Got Skills?

2022 ◽  
pp. 298-323
Author(s):  
Mariette Sourial ◽  
Jaclyn D. Cole ◽  
Melissa J. Ruble ◽  
Marina Ishak ◽  
Tosin David
Keyword(s):  
Medical Education ◽  
Health Professional ◽  
Professional Education ◽  
Clinical Skills ◽  
Health Professional Education ◽  
Teaching Development ◽  
Professional Students ◽  
Educational Transition ◽  
Challenges And Opportunities ◽  
Real Patients

Health professional education is designed to help learners gain the knowledge, skills, and attitudes needed for practice. There has been extensive reform in health professional curriculums to emphasize the teaching, development, and assessment of clinical skills. As medical education continues to evolve due to changes in healthcare, and with the ever-increasing growth of technology, it is important to ensure that health professional students are ready to practice successfully. Many curriculums have incorporated clinical skills laboratories to provide learners a safe and protected environment to practice those skills necessary for their profession. Thus, students must acquire, maintain, and enhance their clinical skills techniques as they progress in their education and be properly assessed before they approach real patients. The emergence of the COVID-19 pandemic required educational transition to a remote platform, providing both challenges and opportunities for health education. This chapter reviews how remote skills-based courses can teach and assess clinical skills effectively.

scholarly journals Patients’ Messages as Educators in an Interprofessional Health Education Program

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Shelley Doucet ◽  
Heidi Lauckner ◽  
Sandy Wells
Keyword(s):  
Health Professional ◽  
Healthcare System ◽  
Professional Education ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Active Role ◽  
Health Professional Education ◽  
Professional Students ◽  
Health Professional Students ◽  
People First

Background: Patients have traditionally played a passive role in health professional education. Health Mentors Programs are new, innovative interprofessional education initiatives that involve "health mentors" (volunteer community patient educators), who share their experiences navigating the healthcare system with an interprofessional team of four health professional students. The purpose of this research was to explore what motivated the patient educators to participate in the Dalhousie Health Mentors Program and what messages they wanted to instill in health professional students.Methods: Data were collected through seven semi-structured focus groups (N = 29) and one individual interview (N = 1), which were recorded and transcribed verbatim. Qualitative inductive thematic analysis was used to identify key themes.Findings: Our study demonstrated that patients want to play an active role in educating health professional students with the hope of improving the healthcare system. The mentors wanted to convey to the students the importance of interprofessional collaboration, understanding patients are people first, listening to patients, and understanding the visible and invisible impacts of living with chronic conditions.Conclusions: If we expect our students to become competent in providing interprofessional, patient-centred care, it is important that we provide opportunities for patients to be actively involved in health professional education, as they have important messages that cannot be taught from a textbook.

scholarly journals Instructional Strategies to Manage Cognitive Load in Orthodontics

2016 ◽  
Vol 22 (1) ◽  
pp. 35
Author(s):  
Saad Asad
Keyword(s):  
Medical Education ◽  
Health Professional ◽  
Cognitive Load ◽  
Instructional Strategies ◽  
Professional Education ◽  
Instructional Strategy ◽  
Dental Students ◽  
Health Professional Education ◽  
Recent Past ◽  
The University

<p><strong>Abstract</strong></p><p><strong>Introduction: </strong>Medical Education has recently taken its position in Health professional education, however still it is not very popular in Dentistry, though professional are working hard to apply its principals. In the recent past Orthodontic education has been revolutionized and instructional strategies and designs to reduce the cognitive load and improve learner’s germane load have been employed. However literature discusses educationist`s perspective while student`s perspective regarding this have not been explored much. Aim of this study is to assess student`s perspective about different instructional strategies discussed through examples used to manage cognitive load in Orthodontic Education.</p><p><strong>Materials and Method:  </strong>The study was conducted through a 14 instrument questionnaire on a sample consisted of Sixty Six final year BDS students (12 males and 44 females) from University College of Dentistry, The University of Lahore.</p><p><strong>Results: </strong>Student`s perspective through orthodontic examples for instructional strategies to manage cognitive load was assessed. Dental students reported positively to all questions in the questionnaire except the question regarding Goal free principle.</p><p><strong>Results:  </strong>Different instructional strategies to reduce extrinsic load, manage intrinsic load and optimize germane load through examples from orthodontic syllabi have been given.</p><p><strong>Conclusion:  </strong>Student`s perspective as assessed thro-ugh questionnaire is mostly in accordance with the literature, except for goal free principle where only 25.75% student responded that this instructional strategy will improve learning.</p>

scholarly journals Key tips for teaching in the clinical setting

2020 ◽  
Vol 20 (S2) ◽  
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Chris Roberts ◽  
Craig Mellis
Keyword(s):  
Health Professional ◽  
Communication Skills ◽  
Clinical Setting ◽  
Professional Education ◽  
Clinical Training ◽  
Medical Knowledge ◽  
Early Career ◽  
Clinical Environment ◽  
Professional Students ◽  
Real Patients

AbstractTeaching with real patients in the clinical setting lies at the heart of health professional education, providing an essential component to clinical training. This is true of all the health disciplines – particularly medicine, nursing, dentistry, physiotherapy, and dietetics. Clinical tutorials orientate students to the culture and social aspects of the healthcare environment, and shape their professional values as they prepare for practice. These patient-based tutorials introduce students to the clinical environment in a supervised and structured manner, providing opportunities to participate in communication skills, history taking, physical examination, clinical reasoning, diagnosis and management. It is only through participation that new practices are learnt, and progressively, new tasks are undertaken. The aim of this paper is to provide health professional students and early career health professionals involved in peer and near peer teaching, with an overview of approaches and key tips for teaching in the clinical setting. Although there are many competencies developed by students in the clinical setting, our tips for teaching focus on the domains of medical knowledge, interpersonal and communication skills, and professionalism.

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.

Challenges and Opportunities for Person Centered Integrated Care Through the Life Course

2016 ◽  
Vol 6 (2) ◽  
pp. 79-82
Author(s):  
C. Ruth Wilson ◽  
James Appleyard ◽  
Juan E. Mezzich ◽  
Mohammed Abou-Saleh ◽  
Cal Gutkin ◽  
...  
Keyword(s):  
Health Services ◽  
Health Professional ◽  
Life Course ◽  
Integrated Care ◽  
Professional Education ◽  
Transitions Of Care ◽  
World Health ◽  
Health Coverage ◽  
Challenges And Opportunities ◽  
The Life Course

 Objective: To examine the opportunities and challenges in achieving person centered integrated care through the life course.  Methods: Critical literature review and evidence based analysis of person-centered integrated care through the life course, combined with expert consultation. The World Health Organization’s “Global Framework on Integrated People-Centred Health Services” is used as a basis.  Results: Using the approach of the life cycle allows connection of persons’ current health status to their sociocultural, biological, and psychological context. Person centered medicine has as its central precept the relationship between the health professional and person seeking care. This principle is the link to primary health care, which is built on a lasting relationship with individuals and populations in their social context.  The patient’s medical home provides one promising model of how health services can be organized to support the full achievement of person centered integrated care. Re-orientation of the health professional education towards generalism, and the development of metrics for measurement of person centered integrated care are required. In 2016 the global crisis in refugees is a particularly prominent challenge for the delivery of person centered integrated care.  Conclusion: Universal health coverage can provide equitable access to person centered integrated care throughout the life course. Specialized expertise and skills are important for caring for persons with specific conditions at particular times in the life course. When care is well-integrated, transitions of care are smooth and the critical paradigm of person-centeredness is retained.  

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