scholarly journals Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula: Recommendations from a European Consortium

2021 ◽  
Vol 18 (21) ◽  
pp. 11202
Author(s):  
Ioannis Parodis ◽  
Lina Andersson ◽  
Steven J. Durning ◽  
Inga Hege ◽  
Jure Knez ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Unmet Needs ◽  
Health Professions ◽  
Management Plan ◽  
Educational Programs ◽  
Learning Objectives ◽  
Common Language ◽  
Consensus Approach ◽  
Convenience Sample ◽  
Knowledge And Skills

Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient’s unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for clinical reasoning learning objectives (LOs), as derived from a consensus approach among European and US researchers and health professions educators. A four-step consensus approach was followed: (1) identification of a convenience sample of the most relevant and applied national LO catalogues for health professions educational programs (N = 9) from European and US countries, (2) extraction of LOs related to clinical reasoning and translation into English, (3) mapping of LOs into predefined categories developed within the Erasmus+ Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators (DID-ACT) consortium, and (4) synthesis of analysis findings into recommendations for how LOs related to clinical reasoning could be presented and incorporated in LO catalogues, upon consensus. Three distinct recommendations were formulated: (1) make clinical reasoning explicit, (2) emphasize interprofessional and collaboration aspects of clinical reasoning, and (3) include aspects of teaching and assessment of clinical reasoning. In addition, the consortium understood that implementation of bilingual catalogues with English as a common language might contribute to lower heterogeneity regarding amount, structure, and level of granularity of clinical reasoning LOs across countries. These recommendations will hopefully motivate and guide initiatives towards the implementation of LOs related to clinical reasoning in existing and future LO catalogues.

scholarly journals A Medical/Legal Teaching and Assessment Collaboration on Domestic Violence: Assessment Using Standardized Patients/Standardized Clients

2014 ◽  
Vol 14 ◽  
pp. 61 ◽  
Author(s):  
Antoinette Sedillo Lopez ◽  
Cameron Crandall ◽  
Gabriel Campos ◽  
Diane Rimple ◽  
Mary Neidhart ◽  
...  
Keyword(s):  
Best Practices ◽  
Legal Education ◽  
Standardized Patients ◽  
Law School ◽  
Learning Objectives ◽  
Carnegie Foundation ◽  
Law Schools ◽  
Knowledge And Skills ◽  
Education Association ◽  
Standardized Clients

<p>Assessment of skills is an important, emerging topic in law school education. Two recent and influential books, Educating Lawyers published by the Carnegie Foundation and Best Practices in Legal Education, published by the Clinical Legal Education Association have both suggested dramatic reform of legal education. Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives  and assessing knowledge and skills in standardized situations based on specific criteria, rather than simply comparing students’ performances to each other. </p>

scholarly journals CAREGIVERS’ NEEDS IN CARING FOR RELATIVES WITH SCHIZOPHRENIA IN MEDAN INDONESIA: A PHENOMENOLOGICAL STUDY

2017 ◽  
Vol 3 (6) ◽  
pp. 656-661 ◽  
Author(s):  
Jenny Marlindawani Purba
Keyword(s):  
Home Care ◽  
Unmet Needs ◽  
Phenomenological Study ◽  
Family Members ◽  
Optimal Care ◽  
Knowledge And Skills ◽  
Long Period ◽  
Primary Nurse ◽  
Caregiver Needs ◽  
One Year

Background: A caregiver is a primary nurse and has a major role in providing care for people with schizophrenia. Caring for those with schizophrenia for a long period of time is a challenge for families, especially caregivers. Various needs ought to be studied by nurses to assist caregivers in providing optimal care for family members who experience schizophrenia.Objective: This qualitative study aims to explore the needs of caregivers in treating schizophrenia at home.Methods: The method used in this study is the method of purposive sampling with the number of participants as many as 10 people with criteria: 1) have family members diagnosed with schizophrenia, 2) directly involved in home care patients, 3) caring for schizophrenia for more than one year, 4) willing to be a participant by signing informed consent, 4) being able to identify what is needed in treating schizophrenia. Colaizzi is used to analyze interview data.Results: The results of the study found four themes of caregiver needs in caring for schizophrenia patients at home, ly: 1) seeking information about schizophrenia, 2) sought schizophrenic relatives’ recovery, 3) looking for appropriate rehabilitation for relatives with schizophrenias, and 4) utilizing mental health facilities.Conclusions: It is expected that nurses have the knowledge and skills in identifying and helping families, especially caregivers, to meet unmet needs so they can optimize home care.

Comparing co-production approaches to dynamic risk assessments in a forensic intellectual disability population: outcomes of a clinical pilot

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deborah J. Morris ◽  
Elanor L. Webb ◽  
Inga Stewart ◽  
Jordan Galsworthy ◽  
Paul Wallang
Keyword(s):  
Risk Management ◽  
Intellectual Disability ◽  
Management Plan ◽  
Risk Assessments ◽  
Risk Management Plan ◽  
Convenience Sample ◽  
Content Type ◽  
Dynamic Risk ◽  
Management Plans ◽  
The Impact

Purpose A co-produced clinical practice that aims to improve outcomes through a partnership with service users is becoming increasingly important in intellectual disability (ICD) services, yet these approaches are under-evaluated in forensic settings. This study aims to explore and compare the feasibility of two approaches to co-production in the completion of dynamic risk assessments and management plans in a secure setting. Design/methodology/approach A convenience sample of adults admitted to a secure specialist forensic ICD service (N = 54) completed the short dynamic risk scale (SDRS) and drafted risk management plans under one of two conditions. In the first condition, participants rated the SDRS and risk management plan first, separately from the multidisciplinary team (MDT). In the second condition, participants and MDTs rated the SDRS and risk management plan together. Findings In total, 35 (65%) participants rated their risk assessments and 25 (47%) completed their risk management plans. Participants who rated their risk assessments separately from the MDT were significantly more likely to complete the SDRS (p = 0.025) and draft their risk management plans (p = 0.003). When rated separately, MDT scorers recorded significantly higher total SDRS scores compared to participants (p = 0.009). A series of Mann-Whitney U tests revealed significant differences between MDT and participant ratings on questions that required greater skills in abstraction and social reasoning, as well as sexual behaviour and self-harm. Originality/value Detained participants with an intellectual disabilities will engage in their dynamic risk assessment and management plan processes. The study demonstrates the impact of different co-production methodologies on engagement and highlights areas for future research pertaining to co-production.

A call to action: next steps to advance diagnosis education in the health professions

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mark L. Graber ◽  
Eric Holmboe ◽  
Joan Stanley ◽  
Jennifer Danielson ◽  
Stephen Schoenbaum ◽  
...  
Keyword(s):  
Literature Review ◽  
Faculty Development ◽  
Health Professions ◽  
Education And Training ◽  
The State ◽  
Assessment Tools ◽  
Common Language ◽  
Quality And Safety ◽  
Call To Action ◽  
And Training

Abstract Objectives Improving diagnosis-related education in the health professions has great potential to improve the quality and safety of diagnosis in practice. Twelve key diagnostic competencies have been delineated through a previous initiative. The objective of this project was to identify the next steps necessary for these to be incorporated broadly in education and training across the health professions. Methods We focused on medicine, nursing, and pharmacy as examples. A literature review was conducted to survey the state of diagnosis education in these fields, and a consensus group was convened to specify next steps, using formal approaches to rank suggestions. Results The literature review confirmed initial but insufficient progress towards addressing diagnosis-related education. By consensus, we identified the next steps necessary to advance diagnosis education, and five required elements relevant to every profession: 1) Developing a shared, common language for diagnosis, 2) developing the necessary content, 3) developing assessment tools, 4) promoting faculty development, and 5) spreading awareness of the need to improve education in regard to diagnosis. Conclusions The primary stakeholders, representing education, certification, accreditation, and licensure, in each profession must now take action in their own areas to encourage, promote, and enable improved diagnosis, and move these recommendations forward.

Teaching Disability

2021 ◽  
Author(s):  
Rhoda Olkin
Keyword(s):  
People With Disabilities ◽  
Time Frame ◽  
Learning Objectives ◽  
Knowledge And Skills ◽  
Group Activities ◽  
Additional Reading

Disability is a part of diversity, yet there are few resources for instructors, students, and professionals to use to learn about disability. In this practical book, Teaching Disability as Part of Diversity, 34 activities are provided. Activities can be done in class, as homework, as group activities, or independently. The activities, which comprise the majority of the book, are graduated from beginning level through more advanced levels. For each activity, there are learning objectives, a list of materials needed, an estimate of the time frame to complete the activity, possible outcomes and talking points, a grading rubric, any needed handouts, and suggested additional reading. Written by an insider to the disability community, there is a nonpathology focus on disability as part of diversity rather than a deficit. Many activities are designed to highlight barriers and psychosocial impediments that hamper people with disabilities. The first chapter helps instructors who are new to teaching disability. The second chapter discusses research on changing extrinsic and intrinsic bias toward people with disabilities and is provided as a background for the activities. No simulation activities are included, as is the explanation for why these are omitted. A final chapter includes six measures to assess knowledge and skills.

THE COMPARATIVE ANALYSIS OF WORKING EDUCATIONAL PROGRAMS FROM BOTANIC IN THE KREMENETS REGIONAL HUMANITARIAN-PEDAGOGICAL ACADEMY NAMED AFTER TARAS SHEVCHENKO FOR THE LAST TEN YEARS

2018 ◽  
pp. 122-131
Author(s):  
Oksana Halahan
Keyword(s):  
Comparative Analysis ◽  
Learning Outcomes ◽  
Plant Morphology ◽  
Educational Programs ◽  
Work Hours ◽  
Plant Systematics ◽  
Structural Elements ◽  
Biology Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Academy

This article gives the analysis of five curriculums on Botany for the last ten years that have been carried out at Kremenets Regional Humanitarian Pedagogical Academy named after Taras Shevchenko (2008 – “Botany”, 2012 – “Anatomy and Plant Morphology”, “Plant Systematics” and “Mycology”, 2016 – “Botany”). The comparison of such structural elements of the curriculum as the content, the number of lecture and laboratory work hours, the number of independent and individual work hours and the kind of control is described. The distribution of hours by sections and topics is considered. The compulsory learning outcomes are formed into groups such as the requirements for students' knowledge and skills, as well as the purpose, tasks, methodological support and recommended literature for all curriculums. It is proposed to introduce separate educational disciplines such as "Mycology" and "Theology" in the curriculum of the students-future Biology teachers.

An Ally as well as a Partner in Practice

1995 ◽  
Vol 62 (5) ◽  
pp. 283-285 ◽  
Author(s):  
Bonnie Sherr Klein
Keyword(s):  
Role Models ◽  
Occupational Therapists ◽  
Health Professions ◽  
Disabled People ◽  
Rehabilitation Process ◽  
Knowledge And Skills ◽  
Personal Story ◽  
Grass Roots ◽  
Body Of Knowledge

Through her own personal story and experience the author describes herself as the ultimate client. She recounts some of the stages in her own rehabilitation process, and the ways in which the health professions helped or hindered her. Her involvement with the grass roots organizations for disabled people strengthened her convictions about the value of peers and role models for those with a disability. She urges occupational therapists, because of their unique body of knowledge and skills, to become partners, and even more importantly, allies with their clients. She encourages the profession to become truly inclusive and representative, and to take steps to bridge the power gap between the profession and its clients, with whom it seeks partnerships.

scholarly journals Assessing attitudes of patient-centred care among students in international chiropractic educational programs: a cross-sectional survey

2019 ◽  
Vol 27 (1) ◽  
Author(s):  
Karin Hammerich ◽  
Kent Stuber ◽  
Sheilah Hogg-Johnson ◽  
Anser Abbas ◽  
Martin Harris ◽  
...  
Keyword(s):  
Online Survey ◽  
International Study ◽  
Health Professions ◽  
Educational Programs ◽  
Chiropractic Care ◽  
Linear Regression Models ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Patient Centred Care ◽  
Students Attitudes

Abstract Background Patient-centred care is internationally recognized as a foundation of quality patient care. Attitudes of students towards patient-centred care have been assessed in various health professions. However, little is known how chiropractic students’ attitudes towards patient-centred care compare to those of other health professions or whether they vary internationally, and between academic programs. Objective To assess the association of select variables on student attitude towards patient-centred care among select chiropractic programs worldwide. Methods We conducted a cross-sectional study using the Patient-Practitioner Orientation Scale (PPOS) to assess students’ patient-centred attitudes towards the doctor-patient relationship. Eighteen items were scored on a 1 to 6 Likert scale; higher scores indicating more patient-centredness. All students from seven chiropractic educational programs worldwide were invited to complete an online survey. Results were analyzed descriptively and inferentially for overall, sharing and caring subscales. General linear regression models were used to assess the association of various factors with PPOS scores. Results There were 1858 respondents (48.9% response rate). Student average age was 24.7 (range = 17–58) years and 56.2% were female. The average overall PPOS score was 4.18 (SD = 0.48) and average sharing and caring subscale scores were 3.89 (SD = 0.64) and 4.48 (SD = 0.52), respectively. There were small but significant differences in all PPOS scores by gender, age, and program. Year/semester of study within a program typically was not associated with scores, neither was history of previous chiropractic care nor having family members who are health professionals. Conclusion This is the first international study assessing students’ attitudes of patient-centred care in chiropractic educational programs. We found small but significantly different PPOS scores between chiropractic programs worldwide that did not change across year/semester of study. Scores tended to be lower than those reported among medical students. Observed differences may be related to curricular content, extent of patient exposure and/or regional cultural realities.

Clinical Reasoning in the Health Professions

Physiotherapy ◽  
2000 ◽  
Vol 86 (9) ◽  
pp. 490-491
Author(s):  
John Cleak
Keyword(s):  
Clinical Reasoning ◽  
Health Professions

Providing Individualized Care to Adolescent Patients With Elevated Body Mass Indexes

2016 ◽  
Vol 9 (1) ◽  
pp. 98-107
Author(s):  
Valerie Griffin
Keyword(s):  
Focus Group ◽  
Body Mass ◽  
Nutritional Assessment ◽  
Eating Habits ◽  
Management Plan ◽  
Patient Centered ◽  
Convenience Sample ◽  
Individualized Care ◽  
Body Mass Indexes ◽  
Assessment Questionnaire

The purpose of this project was to develop a comprehensive, Nutritional Assessment Questionnaire encompassing adolescent eating habits. A Nutritional Assessment Questionnaire was developed and administered to a convenience sample of 15 patient participants. Four pediatric provider participants reviewed the questionnaire with the adolescents and documented accordingly. A chart comparison was completed to ascertain any differences in charting pre- and postimplementation. The providers participated in a focus group and responded to questions surrounding implementation of the questionnaire. Use of a comprehensive Nutritional Assessment Questionnaire can aid the pediatric provider in developing a patient-centered management plan.

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