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12 pages, 3060 KiB

Open AccessArticle

Enhanced Learning Using Digital Recordings with Integrated Standardized Patient Examinations (ISPEs) in Physical Therapy Education: A Qualitative Pilot Study

by Anthony E. (Toby) Kinney, Amy Nordon-Craft, Suzan (Suzie) Kardong-Edgren and Anne Thompson

Educ. Sci. 2023, 13(9), 948; https://doi.org/10.3390/educsci13090948 - 17 Sep 2023

Viewed by 1292

Abstract

(1) Background: Integrated standardized patient examinations (ISPEs) allow students to demonstrate competence with curricular learning and communication. Digital recordings of these experiences provide an objective permanent record, allowing students to review and improve their performance. Although recordings have been utilized as a tool [...] Read more.

(1) Background: Integrated standardized patient examinations (ISPEs) allow students to demonstrate competence with curricular learning and communication. Digital recordings of these experiences provide an objective permanent record, allowing students to review and improve their performance. Although recordings have been utilized as a tool in physical therapy education, no studies have described the impact of reviewing recordings of ISPE. This qualitative pilot study aimed to investigate student perceptions and learning after reviewing their recordings of ISPE. (2) Methods: Second-year Doctor of Physical Therapy students (n= 23) participated in the study by completing an anonymous online survey after reviewing their recordings from three ISPEs. Thematic analysis was used to identify codes and central themes from the survey data. (3) Results: The results showed that 95.6% of students found the video review process beneficial. Five themes emerged: (i) digital recordings provide an objective performance assessment, (ii) approaches to self-review vary, (iii) it provides an opportunity for growth, (iv) a holistic review is possible, and (v) students need structure and guidance in the process. (4) Conclusions: Study findings indicate that a review of the recordings of ISPEs facilitates the development of clinical skills for physical therapy students. Implementing an explicit framework for reviewing the recordings may enhance the process and facilitate further promotion of reflection-on-action. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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10 pages, 1014 KiB

Open AccessArticle

Performance of Nursing Students with a Graphic Novel and a Collaborative Quiz Competition: A Quasi-Experimental Study

by Olga Navarro-Martínez, Josep Silva and Vanessa Ibáñez-del Valle

Educ. Sci. 2023, 13(7), 681; https://doi.org/10.3390/educsci13070681 - 4 Jul 2023

Cited by 2 | Viewed by 1314

Abstract

Very few studies analyzing the benefits of gamification in nurse training exist. In this work, we assessed the impact of a quiz group competition and a collective review of a graphic novel on students’ performance, specifically for future nurses during their training. The [...] Read more.

Very few studies analyzing the benefits of gamification in nurse training exist. In this work, we assessed the impact of a quiz group competition and a collective review of a graphic novel on students’ performance, specifically for future nurses during their training. The study was implemented in a geriatric care course for second-year nursing students (n = 63). The effects of gamification were measured with objective (final grades) and subjective (self-evaluation) measures. The average grade of the students who participated in the gamification trial was 12.28% higher than the average grade of the students who did not participate. The final grade was positively correlated with the number of rounds of quizzes played and the score obtained in these quiz activities. Overall, 81.8% of the students indicated that the quizzes helped them to learn. This study provides evidence that gamification can improve student performance in nurse training. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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9 pages, 650 KiB

Open AccessCommunication

Optimizing Health Professions Education through a Better Understanding of “School-Supported Clinical Learning”: A Conceptual Model

by Malou Stoffels, Saskia M. Peerdeman, Hester E. M. Daelmans, Stephanie M. E. van der Burgt and Rashmi A. Kusurkar

Educ. Sci. 2023, 13(6), 595; https://doi.org/10.3390/educsci13060595 - 10 Jun 2023

Viewed by 2045

Abstract

Interventions connecting school and clinical practice can align requirements and enhance learning outcomes. Current models and theories of clinical learning leave gaps in our knowledge about how learning processes and outcomes can be optimized by schools. In this paper, we discuss findings about [...] Read more.

Interventions connecting school and clinical practice can align requirements and enhance learning outcomes. Current models and theories of clinical learning leave gaps in our knowledge about how learning processes and outcomes can be optimized by schools. In this paper, we discuss findings about threats and opportunities in the use of school standards, tools, and support in clinical learning, including underlying mechanisms, in the context of nursing education. Opportunities include competency frameworks that can challenge students to push their limits despite a task-oriented ward culture. Assignments and tools can deepen students’ understanding of patient care, help them compare different experiences and stimulate self-regulated learning. Threats include rigid performance criteria that guide students’ selection of learning opportunities, extensive written formats, and individualization of self-regulated learning. These threats can lead to added workload and disengagement. Based on the critically constructed argument that the role of schools in clinical learning should be acknowledged in the literature, we present a conceptual model to do so. The use of this model provides design principles for learning environments at the interface of school and practice within health professions education. Eventually, learning outcomes can be achieved efficiently without unnecessary interference with students’ engagement in patient care and student-supervisor interactions. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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12 pages, 1716 KiB

Open AccessArticle

The Impact of Interprofessional Education on Health Profession Students’ Professional Identity

by Gioia J. Ciani, Gary Grimaldi, Maribel Macalintal and David Orner

Educ. Sci. 2023, 13(5), 494; https://doi.org/10.3390/educsci13050494 - 13 May 2023

Cited by 6 | Viewed by 2834

Abstract

Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) [...] Read more.

Establishing interprofessional identity is critical in preparing health care teams to work in collaborative environments and enhance efficacy of patient care. Accreditation standards for health profession programs have been implemented to include interprofessional education (IPE), yet there remains obfuscation regarding occupational therapy’s (OT) professional identity. The purpose of this prospective pre-post test study was to assess an experiential IPE event for health profession students (n = 170 from ten health profession programs) to: (1) determine the effectiveness of role playing and team-based case discussions on students’ knowledge and perceptions toward each other’s professions, and (2) specifically assess the impact of the IPE event on students’ perceptions toward OT roles and responsibilities. Health profession students were asked to complete a survey prior to and at the conclusion of the IPE event, which included the validated Interdisciplinary Education Perception Scale (IEPS) and non-standardized closed and open-ended questions. Quantitative analysis of responses showed a significant improvement in interdisciplinary perceptions after the experience as evidenced by higher IEPS scores. Post-test open-ended responses confirmed this finding. Health profession programs were stratified, revealing positive significant differences regarding OT. These findings suggest role-playing and team-based case discussions for IPE can have a positive impact on students’ interprofessional perceptions and understanding of OT. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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16 pages, 519 KiB

Open AccessArticle

Evaluation and Recommendations for the Brazilian Version of safeMedicate: A Cross-Cultural Adaptation

by Samia Valeria Ozorio Dutra, Vanessa Chee, Keith Weeks, David Pontin and John M. Clochesy

Educ. Sci. 2023, 13(3), 223; https://doi.org/10.3390/educsci13030223 - 21 Feb 2023

Cited by 1 | Viewed by 1869

Abstract

safeMedicate was developed as an English-language web-based system designed to support learning and competence development in solving medication dosage problems. Our purpose was to identify the adaptations necessary to implement safeMedicate for use in Brazil, with an explorative, qualitative design using an adapted [...] Read more.

safeMedicate was developed as an English-language web-based system designed to support learning and competence development in solving medication dosage problems. Our purpose was to identify the adaptations necessary to implement safeMedicate for use in Brazil, with an explorative, qualitative design using an adapted Participatory and Iterative Process Framework for Language Adaptation (PIPFLA) process and the Delphi technique with online focus groups. Focus group transcripts were analyzed using content analysis. The main themes were language, visual content, programing, data, and strength. safeMedicate was considered to be acceptable for use in Brazil. Participants perceived that it would be welcomed by faculty and students as a way to address current teaching and practice gaps. Cultural and political barriers should be identified and addressed when adapting material for use in different national contexts. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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12 pages, 1520 KiB

Open AccessArticle

Feasibility of a Vertically Integrated Teaching Strategy during a Surgical Clerkship Event—Learning Methods Matter

by Miklos C. Fogarasi, Christine Van Cott, Richard S. Feinn, Steven A. Hirshorn, Eugene H. Lewis, Susan V. Fernandez, Lori Ratchelous, Julia A. O’Connor and Larry D. Gruppen

Educ. Sci. 2022, 12(8), 557; https://doi.org/10.3390/educsci12080557 - 16 Aug 2022

Cited by 1 | Viewed by 2135

Abstract

Sound foundational knowledge improves disease conceptualization and clinical diagnosis. Vertical integration (VI) is an appealing educational strategy to refresh relevant pre-clinical information during clinical rotations. However, an optimal learning approach for this has not yet been established. We hypothesized that a small group [...] Read more.

Sound foundational knowledge improves disease conceptualization and clinical diagnosis. Vertical integration (VI) is an appealing educational strategy to refresh relevant pre-clinical information during clinical rotations. However, an optimal learning approach for this has not yet been established. We hypothesized that a small group collaborative discussion format might serve as an appealing learning method to deliver integrated material and increase retention. During AYs 2018/2019 and 2019/2020, our multidisciplinary team utilized a Colorectal Cancer workshop incorporating pre-clinical material for Y3 students on Surgical Clerkship. In search of an optimized way to deliver vertically integrated content, we alternately presented the workshop material either in a small group (SG) case-based collaborative format or as a standard-sized group (StdG) exercise. We achieved this by testing immediate and late (4-week post-event) recall and assessing student satisfaction with the VI strategy in both physical settings (StdG and SG). A total of 93% of participants considered VI-based training worthwhile, 96% reported an increased knowledge base and 93% would welcome similar VI events in the curriculum. Significantly more SG students than StdG (52% vs. 31%, p = 0.014) enthusiastically endorsed their event and would prefer to have future VI events delivered in the format they experienced (88% for SG vs. 42% for StdG) (p < 0.0001). Combined (immediate + late) recall scores were significantly better in SG versus StdG (p = 0.007), while the rate of attrition at 4 weeks did not differ significantly (p = 0.81). VI strategy successfully reactivated pre-clinical concepts, achieving both high content retention and learner satisfaction during this workshop. Students endorsed future VI events, especially when delivered in a case-based, interactive SG setting. Although resource intensive, a VI strategy employing a small-group collaborative learning method may be considered for broader curricular use in undergraduate medical education. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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14 pages, 1272 KiB

Open AccessArticle

Evaluating a Dental Public-Health Game across Two Learning Contexts

by Kawin Sipiyaruk, Stylianos Hatzipanagos, Tippanart Vichayanrat, Patricia A. Reynolds and Jennifer E. Gallagher

Educ. Sci. 2022, 12(8), 517; https://doi.org/10.3390/educsci12080517 - 28 Jul 2022

Cited by 10 | Viewed by 3184

Abstract

Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dental public health, [...] Read more.

Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dental public health, was designed to simulate a town, enabling students to apply theoretical knowledge to a specific population by selecting health promotion initiatives to improve the oral health of the town population. This study employed a literature-based evaluation framework and a sequential explanatory mixed-methods research design to evaluate the use of GRAPHIC among final-year dental undergraduates across two learning contexts: King’s College London in the United Kingdom and Mahidol University in Thailand. Two hundred and sixty-one students completed all designated tasks, and twelve participated in semi-structured interviews. The findings demonstrated knowledge improvement after game completion based on pre- and post-knowledge assessments, and the students’ perceptions of the game as an interactive and motivational learning experience. The evaluation identified five serious-game dimensions and clear alignment between these dimensions, demonstrating the impact of serious games in dental public health and, more widely, in healthcare education. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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8 pages, 624 KiB

Open AccessCommunication

Competency-Based Education as Curriculum and Assessment for Integrative Learning

by Kayla M. Marcotte and Larry D. Gruppen

Educ. Sci. 2022, 12(4), 267; https://doi.org/10.3390/educsci12040267 - 11 Apr 2022

Cited by 6 | Viewed by 5330

Abstract

Integrative learning and competency-based education are both evolving as major themes in education. Integrative learning emphasizes that knowledge from different domains and contexts are brought together to enhance the learner’s experience. The emphasis on integrated learning has sparked the development of integrative curriculum, [...] Read more.

Integrative learning and competency-based education are both evolving as major themes in education. Integrative learning emphasizes that knowledge from different domains and contexts are brought together to enhance the learner’s experience. The emphasis on integrated learning has sparked the development of integrative curriculum, which methodically brings knowledge and skills together in ways that reinforce learning. Competency-based medical education (CBME) is an educational method that assumes integrative learning by relying on defined competencies for learners to master during their education. CBME is an illustration of both integrated learning and integrated curricula. In CBME, learners progress through their program by demonstrating acquisition of competencies, which are often integrative statements in themselves. In integrative learning, the question of how to assess a learner’s progress through their program remains a challenge. Entrustable Professional Activities (EPAs) are one tool utilized to assess learning in CBME. EPAs are defined, observable tasks that learners should be able to demonstrate upon entering their profession. Understanding EPAs and how they are used in CBME may provide a framework for assessing integrative learning in diverse educational contexts. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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8 pages, 2051 KiB

Open AccessCommunication

An Experiential Aged Care Module for First-Year Undergraduate Medical Students

by Deepa Alex, Yatinesh Kumari and Amudha Kadirvelu

Educ. Sci. 2021, 11(10), 565; https://doi.org/10.3390/educsci11100565 - 22 Sep 2021

Cited by 1 | Viewed by 2076

Abstract

A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In [...] Read more.

A rapid demographic transition to aging populations is imminent over the next decade, especially in Southeast Asian countries. An aging population presents a host of medical challenges, such as multimorbidity; chronic illnesses; and geriatric syndromes, such as frailty, falls, dementia, and incontinence. In order to tackle such issues efficiently, there is an urgent need to train future doctors in geriatric medicine. Aged care is a specialty in medicine that was not traditionally part of the undergraduate medical curriculum. With the changing demographic, aged care content needs to be integrated into the existing curriculum for undergraduate medical students. In this paper, we present an introductory novice level geriatric module that was developed for first-year medical undergraduate students in Monash University, Malaysia. The module consisted of collaborative active learning sessions on healthy aging, interaction with older adults from the community, and a simulated experiential activity. Feedback was collected from students on module completion. The immediate impact of the module was positive from the student responses. The findings from this study will be useful to inform the development and implementation of future educational interventions for aged care, as well as to support the establishment of a vertically integrated aged care curriculum, in order to prepare future doctors to provide healthcare for the ageing Asian population. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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Other

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10 pages, 842 KiB

Open AccessCommentary

Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access

by Brian Cohen, Sasha DuBois, Patricia A. Lynch, Niraj Swami, Kelli Noftle and Mary Beth Arensberg

Educ. Sci. 2023, 13(8), 760; https://doi.org/10.3390/educsci13080760 - 25 Jul 2023

Cited by 5 | Viewed by 3056

Abstract

Continuing medical education (CME) and continuing education (CE) provide frameworks for assimilating and disseminating new advancements and are mainstays of clinicians’ professional development and accreditation. However, traditional CME/CE approaches may be challenged in providing opportunities for integrated and interprofessional learning and helping clinicians [...] Read more.

Continuing medical education (CME) and continuing education (CE) provide frameworks for assimilating and disseminating new advancements and are mainstays of clinicians’ professional development and accreditation. However, traditional CME/CE approaches may be challenged in providing opportunities for integrated and interprofessional learning and helping clinicians effectively translate innovations into individual practice. This Commentary describes the reflective learning approach, including its integration into CME/CE and how it can support interprofessional education. Also identified are barriers to reflective and interprofessional learning implementation and CME/CE access. The Commentary provides insights based on point-of-care reflection data and outlines considerations in trialing the use of an artificial intelligence (AI)-driven digital platform for reflective learning. Further, the Commentary describes how the AI-driven digital platform may help overcome barriers to reflective learning and interprofessional education and support equitable CME/CE program access. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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10 pages, 1939 KiB

Open AccessCase Report

Vertical Integration in the Pediatrics Clerkship: A Case Study

by Julianne M. Hall, Rahul Anand, Lynn E. Copes, Kelly Moran-Crusio, J. Nathan Davis, Maya Doyle, Christine Maffeo and Eitan S. Kilchevsky

Educ. Sci. 2023, 13(6), 545; https://doi.org/10.3390/educsci13060545 - 25 May 2023

Cited by 1 | Viewed by 1304

Abstract

Since the end of the twentieth century, medical educators continue to review and call for changes that will improve how medical students apply their knowledge of basic sciences to the clinical management of their patients. The traditional 2 + 2 curriculum, where basic [...] Read more.

Since the end of the twentieth century, medical educators continue to review and call for changes that will improve how medical students apply their knowledge of basic sciences to the clinical management of their patients. The traditional 2 + 2 curriculum, where basic sciences are taught during the first two years and were followed by clinical clerkships, was challenged with calls to move towards a Z-shaped integrated curriculum, a model which presents bio-medical sciences and clinical cases in parallel or in connection with one another. Faculty at the Frank H. Netter MD School of Medicine developed a vertical integration didactic session that presented an eight-year-old child with an acute asthmatic episode. After a brief introduction, clinical and pre-clinical faculty who teach in Years 1–3 and social work faculty met with medical students placed in small groups to discuss their pertinent field; faculty members rotated among the groups. At the end of the session, the students provided feedback and comments for the continuous quality improvement of the session. The session has been taught four times thus far. A majority of the students expressed satisfaction with the opportunity to review basic science concepts during the clerkship and apply these concepts to develop clinical management skills. Students were also excited to discuss social determinants and the effects of a pediatric chronic illness on the whole family. Combining a review of basic and social science concepts with clinical management, with faculty from pre-clinical and clinical years, was enjoyed by our students, who felt this educational approach expanded their ability to better manage clinical problems. While our case is in pediatrics, we believe the method can be applied to other specialties. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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13 pages, 1087 KiB

Open AccessStudy Protocol

Adapting an Educational Software Internationally: Cultural and Linguistical Adaptation

by Samia Valeria Ozorio Dutra, Vanessa Chee and John M. Clochesy

Educ. Sci. 2023, 13(3), 237; https://doi.org/10.3390/educsci13030237 - 23 Feb 2023

Viewed by 2244

Abstract

This study protocol proposes an adaptation of the participatory and iterative process framework for language adaptation (PIPFLA). The adapted model follows five dimensions for a cross-cultural equivalence model: semantic, content, technical, criterion, and conceptual. Iterative adaptations were conducted through the Delphi technique of [...] Read more.

This study protocol proposes an adaptation of the participatory and iterative process framework for language adaptation (PIPFLA). The adapted model follows five dimensions for a cross-cultural equivalence model: semantic, content, technical, criterion, and conceptual. Iterative adaptations were conducted through the Delphi technique of expert consultation that comprised nursing professionals from academic, administrative, and practice fields, professional translators, and students’ online focus groups to arrive at consensus. The adapted process of PIPFLA proposed in this paper uses a standardized and transparent documentation, including expert judgment. Neither systematic reviews nor empirical research currently published describe the methodology used with enough details to allow for replication or improvement. This work illustrates innovation that takes concepts related to cultural adaptation of tools and applies these ideas to cultural adaptation of an online learning platform, based on the use of committees and codebook development strategies. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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15 pages, 5732 KiB

Open AccessCase Report

PEARLS (Perspectives on Equity Advancement: Research and Learning Symposium), a Case Report in Promoting DEI in a Medical School Setting

by Sarah R. Yoder, Allison B. Lonstein, Arth Sharma, John Garcia-Munoz, Rafael Moreno, Alice Y. Chen, Grace Orben, Tiana Clemons, Madison Masters, Lala L. Forrest, Ikhianosen Ukhuedoba and Julianne M. Hall

Educ. Sci. 2022, 12(9), 586; https://doi.org/10.3390/educsci12090586 - 27 Aug 2022

Cited by 2 | Viewed by 2855

Abstract

PEARLS (Perspectives on Equity Advancement: Research and Learning Symposium) was a student-led, faculty-mentored, year-long initiative culminating in a symposium with three components: (1) “Change Agents”, where faculty leaders presented their research and advances in DEI and the impact on the community; (2) The [...] Read more.

PEARLS (Perspectives on Equity Advancement: Research and Learning Symposium) was a student-led, faculty-mentored, year-long initiative culminating in a symposium with three components: (1) “Change Agents”, where faculty leaders presented their research and advances in DEI and the impact on the community; (2) The “15% Better” initiative, which promoted individual commitments to improving DEI in the Frank H. Netter School of Medicine at Quinnipiac University through reflection on a monthly prompt and review of selected educational resources; and (3) “Grand Rounds Pitches’’ where student-designed scholarly DEI initiatives received competitive seed grants alongside a mentorship team that help support their project to completion. The 2022 post-event survey (RR 58%) showed that 100% of respondents felt inspired to engage more deeply in DEI after seeing the faculty’s work, felt committed to at least one action that furthers their learning or promotes DEI broadly, and were better able to describe student-led DEI projects. In total, 94% of respondents felt more connected to faculty and students advancing DEI in the school of medicine community and 91% felt a greater sense of belonging. The 15% Better initiative strengthened the belief that small individual DEI commitments can result in substantial positive changes for 73%, while 27% already believed this. In total, 61% were more likely to engage in DEI efforts this year and 36% already planned to engage. Qualitative data highlighted themes of inspiration, positive impact, and actionable change. PEARLS stands as an easily reproducible way for higher education institutions to engage their community in DEI strategies through its foundational elements of promoting belonging, fostering inspiration, and encouraging commitment to action. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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9 pages, 226 KiB

Open AccessCommentary

Expanding Integrated Competency-Focused Health Worker Curricula for Maternal Infant and Young Child Nutrition

by Genevieve Ellen Becker, Jennifer Cashin, Tuan T. Nguyen and Paul Zambrano

Educ. Sci. 2022, 12(8), 518; https://doi.org/10.3390/educsci12080518 - 29 Jul 2022

Cited by 2 | Viewed by 2636

Abstract

Maternal, infant, and young child nutrition (MIYCN) is important for health, survival, productivity, and development. Knowledgeable, skilled health workers are vital to provide quality care, improve health outcomes, and meet global nutrition targets. When nutrition is not adequately addressed in pre-service curricula, health [...] Read more.

Maternal, infant, and young child nutrition (MIYCN) is important for health, survival, productivity, and development. Knowledgeable, skilled health workers are vital to provide quality care, improve health outcomes, and meet global nutrition targets. When nutrition is not adequately addressed in pre-service curricula, health workers may not be equipped with the knowledge, skills and confidence required to deliver nutrition services and accurate information free of commercial influence. Curriculum review, revision, and competency structuring provides an opportunity to benchmark course topics and content to global standards, to increase focus on learner outcomes, and to facilitate mutual recognition of qualifications across countries and regions. This paper discusses a multistage process to map an existing curriculum, analyse expected competencies, and recognize broader factors when developing a competency-focused curriculum in pre-service education that includes MIYCN. Examples of tools are provided which can be used for review and discussion of curricula and competency at local and national level and to integrate skills such as communication and counselling. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

26 pages, 1098 KiB

Open AccessSystematic Review

A Systematic Review of Integrated Learning Definitions, Frameworks, and Practices in Recent Health Professions Education Literature

by Davina Matinho, Marisa Pietrandrea, Carlos Echeverria, Ron Helderman, Madison Masters, Daniel Regan, Samuel Shu, Rafael Moreno and Douglas McHugh

Educ. Sci. 2022, 12(3), 165; https://doi.org/10.3390/educsci12030165 - 28 Feb 2022

Cited by 12 | Viewed by 8697

Abstract

International curricular redevelopment and quality improvement efforts include integration within and across disciplines as a focal point. Definitions and applications of the term ‘integration’ vary routinely in health professions education literature, weakening opportunities to enhance our educational practice through collaborative, interprofessional knowledge-sharing. This [...] Read more.

International curricular redevelopment and quality improvement efforts include integration within and across disciplines as a focal point. Definitions and applications of the term ‘integration’ vary routinely in health professions education literature, weakening opportunities to enhance our educational practice through collaborative, interprofessional knowledge-sharing. This systematic review examined recent health professions education literature for reported definitions, theories or frameworks, and educational activities around integrated learning, education, curricula, or teaching. A total of 35 articles representing learners from 12 different health professions, between 2017 and 2021, were analyzed through a literature search of seven databases: PubMed, Scopus, CINAHL, JSTOR, the Cochrane Library, LGBTQ + Life, and ERIC. Full-text retrieval and data extraction of the included studies were conducted. Of the 35 articles reviewed, 13 included explicit definitions of integration (an additional six alluded to a definition), 19 referred to an educational theory or framework used to guide integration design efforts, and 27 mentioned teaching methods by which integration was implemented. Misunderstanding what is meant by integrated, how others have planned for it, or how others have sought to bring it about practically, all threaten attempts to improve the cultivation of health professionals as integrated thinkers and holistic care providers. Full article

(This article belongs to the Special Issue Health Professions Education & Integrated Learning)

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