scholarly journals Challenges and opportunities for nutrition education and training in the health care professions: intraprofessional and interprofessional call to action

2014 ◽  
Vol 99 (5) ◽  
pp. 1184S-1193S ◽  
Author(s):  
Rose Ann DiMaria-Ghalili ◽  
Jay M Mirtallo ◽  
Brian W Tobin ◽  
Lisa Hark ◽  
Linda Van Horn ◽  
...  
Keyword(s):  
Health Care ◽  
Nutrition Education ◽  
Education And Training ◽  
Call To Action ◽  
Health Care Professions ◽  
Challenges And Opportunities ◽  
And Training

A Framework for Transforming Primary Care Health Care Professions Education and Training to Promote Health Equity

2020 ◽  
Vol 31 (4S) ◽  
pp. 193-207
Author(s):  
Chyke A. Doubeni ◽  
Tonya L Fancher ◽  
Paul Juarez ◽  
Christine Riedy ◽  
Stephen D. Persell ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Health Equity ◽  
Education And Training ◽  
Health Care Professions ◽  
Primary Care Health ◽  
Care Health ◽  
And Training

Training, Credentialing, and New Roles in Clinical Psychology

2014 ◽  
pp. 149-168
Author(s):  
Catherine L. Grus
Keyword(s):  
Health Care ◽  
Clinical Psychology ◽  
National Policy ◽  
Education And Training ◽  
Clinical Psychologist ◽  
Health Care Professions ◽  
Emerging Issues ◽  
Assessment Of Competence ◽  
Relationship Of ◽  
And Training

This chapter provides an overview of key developments in the education, training, and credentialing of clinical psychologists; new roles in the field; and intersecting issues across these domains. Emerging issues highlighted within education and training include the move toward the assessment of competence in trainees, accreditation developments, and the doctoral internship match imbalance. Changes in licensing laws, mobility, and the degree of coordination between education and training and credentialing systems are described. Expanded roles for clinical psychologist, such as in health-care settings and public health, are reviewed. Finally, emerging developments such workforce analyses conducted within and across health-care professions and the relationship of issues such to national policy initiatives that are and will impact the future of clinical psychology are presented.

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.

Medical students’ perceptions and expectations regarding digital health education and training: A qualitative study

2020 ◽  
pp. 1357633X2093243
Author(s):  
Sisira Edirippulige ◽  
Sophie Gong ◽  
Malshi Hathurusinghe ◽  
Sarah Jhetam ◽  
Jasmine Kirk ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Students ◽  
Health Education ◽  
Focus Groups ◽  
Online Survey ◽  
Care Delivery ◽  
Digital Health ◽  
Education And Training ◽  
Perceptions And Expectations ◽  
And Training

Introduction Digital health – the convergence of digital technologies within health and health care to enhance the efficiency of health-care delivery – is fast becoming an integral part of routine medical practice. The integration of digital health into traditional practice brings significant changes. Logic dictates that for medical practitioners to operate in this new digitally enabled environment, they require specific knowledge, skills and competencies relating to digital health. However, very few medical programmes in Australia and globally include digital health within their regular curriculum. This pilot study aimed to explore medical students’ perceptions and expectations of digital health education and training (ET). Methods An online survey and focus groups were used to collect information about medical students’ perceptions and expectations relating to digital health and ET relating to this field within the medical programme at the University of Queensland. Sixty-three students took part in the survey, and 17 students were involved in four focus groups. Results Most participants had no formal ET in digital health. Most participants ( n = 43; 68%) expressed a willingness to learn about digital health as part of their medical programme. Discussion Primarily, knowledge- and practice-related factors have motivated students to learn about digital health. The analysis of focus group data identified two superordinate themes: (a) drivers of digital health ET and (b) expectations relating to digital health ET. Students agreed that digital health is a relevant field for their future practice that should be taught as part of their regular curriculum.

scholarly journals Tobacco-Nicotine Education and Training for Health-Care Professional Students and Practitioners: A Systematic Review

2017 ◽  
Vol 20 (5) ◽  
pp. 531-542 ◽  
Author(s):  
Lisa Ye ◽  
Catherine Goldie ◽  
Tanvi Sharma ◽  
Sheila John ◽  
Megan Bamford ◽  
...  
Keyword(s):  
Systematic Review ◽  
Health Care ◽  
Health Care Professional ◽  
Education And Training ◽  
Professional Students ◽  
And Training

Current Research Status of Palliative Care in Mainland China

2018 ◽  
Vol 33 (4) ◽  
pp. 215-241 ◽  
Author(s):  
Tao Wang ◽  
Alex Molassiotis ◽  
Betty Pui Man Chung ◽  
Jing-Yu Tan
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Palliative Care ◽  
Health Care Professionals ◽  
Mainland China ◽  
Education And Training ◽  
Care Needs ◽  
Research Status ◽  
Palliative Care Services ◽  
And Training

Objectives: This study aimed to obtain an overview of the current research status of palliative care in Mainland China and identify research directions for future studies by characterizing palliative care studies conducted among patients with any life-limiting illness in Mainland China and published in a peer-reviewed journal before November 2016. Methods: A review guide with 7 categories was initially developed based on existing international palliative care definitions and guidelines through content analysis. Ten databases were used to identify relevant studies from the inception of online cataloging to November 2016. Studies conducted in Mainland China and their research topic that fell within one of the categories of the review guide were included for further analysis. Descriptive analysis was adopted to summarize the relevant findings. Results: 54 studies found to be relevant were included for the analysis. Three studies on “palliative care education and training” (category 1) asserted that education and training programs were scant in Mainland China and that only 1 program had been devised within the health-care context of Shanghai. Five studies on “palliative care screening and timely identification” (category 2) highlighted the absence of early screening criteria or checklists and referral procedures for palliative care. Thirty-one studies on “palliative care needs assessment (n = 12/31) and implementation (n = 19/31)” (category 3) were identified, and various methodological flaws were observed in most of these included studies. Twelve studies on “advanced decision-making” (category 4) were identified, all of which focused on investigating the attitudes of patients with cancer, their families, and/or health-care professionals toward advanced decision-making only. The percentage of patients, family members, and health-care professionals who held positive attitudes toward advanced decision-making were varied and suboptimal, particularly for family members (51.4%-58.0%). Five studies on “caring for patients at the end of life” (category 5) were identified, and the experience of health-care professionals in caring for those patients was explored. No studies relating to “death and bereavement care” (Category 6) and “psychological support for palliative care providers” (Category 7) were identified. Conclusion: The current research status of palliative care in Mainland China remains at an early stage with minimal palliative care services used. Although several knowledge gaps were identified, the first step, which should be addressed, is assessing the palliative care needs. An appropriate and ongoing needs assessment could provide important information for constructing comprehensive education and training programs of palliative care, identifying prognostic factors of timely palliative care referral, and developing evidence-based and tailored palliative care services.

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