appreciation of the complex issues which arise from this process, and establishes an evidence base foundation for the paramedic discipline as it emerges within an academic and research orientated environment. The lessons learned in reviewing surveys might be useful for other health professions and emergency service researchers.

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.

An Analysis of Learning Designs that Integrate Patient Cases in Health Professions Education

2011 ◽  
pp. 777-791
Author(s):  
Lori Lockyer ◽  
Lisa Kosta ◽  
Sue Bennett
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Clinical Training ◽  
Learning Experience ◽  
Health Professions ◽  
Learning Objects ◽  
Health Professional Education ◽  
Community Based ◽  
Case Based Learning ◽  
Case Based

Health professional education is changing to meet the demands of a limited workforce and a focus on community-based clinical training. The change requires a focus on technology-supported learning in order to reach students and teachers who are separated by significant distances. The use of patient cases as reusable learning objects has received considerable attention in the sector and many support the use of such resources, but in order to do so the cases must be meaningfully integrated into the learning experience. This chapter reports the results of an analytical study that has developed eight generic case based learning designs categorised into three broad approaches supported by research evidence from the literature. These learning designs document common patterns in case based learning that could be adapted by teachers and designers to the specific requirements of different contexts. In closing, the authors consider how learning designs might be used as a vehicle for effectively integrating patient cases.

scholarly journals Editorial: A Global Platform for Innovations in Health Professions Education

2015 ◽  
Author(s):  
Javaid I Sheikh, MD, MBA ◽  
Victor J. Dzau, MD
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Healthcare Delivery ◽  
Health Professions ◽  
Health Professional Education ◽  
Professional Orientation ◽  
Skill Sets ◽  
Quality Healthcare ◽  
Institutional Strategies ◽  
Global Platform

Strengthening health systems and building capacity through effective workforcedevelopment and health professional education are the cornerstones forimproving global health. Since the Lancet Commission’s 2010 landmark report1,“Health professionals for a new century: transforming education to strengthenhealth systems in an interdependent world,” there has been a groundswell ofexcitement and activities among health professions educators to carry themomentum forward. Notable major recommendations in the Commission’s reportvalidated the needs for a global outlook, alignment with healthcare delivery, aninclusive multi-professional/trans-professional orientation, a systems-basedapproach, and new instructional and institutional strategies. A broad receptivityworldwide for such a paradigm-changing approach to health professionseducation has been facilitated by general dissatisfaction with current healthcareand education globally. There remains a chasm between skill sets needed forproviding high quality healthcare and the current fragmented and outdatedcurricula of health professional education.

scholarly journals Informing the increasing production of the health workforce in Bangladesh: evidence from a mapping exercise of health professional education institutions

2021 ◽  
Vol 12 (2) ◽  
pp. 30-46
Author(s):  
Md Nuruzzaman ◽  
Tomas Zapata ◽  
Md Masudur Rahman
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Survey Methods ◽  
Family Welfare ◽  
Health Professional Education ◽  
Medical Assistants ◽  
Skill Mix ◽  
Employment Conditions ◽  
Medical Technologists

This study aimed to evaluate the trend of production (2007-2016) and associated factors of seven health professionals i.e. physicians, dentists, diploma nurses, bachelor nurses, midwives, medical assistants and medical technologists in Bangladesh. The study team adopted a mapping approach to geographically locate all the health professional education institutions recognized by the Ministry of Health and Family Welfare (MOHFW). This was supported by a mixed-method design combining qualitative (e.g. group discussions and key informant interviews) and quantitative (questionnaire survey) methods. From 2007 to 2016, a total of 107,406 students graduated from all seven professional categories. Out of the total, about 40% belonged to the MBBS physician, 6% dentists, 15% medical assistants, 18% medical technologists, 21% nurses, and only 1% to the midwives. So, a skill-mix imbalance exists at the production level. Though the production had been on rising last 10 years, the production of the physicians was higher than any other professional categories. Feminization of the workforce is prominent as there was an average 14% increase of the female doctors than the male. The increasing production of health professionals needs to be supported by proper planning and policy interventions in order to avoid distortion of skill mix. Growing feminization of the workforce is also another area that requires special attention on the development of gender-sensitive employment conditions. Bangladesh Journal of Medical Education Vol.12(2) July 2021: 30-46

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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