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19 pages, 396 KiB

Open AccessArticle

Allied Health Professions Accreditation Standards for Work Integrated Learning: A Document Analysis

by Merrolee Penman, Jacqueline Raymond, Annora Kumar, Renae Y. R. Liang, Karen Sundar and Yvonne Thomas

Int. J. Environ. Res. Public Health 2023, 20(15), 6478; https://doi.org/10.3390/ijerph20156478 - 31 Jul 2023

Cited by 4 | Viewed by 2732

Abstract

A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the [...] Read more.

A key role of allied health (AH) professional regulatory and professional bodies is to ensure that AH education programs provide work-integrated learning (WIL) opportunities for students. The requirements are outlined via the respective profession’s educational accreditation standards. Although a significant component of the AH professional degrees, researchers have not explored how standards specific to WIL are developed, nor how WIL might be conceptualised through the standards. This study explored how WIL is conceptualised through comparing the WIL education standards across Australian AH professions. Using a non-experimental explanatory mixed-methods research design, a document analysis of Australian education program accreditation standards (and associated documents) for 15 AH professions was undertaken. Data analysis included inductive textual and thematic analyses to compare AH professionals’ conceptualisation of WIL. This study found a high degree of variation in how AH professions describe WIL. While there was a common requirement for students to demonstrate competency in WIL, requirements for WIL quantity, assessment and supervision varied. Four key themes were identified regarding the contribution of WIL to curriculum and student learning: (1) the relationship between WIL and the program curriculum; (2) WIL as a learning process; (3) learning from diverse WIL contexts; and (4) developing competence through WIL. Overall, the diversity in the standards reflected differing understandings of what WIL is. Thus, in the absence of frameworks for designing accreditation standards, the risk is that some AH professions will continue to perpetuate the myth that the primary purpose of WIL is to provide a bridge between theory and practice. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

23 pages, 2716 KiB

Open AccessArticle

Engaging Industry in Health Professions’ Education: Benefits and Challenges

by Belinda Kenny, David O'Connor, Ellie Sugden, Clarice Y. Tang, Caterina Tannous and Elizabeth Thyer

Int. J. Environ. Res. Public Health 2023, 20(12), 6131; https://doi.org/10.3390/ijerph20126131 - 15 Jun 2023

Cited by 3 | Viewed by 2117

Abstract

Effective partnerships between universities and industry facilitate health-profession students’ learning and work readiness. However, developing sustainable industry engagement in academic curricula remains challenging. This study utilised Social Exchange Theory (SET) to explore the benefits of and barriers to industry engagement within health-profession preparation [...] Read more.

Effective partnerships between universities and industry facilitate health-profession students’ learning and work readiness. However, developing sustainable industry engagement in academic curricula remains challenging. This study utilised Social Exchange Theory (SET) to explore the benefits of and barriers to industry engagement within health-profession preparation programs. A realist evaluation framework was used to consider factors that impacted experiences and outcomes for academics and clinicians who engaged in the development and delivery of curriculum for a new health professional preparation program in speech pathology. A sequential mixed-methods design was adopted to explore factors influencing clinicians’ motivation to engage with the university, using an online survey (n = 18) and focus group (n = 5). Clinicians rated “personal development” and contributing to the “future workforce” as the highest personal benefits. “Sharing knowledge” was the highest team benefit, and “staff satisfaction” was the highest employer benefit. Time and workload were perceived barriers. Academics (n = 2) and clinicians (n = 3) who collaborated in learning and teaching experiences also participated in a post-engagement focus group. Three Context Mechanism Outcome configurations were shown to facilitate engagement outcomes: engagement as opportunity, partnership, and work readiness. In accordance with SET, the nature of exchange processes and professional relationships contributed to positive engagement outcomes for clinicians, academics, and enhanced health-profession education. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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15 pages, 3900 KiB

Open AccessArticle

Evaluation of a Community Hospital-Based Residencies’ Intimate Partner Violence Education by a Domestic Violence Shelter Expert

by Veronica Takov, Ashley Harnden, Kegan Rummel, Mariah Burnell, Shannon McMann, Carmen E. Wargel, Corie Seelbach, James McQuiston and Grace D. Brannan

Int. J. Environ. Res. Public Health 2023, 20(9), 5685; https://doi.org/10.3390/ijerph20095685 - 28 Apr 2023

Cited by 2 | Viewed by 2161

Abstract

Intimate partner violence, or IPV, is estimated to affect an estimated 10 million Americans. From 2015–2017 our community hospital-based residencies trained first-year residents to improve education in recognizing and screening for IPV. This retrospective cohort study’s goal was to analyze the longitudinal effectiveness [...] Read more.

Intimate partner violence, or IPV, is estimated to affect an estimated 10 million Americans. From 2015–2017 our community hospital-based residencies trained first-year residents to improve education in recognizing and screening for IPV. This retrospective cohort study’s goal was to analyze the longitudinal effectiveness of the educational program. The education was based on a curriculum created by Futures Without and the United States Office on Violence Against Women. The curriculum was taught by Turning Point, the local county provider for victims of domestic and sexual violence, and involved five hours of training. Physician Readiness to Manage Intimate Partner Violence Survey was used as the assessment tool. Residents were measured pre-, post immediate, and one-year post-education. Measures that include perceived knowledge and perceived preparation improved post immediate and one year after the training (p = 0.0001). Actual knowledge increased significantly post immediate but decreased after one year (p = 0.0001). The proportion of residents who screened patients and the proportion of patients who were screened increased post-intervention. The educational training provided by our local shelter improved residents’ performance in several of the categories tested, but most importantly, improved IPV practice post immediate and generally one year after. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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9 pages, 520 KiB

Open AccessArticle

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

by Farzaneh Sedaghatkar, Aeen Mohammadi, Rita Mojtahedzadeh, Roghayeh Gandomkar, Mahtab Rabbani Anari, Sasan Dabiri, Ardavan Tajdini and Sepideh Zoafa

Int. J. Environ. Res. Public Health 2023, 20(5), 4489; https://doi.org/10.3390/ijerph20054489 - 3 Mar 2023

Cited by 7 | Viewed by 2382

Abstract

Microlearning is recommended to be implemented within the context of a wider teaching–learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning [...] Read more.

Microlearning is recommended to be implemented within the context of a wider teaching–learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students’ knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students participated in this quasi-experimental study which included two control groups (routine teaching and task-based learning methods) and one intervention group (combined microlearning and task-based learning method). Pre- and post-tests of students’ knowledge and performance were assessed through a multiple-choice question test and a Direct Observation Procedural Skills (DOPS) instrument, respectively. Performing Analysis of Covariance for knowledge post-test scores among three groups revealed significant differences (F = 3.423, p-value = 0.040) and the intervention group had the highest score. Analyzing DOPS results showed that the intervention group achieved significantly higher scores compared to the control ones for all the expected tasks (p-values = 0.001). The findings of the present study show that the combined strategy of microlearning with task-based learning is an effective clinical teaching method for enhancing medical students’ knowledge and performance in a real working environment. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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10 pages, 336 KiB

Open AccessArticle

The Objective Structured Clinical Examination (OSCE) in Periodontology with Simulated Patient: The Most Realistic Approach to Clinical Practice in Dentistry

by Gema Cidoncha, Marta Muñoz-Corcuera, Virginia Sánchez, María Jesús Pardo Monedero and Ana Antoranz

Int. J. Environ. Res. Public Health 2023, 20(3), 2661; https://doi.org/10.3390/ijerph20032661 - 1 Feb 2023

Cited by 6 | Viewed by 2815

Abstract

The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and [...] Read more.

The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and certainly, their ability to manage the patient. These sorts of tests, in which simulated patients can be included, would be used before the student started clinical practice with patients and/or at the end of the degree. The objective of this work was to describe how the periodontology station was developed using a simulated patient for students of a fifth year dentistry degree taking an OSCE test. Furthermore, a questionnaire was created to learn the perception of the students about this station and its characteristics. The fifth year students at the European University of Madrid positively evaluated this station in their examination. In addition, it was recorded that they preferred a simulated patient in their tests, rather than stations with clinical cases, images, X-rays, and presentations. It is essential that once the OSCE has been completed, the student receives a feedback to learn where they have failed and, therefore, be able to improve any of the aspects evaluated in the station. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

15 pages, 1284 KiB

Open AccessArticle

Observational Study Exploring the Efficacy and Effectiveness of a New Model of Peer-Assisted Simulation-Based Learning Clinical Placement

by Diane Dennis, Lora Cipriano, Ginny Mulvey, Stephanie Parkinson, Alan Reubenson and Anne Furness

Int. J. Environ. Res. Public Health 2022, 19(8), 4505; https://doi.org/10.3390/ijerph19084505 - 8 Apr 2022

Cited by 5 | Viewed by 2638

Abstract

(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing [...] Read more.

(1) Background: Immersive simulation-based learning is relevant and effective in health care professional pre-licensure training. Peer-assisted learning has reciprocal benefit for the learner and the teacher. A fully simulated model of fieldwork placement has been utilised at Curtin University since 2014, historically employing full-time faculty supervisors. Due to the COVID-19 pandemic in 2020, traditional clinical placement availability diminished. (2) Methods: This mixed-methods prospective observational study aimed to translate the existing faculty-led placement for penultimate-year physiotherapy students to a peer-taught model, thereby creating new teaching placements for final-year students. Final- and penultimate-year physiotherapy students undertook the fully simulated fieldwork placement either as peer learners or peer teachers. The placement was then evaluated using four outcome measures: The ‘measure of quality of giving feedback scale’ (MQF) was used to assess peer learner satisfaction with peer-teacher supervision; plus/delta reflections were provided by peer teachers and faculty supervisors; student pass/fail rates for the penultimate-year physiotherapy students. (3) Results: For 10 weeks during November and December 2020, 195 students and 19 faculty participated in the placement. Mean MQF scores ranged from 6.4 (SD 0.86) to 6.8 (SD) out of 7; qualitative data reflected positive and negative aspects of the experience. There was a 4% fail rate for penultimate-year students for the placement. Results suggested that peer learners perceived peer-led feedback was of a high quality; there were both positives and challenges experienced using the model. (4) Conclusions: Physiotherapy students effectively adopted a peer-taught fully simulated fieldwork placement model with minimal faculty supervision, and comparable clinical competency outcomes. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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17 pages, 4819 KiB

Open AccessArticle

A Pilot Study on the Feasibility of Developing and Implementing a Mobile App for the Acquisition of Clinical Knowledge and Competencies by Medical Students Transitioning from Preclinical to Clinical Years

by Alvaro Prados-Carmona, Francisco Fuentes-Jimenez, Rafael Roman de los Reyes, Antonio García-Rios, Jesus Rioja-Bravo, Ezequiel Herruzo-Gomez, Pablo Perez-Martinez, Jose Lopez-Miranda and Javier Delgado-Lista

Int. J. Environ. Res. Public Health 2022, 19(5), 2777; https://doi.org/10.3390/ijerph19052777 - 27 Feb 2022

Cited by 4 | Viewed by 3014

Abstract

Due to the COVID-19 pandemic and the consequent restrictions, universities have had to adapt their curricula substantially to new schemes in which remote learning is of the essence. In this study, we assess the feasibility of developing a mobile app supplementary to the [...] Read more.

Due to the COVID-19 pandemic and the consequent restrictions, universities have had to adapt their curricula substantially to new schemes in which remote learning is of the essence. In this study, we assess the feasibility of developing a mobile app supplementary to the distant teaching paradigm for the “Cardiology” module of the “General Pathology” subject in undergraduate Medical Education, and we evaluate its impact and acceptability. A cohort of volunteer second-year medical students (n = 44) had access to the app, and their opinions on its utility (1–10) were collected. Additionally, the students were invited to refer their expected satisfaction (1–10) with a blended learning methodology overlapping this new tool with the traditional resources. The average expected satisfaction had been compared to the average satisfaction obtained by just the traditional methodology in other modules from the same subject. Through a qualitative approach, we defined the strengths and weaknesses of the tool. Seventy-seven percent of the participants rated at 8/10 or more the potential learning value of the application and, if used as a supplement to traditional teaching, it would also statistically improve the satisfaction of students (6.52 vs. 8.70, p < 0.001). Similarly, the qualitative data corroborated the benefits of such innovation. Multidisciplinary collaborations are encouraged to develop teaching innovations, although further research should aim to better define the effectiveness of learning with these resources. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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10 pages, 1135 KiB

Open AccessArticle

Teaching Urology to Undergraduates: A Prospective Survey of What General Practitioners Need to Know

by Ángel Borque-Fernando, Cristina Redondo-Redondo, Concepción Orna-Montesinos, Luis Mariano Esteban, Sophia Denizón-Arranz, Arlanza Tejero-Sánchez, Ramiro García-Ruiz, José Manuel Sanchez-Zalabardo, Jesús Gracia-Romero, Antonio Monreal-Híjar, María Jesús Gil-Sanz, Gerardo Sanz, Mónica Sanz-Pozo and Francisco Romero-Fernández

Int. J. Environ. Res. Public Health 2021, 18(21), 11687; https://doi.org/10.3390/ijerph182111687 - 7 Nov 2021

Viewed by 2502

Abstract

Background: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching [...] Read more.

Background: Higher education training in Medicine has considerably evolved in recent years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify the knowledge and skills needed in Urology for the real clinical practice of GPs. Methods: An anonymous self-administered survey was carried out among GPs of Primary Care and Emergencies which sought to evaluate urological knowledge and necessary urological skills. The results of the survey were exported and descriptive statistics were performed using IBM SPSS Statistics version 19.0. Results and limitations: A total of 127 answers were obtained, in which ‘Urological infections’, ‘Renal colic’, ‘PSA levels and screening for prostate cancer’, ‘Benign prostatic hyperplasia’, ‘Hematuria’, ‘Scrotal pain’, ‘Prostate cancer diagnosis’, ‘Bladder cancer diagnosis’, ‘Urinary incontinence’, and ‘Erectile dysfunction’ were rated as Very high or High formative requirements (>75%). Regarding urological skills, ‘Abdominal examination’, ‘Interpretation of urinalysis’, ‘Digital rectal examination’, ‘Genital examination’, and ‘Transurethral catheterization’ were assessed as needing Very high or High training in more than 80% of the surveys. The relevance of urological pathology in clinical practice was viewed as Very high or High in more than 80% of the responses. Conclusions: This study has shown helpful results to establish a differentiated prioritization of urological knowledge and skills in Primary Care and Emergencies. Efforts should be aimed at optimizing the teaching in Urology within the Degree of Medicine which consistently ensures patients’ proper care by future GPs. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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9 pages, 341 KiB

Open AccessArticle

Contents of the Sexual and Reproductive Health Subject in the Undergraduate Nursing Curricula of Spanish Universities: A Cross-Sectional Study

by Carlos Saus-Ortega, María Luisa Ballestar-Tarín, Elena Chover-Sierra and Antonio Martínez-Sabater

Int. J. Environ. Res. Public Health 2021, 18(21), 11472; https://doi.org/10.3390/ijerph182111472 - 31 Oct 2021

Cited by 11 | Viewed by 3037

Abstract

Background: Nursing students must receive adequate training in Sexual and Reproductive Health (SRH), which could allow them to acquire sufficient knowledge to solve the future SRH needs of everyone. In this study, the contents of the SRH subject in the undergraduate nursing curricula [...] Read more.

Background: Nursing students must receive adequate training in Sexual and Reproductive Health (SRH), which could allow them to acquire sufficient knowledge to solve the future SRH needs of everyone. In this study, the contents of the SRH subject in the undergraduate nursing curricula of 77 Spanish universities were examined to determine what SRH training nursing students are receiving. Methods: The contents of the SRH subject of all the curricula that were available online were reviewed. The distribution of the contents (topics) in the two areas (reproductive health and sexual health) was analyzed, and the prevalence of each topic was established. It was also determined whether there were differences between public (n = 52) and private universities (n = 25). Results: The training of nursing students focuses mainly on the area of Reproductive Health (15 topics). Most of the topics of this area had a prevalence greater than 50%. Although the area of Sexual Health had 14 topics, most of these topics had a low prevalence (<20%), especially in private universities. Conclusions: It was found that there is considerable variation in the distribution and prevalence of SRH topics between universities. The contents of the area of Reproductive Health are usually prevalent in most of the curricula. However, the contents of the area of Sexual Health are minimal in most of the universities. An organizational effort is required to determine and standardize the contents of SRH that nursing students should receive in Spain to avoid inequalities in their training. Guaranteeing homogeneous SRH contents will avoid deficit situations that could affect people’s care. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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11 pages, 666 KiB

Open AccessCase Report

Development, Implementation and Evaluation of an Acute Care Physical Therapy ‘Float’ Placement during the COVID-19 Pandemic: A Case Report

by Jasdeep Dhir, Amy Connell, Magda McCaughan, Diana Hatzoglou, Daana Ajami, Andrea Fursman, Sarah Wojkowski and Michelle E. Kho

Int. J. Environ. Res. Public Health 2023, 20(11), 6038; https://doi.org/10.3390/ijerph20116038 - 2 Jun 2023

Viewed by 2113

Abstract

Clinical education is a mandatory component of physical therapy curricula globally. COVID-19 disrupted clinical education, jeopardizing students’ abilities to meet graduation requirements. The objective of this case report is to outline the development, implementation and evaluation of a multiple clinical instructor (CI), multiple [...] Read more.

Clinical education is a mandatory component of physical therapy curricula globally. COVID-19 disrupted clinical education, jeopardizing students’ abilities to meet graduation requirements. The objective of this case report is to outline the development, implementation and evaluation of a multiple clinical instructor (CI), multiple unit, acute care float clinical placement for a final year, entry-level physical therapy student and offer implementation recommendations. This placement included an eight-week, multiple CI (one primary, four supporting), multiple (five) unit clinical placement which was developed between St. Joseph’s Healthcare and the McMaster University Masters of Science (Physiotherapy) Program between 10 August and 2 October 2020. Student evaluations and reflections by the student and CIs were collected and analyzed using interpretive description. Analysis from the reflections revealed six themes: (1) CI and student attributes; (2) increased feasibility; (3) varied exposure; (4) central communication and resources; (5) organization; and (6) managing expectations. An acute care clinical experience is required for students in Canadian entry-to-practice physical therapy programs. Due to COVID-19, placement opportunities were limited. The float placement allowed clinicians to offer supervision despite staff re-deployment and increased organizational and work–life pressures during the pandemic. This model provides an approach to extenuating circumstances and may also increase acute care placements during non-pandemic times for physical therapy and other similarly structured healthcare professions. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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15 pages, 623 KiB

Open AccessSystematic Review

Evaluating the Clinical Reasoning of Student Health Professionals in Placement and Simulation Settings: A Systematic Review

by Jennie Brentnall, Debbie Thackray and Belinda Judd

Int. J. Environ. Res. Public Health 2022, 19(2), 936; https://doi.org/10.3390/ijerph19020936 - 14 Jan 2022

Cited by 28 | Viewed by 7457

Abstract

(1) Background: Clinical reasoning is essential to the effective practice of autonomous health professionals and is, therefore, an essential capability to develop as students. This review aimed to systematically identify the tools available to health professional educators to evaluate students’ attainment of clinical [...] Read more.

(1) Background: Clinical reasoning is essential to the effective practice of autonomous health professionals and is, therefore, an essential capability to develop as students. This review aimed to systematically identify the tools available to health professional educators to evaluate students’ attainment of clinical reasoning capabilities in clinical placement and simulation settings. (2) Methods: A systemic review of seven databases was undertaken. Peer-reviewed, English-language publications reporting studies that developed or tested relevant tools were included. Searches included multiple terms related to clinical reasoning and health disciplines. Data regarding each tool’s conceptual basis and evaluated constructs were systematically extracted and analysed. (3) Results: Most of the 61 included papers evaluated students in medical and nursing disciplines, and over half reported on the Script Concordance Test or Lasater Clinical Judgement Rubric. A number of conceptual frameworks were referenced, though many papers did not reference any framework. (4) Conclusions: Overall, key outcomes highlighted an emphasis on diagnostic reasoning, as opposed to management reasoning. Tools were predominantly aligned with individual health disciplines and with limited cross-referencing within the field. Future research into clinical reasoning evaluation tools should build on and refer to existing approaches and consider contributions across professional disciplinary divides. Full article

(This article belongs to the Special Issue Shaping Our Future: Work-Integrated Learning Innovations in Health Professions Education)

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