Re-thinking health professional education: ‘think global, act local’-ensuring inclusivity and diversity of medical education in the new norm

AbstractIntroduction: 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.Materials and Method: 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.Results: 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.Results: Different instructional strategies to reduce extrinsic load, manage intrinsic load and optimize germane load through examples from orthodontic syllabi have been given.Conclusion: 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.

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Got Skills?

10.4018/978-1-7998-7623-6.ch013 ◽

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.

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Diversity in health professional education scholarship: a document analysis of international author representation in leading journals

BMJ Open ◽

10.1136/bmjopen-2020-043970 ◽

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.

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