Creating Awareness for Using a Wiki to Promote Collaborative Health Professional Education

2012 ◽  
Vol 2 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Karishma Sharmin Haque ◽  
Abu Md Akteruzzaman Bhuiyan ◽  
Mou Bhowmick ◽  
Ziauddin Ahmed ◽  
S. N. Sarbadhikari
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Sciences ◽  
Learning Activities ◽  
Web Pages ◽  
Virtual Collaboration ◽  
Professional Educators ◽  
Construction Of Knowledge ◽  
Content Development ◽  
Hands On

A Wiki is an expandable collection of interlinked web pages that allows users to quickly and easily create and edit content. Wikis can be used for obtaining information and knowledge. They can also serve as a method of virtual collaboration to share dialogue and information among participants in group projects or allow learners to engage in learning. Wikis enable such activities and actively involve learners in their own construction of knowledge. In this paper the authors discuss the wiki they created (http://bihs-wiki.wikispaces.com/) for the Bangladesh Institute of Health Sciences. A brief orientation lecture and a hands-on workshop were arranged for all users. Content development for the wiki and learning activities went on concurrently. Students were more enthusiastic in this process and acted as ambassadors. The wiki is an effective platform for sharing information, experiences, and resources among health professional educators and learners.

scholarly journals Refining assessment: Rasch analysis in health professional education and research

2021 ◽  
Vol 22 (2) ◽  
pp. 88-104
Author(s):  
Melanie Farlie ◽  
Christina Johnson ◽  
Tim Wilkinson ◽  
Jennifer Keating
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Rasch Analysis ◽  
Assessment Tool ◽  
Health Professional Education ◽  
Assessment Scores ◽  
Professional Educators ◽  
Rasch Modelling ◽  
Potential Benefits ◽  
Clinical Measurements

Educators want to assess learners using assessment processes that provide valid measures of learner ability. An ideal assessment tool would include items that are appropriate for assessing the target attributes. Ideal assessment results would accurately differentiate learners across the spectrum of ability, determine which learners satisfied the required standard and enable comparison between learner cohorts (e.g., across different years). Similar considerations are relevant to researchers who are designing or revising methods used to gather other kinds of assessment data, such as participant responses to surveys or clinical measurements of performance. Analysing assessment scores using Rasch analysis provides information about scores and the nature of each assessment item, and analysis output guides refinement of assessment. However, few health professional educators have published research that includes Rasch modelling methods. It may be that health professional educators find the language used to describe Rasch analysis to be somewhat impenetrable and that this has, to date, limited engagement in exploring applications for Rasch. In this paper, we lay out an overview of the potential benefits of Rasch analysis in health professional education and research.  

scholarly journals Let’s talk about discourse analysis for health professional education: What, why and how

2020 ◽  
Vol 21 (2) ◽  
pp. 63-74
Author(s):  
Robyn Woodward-Kron
Keyword(s):  
Discourse Analysis ◽  
Health Professional ◽  
Professional Education ◽  
Genre Theory ◽  
Genre Analysis ◽  
Health Professional Education ◽  
Discursive Practices ◽  
Professional Discourse ◽  
Professional Educators ◽  
Interactional Patterns

Much of healthcare is facilitated through interactive talk and writing: diagnosing, collaboratively making treatment decisions, conducting treatment, coordinating care, handing over care. For junior health professionals, learning the valued patterns of talk and writing—the discursive practices of healthcare—is part of becoming a health professional. Discourse analysis of texts, written and spoken, can make visible to health professional educators what the valued interactional patterns are and how junior members learn the discursive practices through interaction with more senior colleagues. It can also illuminate “troubles” in communication, such as barriers, power imbalances and misalignment. Doing discourse analysis requires an understanding of how texts work and a meaningful, systematic approach to representing and analysing data. This paper introduces genre theory, a form of discourse analysis that distinguishes between text types according to their social purpose and contextual variables, including what the text is about, who is involved and how the text is organised. This paper outlines some principles of genre analysis and practical “how to” guidelines. It also provides suggestions about how findings of genre analysis can inform teaching in health professional education.

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 Developing an ePortfolio for Health Professional Educators

2011 ◽  
pp. 273-282 ◽  
Author(s):  
Mary Lawson ◽  
Debbie Kiegaldie ◽  
Brian Jolly
Keyword(s):  
Health Professional ◽  
Process Evaluation ◽  
Professional Education ◽  
Teaching Practice ◽  
Implementation Process ◽  
First Year ◽  
Health Professional Education ◽  
Professional Educators ◽  
Approach To Teaching ◽  
Graduate Certificate

This chapter describes the development and implementation of an ePortfolio to support the Graduate Certificate in Health Professional Education (GCHPE) at Monash University, Australia. The GCHPE addresses the skills and knowledge of teachers working in health, and encourages the development of a professional approach to teaching practice. The ePortfolio was developed primarily to enable the preparation and sharing of reflective tasks and assessment items constructed from the workplace of the course participants, and to facilitate written peer and tutor feedback. The first interprofessional cohort completed the course in 2003. In this chapter, the development process, evaluation methods, and results of the first year of implementation will be summarized. Problems experienced in the development and implementation process are identified along with recommendations for further action.

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.

Development of a Pulmonary Workshop for Organ Recovery Coordinators’ Continuing Medical Education

2020 ◽  
Vol 30 (4) ◽  
pp. 372-375
Author(s):  
Nicholas R. Henry ◽  
Donna D. Gardner ◽  
Nathan Rodrigues
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Organ Procurement ◽  
Program Assessment ◽  
Management Skills ◽  
Mechanical Ventilators ◽  
Hands On ◽  
Before And After ◽  
Specialized Education ◽  
Organ Recovery

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly ( P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

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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