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1.
J Allied Health ; 49(4): e161-e165, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33259578

RESUMO

Sense of community is valued in higher education but can become a challenge, especially when classroom time is reduced or eliminated in blended and online coursework. As COVID-19 has forced the rapid transition to remote teaching, strategies for optimizing interactivity and discussion in both synchronous and asynchronous environments have become increasingly important. Here we focus first on the theoretical framework for the importance of sense of community in education, followed by a discussion of evidence-based variables that increase students' sense of belonging. Emphasis is placed on strategies that promote discussion and participation across course formats.


Assuntos
/epidemiologia , Educação a Distância/organização & administração , Ocupações em Saúde/educação , Estudantes de Ciências da Saúde/psicologia , Humanos , Pandemias , Meio Social , Participação Social
2.
Adv Health Sci Educ Theory Pract ; 25(5): 1149-1162, 2020 12.
Artigo em Inglês | MEDLINE | ID: mdl-33206272

RESUMO

Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear-to produce the health workforce that society needs to improve health outcomes-both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.


Assuntos
/epidemiologia , Assistência à Saúde/organização & administração , Docentes/organização & administração , Ocupações em Saúde/educação , Currículo , Assistência à Saúde/normas , Docentes/psicologia , Docentes/normas , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Pandemias , Política , Fatores Socioeconômicos
3.
Perspect Med Educ ; 9(6): 385-390, 2020 12.
Artigo em Inglês | MEDLINE | ID: mdl-33051804

RESUMO

BACKGROUND: Conversations about educational challenges and potential solutions among a globally and culturally diverse group of health professions' educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. APPROACH: Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions' educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. EVALUATION: We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate 'hot tips' on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. REFLECTION: Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging; therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.


Assuntos
Educação a Distância/métodos , Educação Profissionalizante/métodos , Ocupações em Saúde/educação , Adaptação Psicológica , Comunicação , Congressos como Assunto , Humanos , Aprendizagem , Tutoria , Ensino
4.
Hum Resour Health ; 18(1): 71, 2020 10 20.
Artigo em Inglês | MEDLINE | ID: mdl-33076909

RESUMO

Regulation of the health workforce and accreditation of educational institutions are intended to protect the public interest, but evidence of the impact of these policies is scarce and occasionally contradictory. The body of research that does exist primarily focuses on policies in the global north and on the major health professions. Stress on accreditation and regulatory systems caused by surges in demand due to the COVID-19 pandemic, privatization of education, rising patient expectations, and emergence of new health worker categories has created urgency for innovation and reform. To understand and evaluate this innovation, we look forward to receiving manuscripts which contribute to the evidence base on the implementation, management, and impact of health worker education and practice regulation, including the intersection of education accreditation and workforce regulation policy. We particularly look forward to manuscripts from underrepresented parts of the globe and underrepresented health workforce sectors that address policy effectiveness, explore different models of regulation, and present innovations that we can all learn from.


Assuntos
Acreditação/normas , Ocupações em Saúde/educação , Mão de Obra em Saúde/normas , Infecções por Coronavirus/epidemiologia , Política de Saúde , Humanos , Pandemias , Pneumonia Viral/epidemiologia
5.
Cell ; 183(2): 296-300, 2020 10 15.
Artigo em Inglês | MEDLINE | ID: mdl-33064983

RESUMO

The SARS-CoV-2 pandemic has revealed that Africa needs a new public health order to be resilient, to adapt, and to cope with 21st-century disease threats. The new order will need strengthened continental and national public health institutions; local manufacturing of vaccines, therapeutics, and diagnostics; attraction, training, and retention of a public health workforce; and fostering of respectful local and international partnerships.


Assuntos
Doenças Transmissíveis/terapia , Saúde Pública , África , Controle de Doenças Transmissíveis , Doenças Transmissíveis/diagnóstico , Ocupações em Saúde/educação , Mão de Obra em Saúde , Humanos , Cooperação Internacional , Saúde Pública/educação , Administração em Saúde Pública
7.
Sante Publique ; 32(2): 149-159, 2020.
Artigo em Francês | MEDLINE | ID: mdl-32985831

RESUMO

OBJECTIVE: “Health service”, a French national service-learning program for health profession students, was launched in 2018. It aimed at developing knowledge and skills in health promotion and prevention. The purpose of this study was to assess the local implementation of this program, among medical, pharmacy, midwifery and physical therapy students at the Grenoble Alps University. METHODS: Relevant data were extracted from the placement reports, the directors’ feedback forms and an on-line questionnaire for students. We described the teams, the actions, the targeted publics, the students’ satisfaction and directors’ satisfaction. RESULTS: 400 students participated in this service-learning program (207 medical students, 93 pharmacy students, 39 midwifery students and 61 physical therapy students). 92 teams took actions in 91 institutions, including 90 secondary schools. 96.0% of the students were in interprofessional teams. Of 7,926 people reached, 7,872 (99.3%) were secondary school pupils. The main issues addressed were the substance-use prevention program based on life skills development, Unplugged (55 schools) and screen time and cyberstalking (17 schools). CONCLUSIONS: This program achieved interprofessional education and practice, with health-student-delivered activities. Interdisciplinarity was a core strength of the “Health service”. Areas for improvement were the communication and the reimbursement of transportation expenses.


Assuntos
Ocupações em Saúde/educação , Relações Interprofissionais , Estudantes de Ciências da Saúde/psicologia , França , Humanos , Avaliação de Programas e Projetos de Saúde , Estudantes de Ciências da Saúde/estatística & dados numéricos , Inquéritos e Questionários , Universidades
8.
PLoS One ; 15(9): e0238797, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32966288

RESUMO

OBJECTIVES: Interprofessional education is important for increasing the quality of patient care, but organising it in primary healthcare is still challenging. The aim of this study was to develop and assess a virtual patient model for primary healthcare and to investigate students' perceptions of learning with this interprofessional virtual patient model. METHODS: The virtual patient case described a patient with several medical conditions who had returned home after surgery. The virtual patient included text files, short videos, and links to illustrate different health professions' roles in home care. Ten interprofessional groups with 39 students assessed the virtual patient from four different study programmes: nursing, physiotherapy, medicine, and occupational therapy. The students answered a questionnaire about how they perceived the usability of the virtual patient and participated in group interviews. Qualitative content analysis was used to analyse the data from the semi-structured group interviews. RESULTS: The analysis of the interviews resulted in four main categories: The virtual patient model facilitated the learning process; It was beneficial to have students from different programmes in the group when working with the virtual patient; Working with the virtual patient helped the students to understand the roles and competencies of their own and other professions and All professions are needed in clinical work in order to help the patient. The students perceived that the mixture of text and multimedia made the virtual patient seem authentic and stimulated their group discussions, which they valued most. The students gave generally high points for usability in the questionnaire, but they also gave input for improvement of the program in their comments. CONCLUSIONS: The interprofessional virtual patient model facilitated interactions and discussions between students and may be a useful complement for interprofessional education in clinical contexts and might be a suitable tool in preparing students for future teamwork.


Assuntos
Ocupações em Saúde/educação , Adulto , Comportamento Cooperativo , Feminino , Humanos , Relações Interprofissionais , Aprendizagem , Masculino , Atenção Primária à Saúde , Estudantes de Ciências da Saúde , Estudantes de Medicina , Estudantes de Enfermagem , Inquéritos e Questionários , Realidade Virtual
9.
Sante Publique ; 32(2): 149-159, 2020 09 15.
Artigo em Francês | MEDLINE | ID: mdl-32989944

RESUMO

OBJECTIVE: “Health service”, a French national service-learning program for health profession students, was launched in 2018. It aimed at developing knowledge and skills in health promotion and prevention. The purpose of this study was to assess the local implementation of this program, among medical, pharmacy, midwifery and physical therapy students at the Grenoble Alps University. METHODS: Relevant data were extracted from the placement reports, the directors’ feedback forms and an on-line questionnaire for students. We described the teams, the actions, the targeted publics, the students’ satisfaction and directors’ satisfaction. RESULTS: 400 students participated in this service-learning program (207 medical students, 93 pharmacy students, 39 midwifery students and 61 physical therapy students). 92 teams took actions in 91 institutions, including 90 secondary schools. 96.0% of the students were in interprofessional teams. Of 7,926 people reached, 7,872 (99.3%) were secondary school pupils. The main issues addressed were the substance-use prevention program based on life skills development, Unplugged (55 schools) and screen time and cyberstalking (17 schools). CONCLUSIONS: This program achieved interprofessional education and practice, with health-student-delivered activities. Interdisciplinarity was a core strength of the “Health service”. Areas for improvement were the communication and the reimbursement of transportation expenses.


Assuntos
Ocupações em Saúde/educação , Relações Interprofissionais , Estudantes de Ciências da Saúde/psicologia , França , Humanos , Avaliação de Programas e Projetos de Saúde , Inquéritos e Questionários , Universidades
10.
J Interprof Care ; 34(5): 587-592, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32811213

RESUMO

Globally, the advent and rapid spread of the COVID-19 virus has created significant disruption to health professions education and practice, and consequently interprofessional education, leading to a model of learning and practicing where much is unknown. Key questions for this ongoing evolution emerge for the global context leading to reflections on future directions for the interprofessional education field and its role in shaping future practice models. Health professions programs around the world have made a dramatic shift to virtual learning platforms in response to closures of academic institutions and restrictions imposed on learners accessing practice settings. Telemedicine, slow to become established in many countries to date, has also revolutionized practice in the current environment. Within the state of disruption and rapid change is the awareness of a silver lining that provides an opportunity for future growth. Key topics explored in this commentary include reflection on the application of existing competency frameworks, consideration of typology of team structures, reconsideration of theoretical underpinnings, revisiting of core dimensions of education, adaptation of interprofessional education activities, and the role in the future pandemic planning. As an international community of educators and researchers, the authors consider current observations relevant to interprofessional education and practice contexts and suggest a response from scholarship voices across the globe. The current pandemic offers a unique opportunity for educators, practitioners, and researchers to retain what has served interprofessional education and practice well in the past, break from what has not worked as well, and begin to imagine the new.


Assuntos
Infecções por Coronavirus , Ocupações em Saúde/educação , Comunicação Interdisciplinar , Pandemias , Pneumonia Viral , Currículo , Humanos , Internacionalidade , Aprendizagem Baseada em Problemas , Síndrome Respiratória Aguda Grave
11.
PLoS One ; 15(8): e0237670, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32790797

RESUMO

BACKGROUND: Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and physician assistant. METHODS: Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. RESULTS: While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to 7.59 (physician assistant)] and annual LGBT curricular hours [mean range: 0.51 (occupational therapy) to 5.64 (social work)]. Experiential variables were significant predictors for Overall LGBT-DOCSS, Clinical Preparedness, and Basic Knowledge (all p < 0.001); LGBT patients was also a significant predictor for Attitudinal Awareness (p < 0.05). CONCLUSIONS: Taken together, significant differences in LGBT cultural competency exist across healthcare disciplines, which may result from inadequate experiences with LGBT patients and LGBT curricular education. Future efforts should consider increasing LGBT patient contact hours and LGBT formal education hours to enhance healthcare students' LGBT cultural competency.


Assuntos
Competência Clínica/estatística & dados numéricos , Competência Cultural , Ocupações em Saúde/educação , Minorias Sexuais e de Gênero/psicologia , Estudantes de Ciências da Saúde/estatística & dados numéricos , Adulto , Currículo , Feminino , Humanos , Masculino , Estados Unidos , Adulto Jovem
13.
Artigo em Inglês | MEDLINE | ID: mdl-32635499

RESUMO

BACKGROUND: Satisfactory experience about basic life support (BLS) is crucial to ensure rapid and efficient delivery of essential life-saving care during emergency situations. OBJECTIVES: To assess BLS experience among health profession students at King Khalid University (KKU), Southwestern Saudi Arabia. METHODS: A cross-sectional study was conducted on a representative sample of male and female health profession students, during the academic year 2019-2020. A self-reported questionnaire was utilized to collect data about BLS experiences, which included receiving BLS training, reasons for not having BLS training, suggestions to improve BLS training, encountering a situation that required the use of BLS, practicing BLS when needed and reasons for not practicing BLS when needed. RESULTS: Out of 1261 health profession students, 590 received formal BLS training with a prevalence rate of 46.8% (95% CI: 44.0-49.6), and 46.0% of them trained at the university. Important obstacles for non-attendance included busy academic schedule (54.7%) and high cost of the training course (18%). Overall, 84.1% supported integration of BLS training into their college curricula. Almost 26% encountered a situation that required BLS; however, only 32.4% responded. Through multivariate regression, the significant determinant of response was having formal BLS training (aOR = 4.24, 95% CI: 2.38-7.54). The frequent reasons for non-response were lack of adequate BLS knowledge (35.0%), nervousness (22.8%), and that the victim was of opposite sex (9.0%). CONCLUSION: It is recommended that more emphasis should be given to BLS training among undergraduates of health profession colleges in Southwestern Saudi Arabia. It is recommended that BLS training be integrated into health profession college curricula. Including BLS training as a graduation requirement for health profession students might motivate students to attain BLS training courses.


Assuntos
Reanimação Cardiopulmonar/educação , Conhecimentos, Atitudes e Prática em Saúde , Ocupações em Saúde/educação , Cuidados para Prolongar a Vida/métodos , Estudantes de Ciências da Saúde/psicologia , Adulto , Reanimação Cardiopulmonar/estatística & dados numéricos , Estudos Transversais , Feminino , Humanos , Masculino , Parada Cardíaca Extra-Hospitalar/terapia , Arábia Saudita , Estudantes de Ciências da Saúde/estatística & dados numéricos , Inquéritos e Questionários , Universidades
14.
J Evid Based Soc Work (2019) ; 17(5): 611-623, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32615876

RESUMO

PURPOSE: This study aims to measure growth in interprofessional knowledge, skills, and values in MSW students from three universities who participated in a Behavioral Health Workforce Education and Training program focused on serving children, adolescents, and transition-age youth. METHODS: Students participated in an interprofessional field placement and specialized educational sessions that addressed interprofessional team-based care, engaging at-risk youth and families, and working with vulnerable populations. The Interprofessional Socialization and Valuing Scale (ISVS) was administered pre- and post-experience. RESULTS: Paired t-tests of the ISVS total score and each subscale showed statistically significant increases over time. Multiple regression models indicated only the pretest score was a significant predictor of the posttest score for the total or subscale of the ISVS. CONCLUSION: Social work programs that create interprofessional education and training opportunities can achieve positive outcomes in student attitudes toward interprofessional practice.


Assuntos
Comportamento Cooperativo , Ocupações em Saúde/educação , Relações Interprofissionais , Serviço Social/educação , Estudantes de Ciências da Saúde/psicologia , Adulto , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
15.
N Z Med J ; 133(1518): 19-32, 2020 07 17.
Artigo em Inglês | MEDLINE | ID: mdl-32683429

RESUMO

AIM: To extend a previous investigation published in the New Zealand Medical Journal in 2017 into the state of quality improvement and patient safety teaching within health professional curricula and inform further investigation. This detailed analysis of actual curricula investigated the extent to which the nine quality and safety domains outlined by New Zealand's Health Quality & Safety Commission (HSQC) are included in eight health professional degrees in disciplines covered by the Health Practitioners Competence Assurance (HPCA) Act as they were delivered to 2,869 students in 2019. An extended set of terms was identified for exploring the key concepts. METHOD: The key concepts within the nine quality and safety domains previously published by HSQC were identified and used to conduct electronic searches of undergraduate curricula. A detailed analysis of the findings indicated that a range of terms, beyond those used in the descriptions in the 2017 study, were utilised to convey the key concepts. An extended list of terms was developed, and further analyses undertaken to check the context of them and ensure relevance. The final analysis identified the terms from the extended list across curricula. Further cross-checking was undertaken to verify the meaning and context of them. RESULTS: The development of an extended list of terms relating to the quality and safety domains enabled a detailed analysis of eight undergraduate health professional curricula preparing students for registration under the HPCA. All the quality and safety domains are represented within health professional degrees and one curriculum in particular was identified as an exemplar in relation to the extent the domains were incorporated. The extended list of terms provides a tool for exploring these domains in other curricula and institutions. CONCLUSION: This detailed analysis of curricula presents a more reassuring picture of the presence of quality improvement and patient safety within undergraduate education in Aotearoa New Zealand than had been previously presented following interviews with educators. An extended list of terms relating to the HSQC domains identified during this analysis adds to the interprofessional vocabulary for considering quality and safety as curricula are continuously evaluated and refined. The curriculum of one discipline provides an exemplar of how key concepts may be incorporated across all levels of a programme of study.


Assuntos
Currículo , Educação de Graduação em Medicina/normas , Ocupações em Saúde/educação , Segurança do Paciente/normas , Melhoria de Qualidade , Humanos , Nova Zelândia , Estudos Retrospectivos
16.
Med Educ Online ; 25(1): 1782594, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32573367

RESUMO

AIM: WeChat is the most popular social media platform in mainland China, with over 1 billion active users. Although social media is widely used in professional healthcare education in western countries, research on WeChat-based education in healthcare in mainland China is disparate and not systematic. The current study seeks to address this gap. METHOD: A scoping review was conducted to systematically describe studies of WeChat use in professional healthcare education. A comprehensive search involving three international databases in English and Chinese literature was conducted in April 2019. Articles were retained in this study if they were original studies that used WeChat as a tool to facilitate healthcare education in mainland China. RESULTS: 25 studies met the inclusion criteria and the majority of studies were either experimental or quasi-experimental. WeChat was used in both university settings and hospital settings. Hybrid education-which integrates WeChat education and face-to-face education-was more common in university settings, whereas hospitals used a combination of hybrid and WeChat-only strategies. Significant heterogeneity was observed regarding the type of accounts and methods for delivering content and facilitating online conversations. A majority of studies found positive outcomes with WeChat education. CONCLUSIONS: This scoping review addressed a large gap in knowledge about the usage of WeChat in professional healthcare education. Of the existing studies identified, we observed considerable promise for future practice. We provide additional suggestions for conducting future research involving patients and other helping professionals in healthcare education to expand the usage of WeChat.


Assuntos
Ocupações em Saúde/educação , Mídias Sociais/estatística & dados numéricos , China , Comunicação , Humanos
17.
Rural Remote Health ; 20(2): 6045, 2020 05.
Artigo em Inglês | MEDLINE | ID: covidwho-431288

RESUMO

Health professions education in tertiary, industrial and other contexts often entails face-to-face small group learning through tutorials. The current novel coronavirus, COVID-19, has reduced face-to-face contact, and this has challenged how health professionals and clinical students can access training, accreditation and development. Online and other remote mechanisms are available to tutors and course designers; however, they might not feel comfortable with such affordances, in light of expectations to so rapidly change familiar teaching and delivery styles. This may result in the loss of interaction and disruption of peer learning, which are hallmarks of the small group tutorial. Collaborative learning is essential to develop and refine an emerging sense of belonging to a professional community through formal studies, and interactive learning is a requirement for some registered health professions to satisfy ongoing professional accreditation. Online media has been used to promote social learning in regional, rural and remote communities for some time. Strategies for learning activity design and tutor training are proposed to equip course designers and educators to support health professions education remotely, through the synchronous, online small group. This may herald a new era of increased access to training and professional development for non-urban learners, beyond COVID-19.


Assuntos
Betacoronavirus , Infecções por Coronavirus , Educação a Distância/métodos , Ocupações em Saúde/educação , Pandemias , Pneumonia Viral , Competência Profissional/normas , Currículo/normas , Difusão de Inovações , Humanos , Aprendizagem Baseada em Problemas/métodos
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