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 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 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.

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 Health literacy education programmes developed for qualified health professionals: a scoping review protocol

2021 ◽  
Vol 4 ◽  
pp. 97
Author(s):  
Lauren Connell ◽  
Yvonne Finn ◽  
Rosie Dunne ◽  
Jane Sixsmith
Keyword(s):  
Health Literacy ◽  
Health Professional ◽  
Communication Skills ◽  
Scoping Review ◽  
Professional Education ◽  
Health Professionals ◽  
Current Evidence ◽  
Cochrane Library ◽  
Health Professional Education ◽  
Scoping Reviews

Introduction: Health professional education for health literacy has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy is an emerging concept encompassing individuals’ skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions can guide the development of health professional education programmes and bridge the gap in the interaction between health professionals and their patients. Currently little is known about qualified health professional’s education for health literacy, its development, implementation or evaluation. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO and Central Register of Controlled Trials (CENTRAL). Grey literature will be searched within the references of identified articles: Lenus; ProQuest E-Thesis Portal; the HSE health research repository and RIAN. A data charting form will be developed with categories agreed by the research team, including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore in order to identify programmes and consolidate their demographics and characteristics within health literacy competencies and communication skills, a scoping review is warranted.

scholarly journals Putting population and global health on the agenda of health professionals

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Robyn Woodward-Kron
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Professionals ◽  
Core Curriculum ◽  
Health Professional Education ◽  
Clinical Placements ◽  
Professional Educators ◽  
Accreditation Standards ◽  
Health And Disease ◽  
Systemic Health

Health professional education curricula are notoriously contested and constrained. Diverse epistemological and pedagogical objectives compete for space amid complex schedules of clinical placements, rotations, laboratory work, lectures, and other core curriculum activities. Health professional educators must navigate these constraints as well as address course accreditation standards and the expectations and needs of their communities. Accreditation standards for health professional courses are designed to ensure that graduates are competent to practise safely and effectively; they are also designed to ensure graduates can address health issues in the broader community and populations. Health professional education and training should therefore provide understandings of environmental and social determinants of health and disease still contributing to systemic health inequalities; it should help health professionals appreciate the health and wellbeing needs of indigenous peoples and the social and historical contexts of these health needs. [...]

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 Health literacy education programmes developed for qualified health professionals: a scoping review protocol

2022 ◽  
Vol 4 ◽  
pp. 97
Author(s):  
Lauren Connell ◽  
Yvonne Finn ◽  
Rosie Dunne ◽  
Jane Sixsmith
Keyword(s):  
Health Literacy ◽  
Health Professional ◽  
Communication Skills ◽  
Scoping Review ◽  
Professional Education ◽  
Health Professionals ◽  
Literacy Education ◽  
Current Evidence ◽  
Cochrane Library ◽  
Health Professional Education

Introduction: Health literacy education, for health professionals, has been identified as having the potential to improve patient outcomes and has been recognized as such in policy developments. Health literacy, as a relational concept, encompasses individuals’ skills and how health information is processed in relation to the demands and complexities of the surrounding environment. Focus has been predominantly on the dimension of functional health literacy (reading, writing and numeracy), although increasing emphasis has been placed on interactive and critical domains. Such dimensions often guide the development of health professional education programmes, where the aim is to enhance the patient-practitioner relationship, and ultimately reduce the health literacy burden experienced by patients navigating health services. Currently little is known about qualified health professionals’ education in health literacy and communication skills, and development, implementation or evaluation of such interventions. Aim: To identify and map current educational interventions to improve health literacy competencies and communication skills of qualified health professionals. Methods: A scoping review will be conducted drawing on methods and guidance from the Joanna Briggs Institute, and will be reported according to the Preferred Reporting Items for Systematic Review and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist. This study will retrieve literature on health professional education for health literacy and communication skills through a comprehensive search strategy in the following databases: CINAHL; Medline (Ovid); the Cochrane Library; EMBASE; ERIC; UpToDate; PsycINFO. Grey literature will be searched within the references of identified articles; Lenus; ProQuest E-Thesis Portal; RIAN and OpenGrey. A data charting form will be developed with categories including: article details, demographics, intervention details, implementation and evaluation methods. Conclusion: Little is known about the extent and nature of the current evidence base therefore a scoping review will be conducted, in order to identify programme characteristics in relation to health literacy competencies and communication skills.

scholarly journals Australian Health Review call for papers

2006 ◽  
Vol 30 (4) ◽  
pp. 417
Author(s):  
Sandra Leggat
Keyword(s):  
New Zealand ◽  
Health Professional ◽  
Health Workforce ◽  
Professional Education ◽  
Health Professionals ◽  
Research Policy ◽  
Tertiary Education ◽  
Health Professional Education ◽  
Australian Health ◽  
Health Review

The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.

scholarly journals Introducing Interprofessional Education to Foster Patient Centred Health Care : A Quasi Experimental Experience in Bangladesh

2016 ◽  
Vol 15 (1) ◽  
pp. 3-7
Author(s):  
Md Humayun Kabir Talukder ◽  
Md Nuruzzaman ◽  
Tahmina Nargis
Keyword(s):  
Health Care ◽  
Health Professional ◽  
Professional Education ◽  
Interprofessional Education ◽  
Health Professional Education ◽  
Student Life ◽  
Patient Centered ◽  
Quasi Experimental ◽  
Medical Technologists

Introduction: Interprofessional education is considered to be an innovative and useful concept to accelerate the effort of transforming health professional education under health systems perspective. Generally Interprofessional Education (IPE) occurs when two or more professionals belong to different professional groups learn together through mutual interaction with the purpose to improve collaboration and the quality of care. The key for IPE is that the learning must be interactive. It is an important step in advancing health professional education for many years and has been endorsed by the Institute of Medicine as a mechanism to improve the overall quality of health care.Methods: Realizing the importance of IPE, a quasi experimental study was undertaken and conducted in Bangladesh in May 2014. Sample size was 32 out of which 15 teachers (Such as Professor, Associate Professor, Assistant Professor, Lecturer and Instructor) and 17 students of medical, dental, nursing, medical technology and allied health science institutes. All the participants voluntarily attended 5 sessions on basic concept on IPE, role delineation, communication, teamwork & team building and patient centered care followed by group work and group activities within three consecutive days. After those 5 sessions, views of the participants were sought through self administered structured questionnaire after data entry and analysis.Results: According to the study, 100% participants viewed that medical, dental, nursing, and medical technologists should have few common sessions in their student life while about 90.7% respondents opined that those sessions will develop positive relationship among them, which will help to feel and honor each other’s professional responsibilities viewed by all the respondents. It was also revealed that 96.9% respondents viewed that IPE sessions in student life will help to reduce silos in professional life. Better team work among doctors, nurses and medical technologists will ensure patient centered better health care was viewed by 100% respondents. Study recommended introducing IPE in Bangladesh to foster patient centered health care.Conclusion and Recommendation: The study concluded with recommendation that specific sessions for IPE should be incorporate in the under graduate education curriculum of the health professionals during their academic period and also during in- service period at workplace as part of their professional development to promote quality of care.Chatt  Shi Hosp Med Coll J; Vol.15 (1); Jan 2016; Page 3-7

scholarly journals Education interventions for health professionals on falls prevention in health care settings: a 10-year scoping review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
L. Shaw ◽  
D. Kiegaldie ◽  
M. K. Farlie
Keyword(s):  
Health Professional ◽  
Scoping Review ◽  
Professional Education ◽  
Health Professionals ◽  
Falls Prevention ◽  
Health Professional Education ◽  
Reporting Framework ◽  
Education Design ◽  
Education Interventions

Abstract Background Falls in hospitals are a major risk to patient safety. Health professional education has the potential to be an important aspect of falls prevention interventions. This scoping review was designed to investigate the extent of falls prevention education interventions available for health professionals, and to determine the quality of reporting. Method A five stage scoping review process was followed based on Arksey and O’Malley’s framework and refined by the Joanna Briggs Institute Methodology for JBI Scoping Reviews. Five online databases identified papers published from January 2008 until May 2019. Papers were independently screened by two reviewers, and data extracted and analysed using a quality reporting framework. Results Thirty-nine publications were included. Interventions included formal methods of educational delivery (for example, didactic lectures, video presentations), interactive learning activities, experiential learning, supported learning such as coaching, and written learning material. Few studies employed comprehensive education design principles. None used a reporting framework to plan, evaluate, and document the outcomes of educational interventions. Conclusions Although health professional education is recognised as important for falls prevention, no uniform education design principles have been utilised in research published to date, despite commonly reported program objectives. Standardised reporting of education programs has the potential to improve the quality of clinical practice and allow studies to be compared and evaluated for effectiveness across healthcare settings.

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