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Advances in Health Sciences Education: Theory and Practice

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https://www.readbyqxmd.com/read/28516242/defining-and-understanding-the-relationship-between-professional-identity-and-interprofessional-responsibility-implications-for-educating-health-and-social-care-students
#1
Viktoria C T Joynes
This paper is concerned with exploring the relationship between perceptions of professional identities, interprofessional education (IPE) and collaborative practice. It seeks to introduce the concept of interprofessional responsibility as both a shift in the way in which to conceptualise the professional identity of Health and Social Care (H&SC) staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working. The presented research, undertaken as part of a Ph...
May 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28501933/the-influence-of-mcat-and-gpa-preadmission-academic-metrics-on-interview-scores
#2
Steven E Gay, Sally A Santen, Rajesh S Mangrulkar, Thomas H Sisson, Paula T Ross, Nikki L Bibler Zaidi
Medical school admissions interviews are used to assess applicants' nonacademic characteristics as advocated by the Association of American Medical Colleges' Advancing Holistic Review Initiative. The objective of this study is to determine whether academic metrics continue to significantly influence interviewers' scores in holistic processes by blinding interviewers to applicants' undergraduate grade point averages (uGPA) and Medical College Admission Test (MCAT). This study examines academic and demographic predictors of interview scores for two applicant cohorts at the University of Michigan Medical School...
May 13, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28456856/exploring-trainer-and-trainee-emotional-talk-in-narratives-about-workplace-based-feedback-processes
#3
A A Dennis, M J Foy, L V Monrouxe, C E Rees
Emotion characterises learners' feedback experiences. While the failure-to-fail literature suggests that emotion may be important, little is known about the role of emotion for educators. Secondary analyses were therefore conducted on data exploring 110 trainers' and trainees' feedback experiences. Group and individual narrative interviews were conducted across three UK sites. We analysed 333 narratives for emotional talk using textual analysis: Linguistic Inquiry and Word Count. Furthermore, thematic framework analysis was conducted on the trainer narratives to explore aspects of feedback processes that are emotional...
April 29, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28456855/beyond-vulnerability-how-the-dual-role-of-patient-health-care-provider-can-inform-health-professions-education
#4
Paula Rowland, Ayelet Kuper
In order to prepare fully competent health care professionals, health professions education must be concerned with the relational space between patients and providers. Compassion and compassionate care are fundamental elements of this relational space. Traditionally, health professions educators and leaders have gone to two narrative sources when attempting to better under constructs of compassion: patients or providers. Rarely have there been explorations of the perspectives of those who consider themselves as both patients and providers...
April 29, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28434131/knowing-how-and-knowing-why-testing-the-effect-of-instruction-designed-for-cognitive-integration-on-procedural-skills-transfer
#5
Jeffrey J H Cheung, Kulamakan M Kulasegaram, Nicole N Woods, Carol-Anne Moulton, Charlotte V Ringsted, Ryan Brydges
Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical signs and symptoms. To test whether integrated instruction has similar effects in procedural skills (i.e., psychomotor skills) training, we studied the impact of instruction that integrates conceptual (why) and procedural (how) knowledge on the retention and transfer of simulation-based lumbar puncture (LP) skill...
April 22, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28352957/growing-from-dilemmas-developing-a-professional-identity-through-collaborative-reflections-on-relational-dilemmas
#6
Galy Binyamin
Health educators nurture future generations of professionals by helping them to navigate the complex transition from students to therapists. The purpose of this study was to illustrate how a pedagogical method of collaborative reflection (involving reflective writing, sharing, and discussion) on relational dilemmas with role partners can develop occupational therapists' professional identity. The course, in which this method was applied, implemented the supervision and peer learning frameworks as related to student's fieldwork experiences, and is based on the perception of growing from conflicts and exploration...
March 28, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28315114/what-should-we-teach-the-teachers-identifying-the-learning-priorities-of-clinical-supervisors
#7
Margaret Bearman, Joanna Tai, Fiona Kent, Vicki Edouard, Debra Nestel, Elizabeth Molloy
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28315113/-i-d-been-like-freaking-out-the-whole-night-exploring-emotion-regulation-based-on-junior-doctors-narratives
#8
Robert M Lundin, Kiran Bashir, Alison Bullock, Camille E Kostov, Karen L Mattick, Charlotte E Rees, Lynn V Monrouxe
The importance of emotions within medical practice is well documented. Research suggests that how clinicians deal with negative emotions can affect clinical decision-making, health service delivery, clinician well-being, attentiveness to patient care and patient satisfaction. Previous research has identified the transition from student to junior doctor (intern) as a particularly challenging time. While many studies have highlighted the presence of emotions during this transition, how junior doctors manage emotions has rarely been considered...
March 17, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28303398/why-assessment-in-medical-education-needs-a-solid-foundation-in-modern-test-theory
#9
Stefan K Schauber, Martin Hecht, Zineb M Nouns
Despite the frequent use of state-of-the-art psychometric models in the field of medical education, there is a growing body of literature that questions their usefulness in the assessment of medical competence. Essentially, a number of authors raised doubt about the appropriateness of psychometric models as a guiding framework to secure and refine current approaches to the assessment of medical competence. In addition, an intriguing phenomenon known as case specificity is specific to the controversy on the use of psychometric models for the assessment of medical competence...
March 16, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28299475/group-interventions-to-promote-mental-health-in-health-professional-education-a-systematic-review-and-meta-analysis-of-randomised-controlled-trials
#10
Kristin Lo, Jamie Waterland, Paula Todd, Tanvi Gupta, Margaret Bearman, Craig Hassed, Jennifer L Keating
Effects of interventions for improving mental health of health professional students has not been established. This review analysed interventions to support mental health of health professional students and their effects. The full holdings of Medline, PsycINFO, EBM Reviews, Cinahl Plus, ERIC and EMBASE were searched until 15th April 2016. Inclusion criteria were randomised controlled trials of undergraduate and post graduate health professional students, group interventions to support mental health compared to alternative education, usual curriculum or no intervention; and post-intervention measurements for intervention and control participants of mindfulness, anxiety, depression, stress/distress or burnout...
March 15, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28289919/patients-with-chronic-conditions-simulate-to-educate
#11
Thomas Lefèvre, Rémi Gagnayre, Maxime Gignon
Simulation in healthcare in an way to train professionals but it is not yet use commonly to train patient or their caregivers. Recently, it has been suggested to extend simulations to patients with chronic conditions. Simulations could help patients and caregivers to acquire psychosocial and self-management skills. This approach proved to be effective for the training of healthcare professionals, but its transferability to patients needs to be evaluated. Already, several questions arise. However, by considering simulations as pretexts for debriefing, they enable patients and professionals to assess a concrete situation, implying voluntary and reflexive learning processes...
March 13, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28255835/erratum-to-evaluating-the-complementary-roles-of-an-sjt-and-academic-assessment-for-entry-into-clinical-practice
#12
Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C McLachlan, David Good
No abstract text is available yet for this article.
March 2, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28236125/predictors-of-academic-success-for-m%C3%A4-ori-pacific-and-non-m%C3%A4-ori-non-pacific-students-in-health-professional-education-a-quantitative-analysis
#13
Erena Wikaire, Elana Curtis, Donna Cormack, Yannan Jiang, Louise McMillan, Rob Loto, Papaarangi Reid
Tertiary institutions internationally aim to increase student diversity, however are struggling to achieve equitable academic outcomes for indigenous and ethnic minority students and detailed exploration of factors that impact on success is required. This study explored the predictive effect of admission variables on academic outcomes for health professional students by ethnic grouping. Kaupapa Māori and Pacific research methodologies were used to conduct a quantitative analysis using data for 2686 health professional students [150 Māori, 257 Pacific, 2279, non-Māori non-Pacific (nMnP)]...
February 24, 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28341923/a-research-agenda-for-establishing-the-validity-of-non-academic-assessments-of-medical-school-applicants
#14
Clarence Dennis Kreiter
No abstract text is available yet for this article.
May 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28341922/have-admissions-committees-considered-all-the-evidence
#15
EDITORIAL
Kent Hecker, Geoff Norman
No abstract text is available yet for this article.
May 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28341921/selection-methods-in-healthcare-professions-where-are-we-now-and-where-next
#16
EDITORIAL
Fiona Patterson, Jennifer Cleland, Fran Cousans
No abstract text is available yet for this article.
May 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28181019/evaluating-the-complementary-roles-of-an-sjt-and-academic-assessment-for-entry-into-clinical-practice
#17
Fran Cousans, Fiona Patterson, Helena Edwards, Kim Walker, John C McLachlan, David Good
Although there is extensive evidence confirming the predictive validity of situational judgement tests (SJTs) in medical education, there remains a shortage of evidence for their predictive validity for performance of postgraduate trainees in their first role in clinical practice. Moreover, to date few researchers have empirically examined the complementary roles of academic and non-academic selection methods in predicting in-role performance. This is an important area of enquiry as despite it being common practice to use both types of methods within a selection system, there is currently no evidence that this approach translates into increased predictive validity of the selection system as a whole, over that achieved by the use of a single selection method...
May 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28062926/selecting-for-creativity-and-innovation-potential-implications-for-practice-in-healthcare-education
#18
Fiona Patterson, Lara Dawn Zibarras
The ability to innovate is an important requirement in many organisations. Despite this pressing need, few selection systems in healthcare focus on identifying the potential for creativity and innovation and so this area has been vastly under-researched. As a first step towards understanding how we might select for creativity and innovation, this paper explores the use of a trait-based measure of creativity and innovation potential, and evaluates its efficacy for use in selection for healthcare education. This study uses a sample of 188 postgraduate physicians applying for education and training in UK General Practice...
May 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/28039589/faith-based-medical-education
#19
Cynthia R Whitehead, Ayelet Kuper
No abstract text is available yet for this article.
March 2017: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27246146/patients-embodied-and-as-a-body-within-bedside-teaching-encounters-a-video-ethnographic-study
#20
Christopher Elsey, Alexander Challinor, Lynn V Monrouxe
Bedside teaching encounters (BTEs) involve doctor-patient-student interactions, providing opportunities for students to learn with, from and about patients. How the differing concerns of patient care and student education are balanced in situ remains largely unknown and undefined. This video ethnographic study explores patient involvement during a largely student-centric activity: 'feedback sequences' where students learn clinical and practical skills. Drawing on a data subset from a multi-site study, we used Conversation Analysis to investigate verbal and non-verbal interactional practices to examine patients' inclusion and exclusion from teaching activities across 25 BTEs in General Practice and General Surgery and Medicine with 50 participants...
March 2017: Advances in Health Sciences Education: Theory and Practice
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