Education and Training for Digital Health

2020 ◽  
pp. 207-222
Author(s):  
Sisira Edirippulige ◽  
Buddhika Senanayake
Keyword(s):  
Health Workforce ◽  
Research Evidence ◽  
Digital Health ◽  
Healthcare Services ◽  
Education And Training ◽  
Care Providers ◽  
Services Research ◽  
New Knowledge ◽  
Systematic Education ◽  
And Training

Digital health is fast becoming an integral part of healthcare services. Research evidence suggests that digital health can benefit stakeholders involved in healthcare, including patients and care providers. As digital health continues to integrate into routine healthcare, practitioners may require new knowledge, skills, and competencies to make the best use of it and to be able to communicate with an increasingly digitally-enabled consumer. Much effort has been made to systematic education and training relating to digital health, an important aspect in developing the digital health workforce.

Professional Practices for Digital Healthcare

2020 ◽  
pp. 97-112 ◽  
Author(s):  
Sisira Edirippulige ◽  
Buddhika Senanayake
Keyword(s):  
Health Education ◽  
Digital Health ◽  
Healthcare Services ◽  
Education And Training ◽  
Care Providers ◽  
Services Research ◽  
New Knowledge ◽  
Systematic Education ◽  
And Training ◽  
Digital Healthcare

Digital health is quickly becoming an integral part of healthcare services. Research evidence suggests that digital health can benefit stakeholders involved in healthcare including patients and care providers. As digital health continues to integrate into routine healthcare, practitioners may require new knowledge, skills, and competencies to make the best use of it and to be able to communicate with an increasingly digitally enabled consumer. While much effort has been made to systematic education and training relating to digital health, which is an important aspect in developing the digital health workforce, it is important that governments and health systems consider digital health education and training as an important element in the process of implementing digital health within health services. Digital health education must be given its due recognition and support so that the future heath workforce has an opportunity to develop required knowledge and skills relating to digital health.

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 The barriers and facilitators to implementing dementia education and training in health and social care services: a mixed-methods study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Claire A. Surr ◽  
Sahdia Parveen ◽  
Sarah J. Smith ◽  
Michelle Drury ◽  
Cara Sass ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Behaviour Change ◽  
Social Care ◽  
Education And Training ◽  
Barriers And Facilitators ◽  
Care Providers ◽  
Care Services ◽  
Health And Social Care ◽  
And Training ◽  
Dementia Education

Abstract Background The health and social care workforce requires access to appropriate education and training to provide quality care for people with dementia. Success of a training programme depends on staff ability to put their learning into practice through behaviour change. This study aimed to investigate the barriers and facilitators to implementation of dementia education and training in health and social care services using the Theoretical Domains Framework (TDF) and COM-B model of behaviour change. Methods A mixed-methods design. Participants were dementia training leads, training facilitators, managers and staff who had attended training who worked in UK care homes, acute hospitals, mental health services and primary care settings. Methods were an online audit of care and training providers, online survey of trained staff and individual/group interviews with organisational training leads, training facilitators, staff who had attended dementia training and managers. Data were analysed using descriptive statistics and thematic template analysis. Results Barriers and facilitators were analysed according the COM-B domains. “Capability” factors were not perceived as a significant barrier to training implementation. Factors which supported staff capability included the use of interactive face-to-face training, and training that was relevant to their role. Factors that increased staff “motivation” included skilled facilitation of training, trainees’ desire to learn and the provision of incentives (e.g. attendance during paid working hours, badges/certifications). “Opportunity” factors were most prevalent with lack of resources (time, financial, staffing and environmental) being the biggest perceived barrier to training implementation. The presence or not of external support from families and internal factors such as the organisational culture and its supportiveness of good dementia care and training implementation were also influential. Conclusions A wide range of factors may present as barriers to or facilitators of dementia training implementation and behaviour change for staff. These should be considered by health and social care providers in the context of dementia training design and delivery in order to maximise potential for implementation.

scholarly journals Analysis of accreditation standards for undergraduate medical studies in Serbia through the lens of the National Health Workforce Accounts

2020 ◽  
Author(s):  
Biljana Buljugic ◽  
Milena Santric Milicevic
Keyword(s):  
Quantitative Analysis ◽  
National Health ◽  
Health Workforce ◽  
Interprofessional Education ◽  
Education And Training ◽  
Medical Studies ◽  
Education Standards ◽  
Accreditation Standards ◽  
And Training

Abstract Background Understanding the importance of educational accreditation standards for health and health workforce policymaking is needed more than ever given the growing circulation of physicians, cross-border care and pandemics. The World Health Organization National Health Workforce Accounts (NHWA) for education and training could support the achievement of health care quality through health workforce strategies.Objective To perform a qualitative and quantitative analysis of the effect of accreditation standards on undergraduate medical studies through the lens of NHWA indicators on education and training, and to assess their potential to support quality improvement in health workforce education and health policy planning.Methods Accreditation standards for medical undergraduate studies at the Faculty of Medicine University of Belgrade, Serbia (FMUB) were analyzed using the NHWA indicators on education and training, in addition to the results of surveys of students and employers on the quality of accredited study programs in 2013 and 2016.Results Compulsory accreditation mechanism entails standards for the quality of education at FMUB including continuing professional development and in-service training but not for interprofessional education. Standards partly cover social determinants and social accountability. Students optionally participate in regulatory making. Alike healthcare managers who also serve as providers for training placement for students during the studies, students take part in FMUB accreditation surveys. Based on the results of the survey, the quality of undergraduate medical studies at FMUB has slightly improved from 2013 to 2016. A ten-year quantitative analysis showed a declining trend in freshman enrollment. The average duration of a six-year undergraduate study of medicine is extended to 7.2 ± 0.4 years.Conclusion For improving medical students' practical, organizational skills and independent work, as well as social accountability, and social determinants must be taken as priority standards in the future revisions of accreditation mechanism in Serbia. Health workforce organizations, civil society and the community should participate in accreditation regulatory bodies for establishing a foundation for socially accountable and interprofessional education. If implemented at institutional, local and national level, system of NHWA indicators can support the alignment of higher education standards and plans with the national health and health workforce standards and strategy/plan.

scholarly journals Supporting Clinicians to Use Technology to Deliver Highly Personalized and Measurement-Based Mental Health Care to Young People: Protocol for an Evaluation Study

10.2196/24697 ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. e24697
Author(s):  
Henriette C Dohnt ◽  
Mitchell J Dowling ◽  
Tracey A Davenport ◽  
Grace Lee ◽  
Shane P Cross ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Training Program ◽  
Digital Health ◽  
Youth Mental Health ◽  
Evaluation Study ◽  
Education And Training ◽  
Knowledge And Skills ◽  
And Training

Background Australia’s mental health care system has long been fragmented and under-resourced, with services falling well short of demand. In response, the World Economic Forum has recently called for the rapid deployment of smarter, digitally enhanced health services to facilitate effective care coordination and address issues of demand. The University of Sydney’s Brain and Mind Centre (BMC) has developed an innovative digital health solution that incorporates 2 components: a highly personalized and measurement-based (data-driven) model of youth mental health care and a health information technology (HIT) registered on the Australian Register of Therapeutic Goods. Importantly, research into implementation of such solutions considers education and training of clinicians to be essential to adoption and optimization of use in standard clinical practice. The BMC’s Youth Mental Health and Technology Program has subsequently developed a comprehensive education and training program to accompany implementation of the digital health solution. Objective This paper describes the protocol for an evaluation study to assess the effectiveness of the education and training program on the adoption and optimization of use of the digital health solution in service delivery. It also describes the proposed tools to assess the impact of training on knowledge and skills of mental health clinicians. Methods The evaluation study will use the Kirkpatrick Evaluation Model as a framework with 4 levels of analysis: Reaction (to education and training), Learning (knowledge acquired), Behavior (practice change), and Results (client outcomes). Quantitative and qualitative data will be collected using a variety of tools, including evaluation forms, pre- and postknowledge questionnaires, skill development and behavior change scales, as well as a real-time clinical practice audit. Results This project is funded by philanthropic funding from Future Generation Global. Ethics approval has been granted via Sydney Local Health District’s Human Research Ethics Committee. At the time of this publication, clinicians and their services were being recruited to this study. The first results are expected to be submitted for publication in 2021. Conclusions The education and training program teaches clinicians the necessary knowledge and skills to assess, monitor, and manage complex needs; mood and psychotic syndromes; and trajectories of youth mental ill-health using a HIT that facilitates a highly personalized and measurement-based model of care. The digital health solution may therefore guide clinicians to help young people recover low functioning associated with subthreshold diagnostic presentations and prevent progression to more serious mental ill-health. International Registered Report Identifier (IRRID) PRR1-10.2196/24697

Workforce Readiness and Digital Health Integration

2020 ◽  
pp. 170-185 ◽  
Author(s):  
Buddhika Senanayake ◽  
Nirupama Tyagi ◽  
Xiaoyun Zhou ◽  
Sisira Edirippulige
Keyword(s):  
Digital Health ◽  
Diagnostic Testing ◽  
Cost Effective ◽  
Healthcare Services ◽  
Workforce Readiness ◽  
Consumer Perspective ◽  
The Right ◽  
And Training ◽  
Healthcare Consumer

The benefits that digital health may offer include clinical, administrative, research, and educational. Research shows that if used in the right circumstances, digital health may increase access to healthcare services, improve clinical outcomes, safety, and quality of care. Digital health also has the potential to improve organisational efficiencies by reducing duplication and unnecessary diagnostic testing. From a healthcare consumer perspective, there is an expectation that healthcare services need to be provided in a more flexible and cost-effective way as in other spheres such as banking, commerce, and media. This is another important driver for consideration to integrate digital health in healthcare services. As digital health continues to be used in routine healthcare services, practitioners may require new knowledge, skills, and competencies to make the best use of this innovative method. Education and training relating to digital health have been recognised as a priority for developing the future healthcare workforce.

scholarly journals It’s important, but not important enough: eHealth as a curriculum priority in medical education in Australia

2018 ◽  
Vol 24 (10) ◽  
pp. 697-702 ◽  
Author(s):  
Sisira Edirippulige ◽  
Peter Brooks ◽  
Colin Carati ◽  
Victoria A Wade ◽  
Anthony C Smith ◽  
...  
Keyword(s):  
Medical Education ◽  
Interpretative Phenomenological Analysis ◽  
Medical Curriculum ◽  
Digital Health ◽  
Medical Schools ◽  
Education And Training ◽  
External Pressure ◽  
Information And Communications Technology ◽  
Systemic Problems ◽  
And Training

Information and communications technology has become central to the way in which health services are provided. Technology-enabled services in healthcare are often described as eHealth, or more recently, digital health. Practitioners may require new knowledge, skills and competencies to make best use of eHealth, and while universities may be a logical place to provide such education and training, a study in 2012 found that the workforce was not being adequately educated to achieve competence to work with eHealth. We revisited eHealth education and training in Australian universities with a focus on medical schools; we aimed to explore the progress of eHealth in the Australian medical curriculum. We conducted a national interview study and interpretative phenomenological analysis with participants from all 19 medical schools in Australia; two themes emerged: (i) consensus on the importance of eHealth to current and future clinical practice; (ii) there are other priorities, and no strong drivers for change. Systemic problems inhibit the inclusion of eHealth in medical education: the curriculum is described as ‘crowded’ and with competing demands, and because accrediting bodies do not expect eHealth competence in medical graduates, there is no external pressure for its inclusion. Unless and until accrediting bodies recognise and expect competence in eHealth, it is unlikely that it will enter the curriculum; consequently the future workforce will remain unprepared.

scholarly journals “Most of Them Are Amateurs”: Women with Spinal Cord Injury Experience the Lack of Education and Training among Medical Providers While Seeking Gynecological Care

2015 ◽  
Vol 35 (3) ◽  
Author(s):  
Heather Elise Dillaway ◽  
Catherine L. Lysack
Keyword(s):  
Spinal Cord ◽  
Health Care Providers ◽  
Spinal Cord Injuries ◽  
Education And Training ◽  
Care Providers ◽  
Medical Providers ◽  
Attitudes And Practices ◽  
Cord Injury ◽  
Gynecological Care ◽  
And Training

<span>Although the American Disabilities Act (ADA, 1990) became federal law more than two decades ago, individuals with disabilities continue to experience substandard healthcare. We use this article to hone in on disabled women's experiences of seeking gynecological care and the access disparities they still face. The data for this qualitative study were gathered using in-depth interviews with 20 women living with spinal cord injuries in or around Detroit, Michigan. Each interviewee was questioned about overall health and physical functioning, accessibility of doctor offices, interactions with health care providers, and gynecological health-seeking behaviors. In this paper we report on women's gynecological healthcare experiences and related attitudes and practices, and what women see as the primary structural and social barriers to comprehensive care. Findings echo past literature about the inaccessibility of doctor's offices, including the lack of suitable exam tables. However, our findings also suggest that the lack of education and training among medical providers could be a key social barrier and determinant of whether individual women actually secure gynecological care.</span>

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