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Irani S, Haraczy A, Juratli L, Landschulz A, Chinnusamy S, Byrnes M, Sinco B, Edwards S, Duby A, Kwakye G. Elucidating academic surgical staff perspectives of medical student learning in the operating room: An embedded mixed methods study. Am J Surg 2023; 226:148-154. [PMID: 36966016 DOI: 10.1016/j.amjsurg.2023.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 02/04/2023] [Accepted: 03/13/2023] [Indexed: 03/17/2023]
Abstract
BACKGROUND The operating room (OR) is a complex environment for medical students. Little is known about the OR staff's perception of medical students. METHODS We utilized an embedded mixed methods design to characterize surgical staff perceptions of students at an academic institution. We surveyed 408 OR nursing/technician staff with 16 follow-up interviews. RESULTS 139 respondents. 91.3% reported having daily-to-weekly interactions with medical students. Yet, only 37.9% agreed that "patient care is better when medical students are part of the team." 25.2% felt confident that they knew what a student's education entails outside the OR. 93.5% agreed that interprofessional training between physicians and OR staff should be included in educational programs. 54% agreed that their responsibilities include medical student training in the OR setting. CONCLUSIONS Despite an overall desire for teamwork, this study highlights a lack of knowledge of each others' roles. To improve OR culture and team dynamics, concerted efforts need to be made around interprofessional training.
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Affiliation(s)
- Sanaya Irani
- University of Michigan Medical School, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA.
| | - Alexandra Haraczy
- University of Michigan Medical School, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Lena Juratli
- University of Michigan Medical School, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Alexander Landschulz
- University of Michigan Medical School, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Sadhana Chinnusamy
- University of Michigan Medical School, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Mary Byrnes
- Department of Surgery, University of Michigan, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA; Center for Healthcare Outcomes and Policy (CHOP), North Campus Research Complex, 2800 Plymouth Road, Building 16, Ann Arbor, MI, 48109, USA
| | - Brandy Sinco
- Center for Healthcare Outcomes and Policy (CHOP), North Campus Research Complex, 2800 Plymouth Road, Building 16, Ann Arbor, MI, 48109, USA
| | - Sydney Edwards
- Department of Surgery, University of Michigan, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Ashley Duby
- Department of Surgery, University of Michigan, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
| | - Gifty Kwakye
- Department of Surgery, University of Michigan, 1500 E. Medical Center Drive, Ann Arbor, MI, 48109, USA
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Taylor MA, Loder DM, Herr MJ, Nichols RA. The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis. ANATOMICAL SCIENCES EDUCATION 2023; 16:47-56. [PMID: 35603528 DOI: 10.1002/ase.2201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 05/19/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
Many medical schools have undergone curricular reform recently. With these reforms, time spent teaching anatomy has been reduced, and there has been a general shift to a pass/fail grading system. At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year-long human gross anatomy course taught in 2015 was condensed into an integrated, semester-long course starting in 2016. Additionally, the grading scale shifted to pass/fail. This study examined first-year medical student performance on anatomy practical laboratory examinations-specifically, among lower-order (pure identification) questions and higher-order (function, innervation) questions. Participants included medical students from a pre-curricular reform cohort (year 2015, 34 students) and two post-curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal-Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower-order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples t-test. Results demonstrated that the pre-curricular reform cohort scored significantly higher on both lower-order (median = 81, p < 0.001) and higher-order questions (median = 82.5, p < 0.05) than both post-curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre-curricular reform cohort averaged significantly higher (82.1 ± 16.1) than the post-curricular reform cohort from 2016 (69.3 ± 21.8, p = 0.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.
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Affiliation(s)
- Melissa A Taylor
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Danielle M Loder
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
| | - Michael J Herr
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Richard A Nichols
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
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Bransen D, Driessen EW, Sluijsmans DMA, Govaerts MJB. How medical students co-regulate their learning in clinical clerkships: a social network study. BMC MEDICAL EDUCATION 2022; 22:193. [PMID: 35313887 PMCID: PMC8939067 DOI: 10.1186/s12909-022-03259-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 03/14/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Self-regulated learning is a key competence to engage in lifelong learning. Research increasingly acknowledges that medical students in clerkships need others to regulate their learning. The concept of "co-regulated learning" captures this act of regulating one's learning by interacting with others. To effectively cultivate such skills in students, we need to increase our understanding of co-regulated learning. This study aimed to identify the purposes for which students in different phases of clinical training engage others in their networks to regulate their learning. METHODS In this social network study, we administered a questionnaire to 403 medical students during clinical clerkships (65.5% response rate). The questionnaire probed into the composition of students' co-regulatory networks and the purpose for which they engaged others in specified self-regulated learning activities. We calculated the proportion of students that engaged others in their networks for each regulatory activity. Additionally, we conducted ANOVAs to examine whether first-, second-, and third-year students differed in how they used their networks to support self-regulation. RESULTS Students used others within their co-regulatory networks to support a range of self-regulated learning activities. Whom students engaged, and the purpose of engagement, seemed to shift as students progressed through clinical training. Over time, the proportion of students engaging workplace supervisors to discuss learning goals, learning strategies, self-reflections and self-evaluations increased, whereas the proportion of students engaging peers to discuss learning strategies and how to work on learning goals in the workplace decreased. Of all purposes for which students engaged others measured, discussing self-reflections and self-evaluations were consistently among the ones most frequently mentioned. CONCLUSIONS Results reinforce the notion that medical students' regulation of learning is grounded in social interactions within co-regulatory networks students construct during clerkships. Findings elucidate the extent to which students enact self-regulatory learning within their co-regulatory networks and how their co-regulatory learning behaviors develop over time. Explicating the relevance of interactions within co-regulatory networks might help students and supervisors to purposefully engage in meaningful co-regulatory interactions. Additionally, co-regulatory interactions may assist students in regulating their learning in clinical workplaces as well as in honing their self-regulated learning skills.
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Affiliation(s)
- Derk Bransen
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands.
| | - Erik W Driessen
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Science, Maastricht University, Maastricht, the Netherlands
| | | | - Marjan J B Govaerts
- Department of Educational Development and Research, Faculty of Health, Medicine and Life Science, Maastricht University, Maastricht, the Netherlands
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Ji YD, McKinley SK, Farrell M, Hemingway M, Qadan M, Saillant N, Phitayakorn R. Operating Room Staff Perceptions of Medical Students. JOURNAL OF SURGICAL EDUCATION 2022; 79:370-382. [PMID: 34876370 DOI: 10.1016/j.jsurg.2021.10.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 09/27/2021] [Accepted: 10/23/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE While the operating room (OR) is a keystone experience, medical students often report negative experiences and intimidation in the OR. The purpose of this study is to describe the perceived role of medical students in the OR by registered nurses and certified surgical technologists to improve medical student education. DESIGN A cross-sectional survey of select Massachusetts General Hospital perioperative staff in surgery was conducted through an anonymous survey in March 2021. Statistical analysis included inductive thematic analysis, descriptive statistics, and Mann-Whitney U tests, with a p-value of <0.05. The survey instrument characterized the perception of medical student preparedness for OR-related tasks and free-text responses on the role of medical students in the OR and opportunities for improvement. SETTING The study was conducted at the Massachusetts General Hospital, Boston, MA. PARTICIPANTS Participants included Massachusetts General Hospital perioperative staff in the Department of Surgery, with 262 registered nurses and 90 certified surgical technologists receiving the survey. RESULTS There were 86 completed responses (24.4% response rate). A total of 71.23% of respondents believe medical students should be observational learners in the OR. Areas for improvement include OR etiquette (37.5%), awareness of the surgical field (26.79%), and scrubbing skills (26.79%). A total of 48.8% of staff agreed they enjoy working with medical students, followed by 20.9% who somewhat agree. A total of 27.91% of respondents somewhat agreed that medical students were knowledgeable about OR sterility and scrubbing procedures, followed by 25.58% who somewhat disagreed. CONCLUSIONS Operating room staff enjoy working with medical students. The majority of staff believe medical students' role in the OR is that of observational learning. Areas of improvement for medical students include OR etiquette, awareness of the surgical field, scrubbing and gowning skills, and assisting staff whenever needed. Possible solutions include incorporating nursing staff as surgery clerkship stakeholders to optimize medical student experiences in the OR.
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Affiliation(s)
- Yisi D Ji
- Harvard Medical School, Boston, Massachusetts.
| | - Sophia K McKinley
- Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts
| | - Michael Farrell
- Perioperative Services, Massachusetts General Hospital, Boston, Massachusetts
| | - Maureen Hemingway
- Perioperative Services, Massachusetts General Hospital, Boston, Massachusetts
| | - Motaz Qadan
- Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts
| | - Noelle Saillant
- Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts
| | - Roy Phitayakorn
- Department of Surgery, Massachusetts General Hospital, Boston, Massachusetts
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Leong FF, He HG, Premarani K, Lim SH. Nurses' perceptions of nursing education transformation and its impact on care delivery in Singapore. Int Nurs Rev 2021; 69:340-349. [PMID: 34921738 DOI: 10.1111/inr.12733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Accepted: 10/27/2021] [Indexed: 11/27/2022]
Abstract
AIMS To explore nurses' perceptions of the transformation in Singapore's nursing education and its impact on the delivery of nursing care. BACKGROUND Nursing education in Singapore has sailed through a sea of changes, from the apprenticeship model of training in hospitals to institutions of higher learning. Limited primary studies have explored the evolution of nursing education, and none have explored its impact on the delivery of nursing care, based on nurses' perceptions. METHODS A descriptive qualitative design with purposive and snowball sampling was used to recruit 18 experienced nurses from local teaching institutions and healthcare clusters. Semistructured individual face-to-face interviews were conducted using an interview guide. Data were analysed using thematic analysis. The Consolidated Criteria for Reporting Qualitative Research reporting guideline was used to report the study. FINDINGS Five themes emerged: 'evolution of the nursing education approach', 'clinical learning environments', 'evaluation of changes in the nursing education approach', 'attitudes toward the provision of various levels of education' and 'influences of various competencies on the delivery of nursing care'. CONCLUSION Changes in teaching pedagogies, learning, assessment, curriculum structure, content and clinical learning environment were commonly reported, which provided insights into understanding nursing education transformation and its impact on nursing practice. IMPLICATIONS FOR NURSING EDUCATION The findings could better prepare nurses for the demanding needs of the contemporary healthcare landscape. Nurse educators and leaders should evaluate gaps in nursing education and implement strategies to improve students' learning experiences and outcomes. IMPLICATIONS FOR NURSING POLICY Policy-makers can draw on our findings to revise the core competencies guidelines and improve future training by supporting the healthcare needs of society.
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Affiliation(s)
- Felice Fangie Leong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.,Division of Nursing, Singapore General Hospital, Singapore
| | - Hong-Gu He
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore
| | | | - Siew Hoon Lim
- Division of Nursing, Singapore General Hospital, Singapore
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Araújo HPA, dos Santos LC, Domingos TDS, Alencar RA. Multiprofessional family health residency as a setting for education and interprofessional practices. Rev Lat Am Enfermagem 2021; 29:e3450. [PMID: 34190941 PMCID: PMC8253368 DOI: 10.1590/1518-8345.4484.3450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 11/02/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to know the experiences lived during the residency by graduates of a Multiprofessional Residency Program in Family Health that could contribute to the development of Interprofessional Education and/or Collaborative Practice. METHOD a qualitative study with residents who entered a Multiprofessional Residency Program of a Brazilian public university in 2017, a period in which the theme of interprofessionality was implemented in the activities of the residency. Data was collected using an electronic form built from the theoretical framework of interprofessional education. Content analysis was used to process the data. RESULTS nine residents participated, distributed among the professions of Physical Education, Nursing, Nutrition, Dentistry, Psychology and Social Work, five of whom were female and with a mean age of 28.4. Two categories emerged: the Residency as a setting for learning from the other, and the Residency as a setting for understanding the role of the other. Interprofessional education and practice provided opportunities for the development of collaborative skills, enhancing teamwork and interprofessional work. CONCLUSION the multiprofessional logic was evidenced in the resident's practice; and the gradual insertion of activities such as case discussions, shared services and inter-sectoral actions aligned with the theoretical-methodological framework of interprofessionality favored an approach to interprofessional work.
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Affiliation(s)
- Heloísa Pimenta Arruda Araújo
- Universidade Estadual Paulista “Júlio de Mesquita Filho”,
Departamento de Enfermagem, Botucatu, SP, Brazil
- Sociedade Beneficente de Senhoras Hospital Sírio Libanês, Saúde
Corporativa, São Paulo, SP, Brazil
| | - Lucas Cardoso dos Santos
- Universidade Estadual Paulista “Júlio de Mesquita Filho”,
Departamento de Enfermagem, Botucatu, SP, Brazil
- Sociedade Beneficente de Senhoras Hospital Sírio Libanês, Saúde
Corporativa, São Paulo, SP, Brazil
| | - Thiago da Silva Domingos
- Universidade Federal de São Paulo, Escola Paulista de Enfermagem,
Departamento de Enfermagem Clínica e Cirúrgica, São Paulo, SP, Brazil
| | - Rúbia Aguiar Alencar
- Universidade Estadual Paulista “Júlio de Mesquita Filho”,
Departamento de Enfermagem, Botucatu, SP, Brazil
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Dimitriadou M, Merkouris A, Charalambous A, Lemonidou C, Papastavrou E. The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study. BMC Nurs 2021; 20:110. [PMID: 34172054 PMCID: PMC8234646 DOI: 10.1186/s12912-021-00610-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 05/25/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. METHODS A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students' knowledge in the classroom and clinical setting. RESULTS Students' Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1-5 scale). The knowledge in the dimension "clinical aspects" received the highest score and "working in teams" received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. CONCLUSıON: The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.
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Affiliation(s)
- Maria Dimitriadou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Anastasios Merkouris
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Andreas Charalambous
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Chrysoula Lemonidou
- Department of Nursing, National and Kapodistrian University, 123 Papadiamadopoulou str, 11517 Goudi, Athens, Greece
| | - Evridiki Papastavrou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
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Nolan H, Owen K. Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education. BMC MEDICAL EDUCATION 2021; 21:285. [PMID: 34006277 PMCID: PMC8131173 DOI: 10.1186/s12909-021-02726-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Accepted: 04/30/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND During the Covid-19 pandemic medical students were offered paid roles as medical student healthcare assistants. Anecdotal reports suggested that students found this experience rich for learning. Previous studies have explored alternative models of student service, however this defined medical student support role is novel. METHODS Individual semi-structured interviews were recorded with 20 medical students at a UK medical school exploring their experiences of placement learning and experiences of working as healthcare assistants. Responses were analysed qualitatively using a framework approach. The framework was developed into a model describing key findings and their relationships. RESULTS Interviews yielded data that broadly covered aspects of (1) Medical students' experiences of clinical placement learning (2) Medical students' experiences of working as medical student healthcare assistants (3) Learning resulting from working as a healthcare assistant (4) Hierarchies and professional barriers in the clinical environment (5) Influences on professional identity. Participants described barriers and facilitators of clinical learning and how assuming a healthcare assistant role impacted on learning and socialisation within the multidisciplinary team. Students became increasingly socialised within the healthcare team, contributing directly to patient care; the resulting social capital opened new opportunities for learning, team working and enhanced students' interprofessional identity. Students described the impact of these experiences on their aspirations for their future practice. CONCLUSIONS Changes to work patterns in healthcare and delivery models of medical education have eroded opportunities for students to contribute to healthcare delivery and be embedded within a team. This is impacting negatively on student learning and socialisation and we suggest that medical curricula have much to learn from nursing and allied health professional training. Longitudinal embedment with a multidisciplinary team, where students have a defined role and work directly with patients may not only add value to clinical service, but also overcome current barriers to effective placement learning and interprofessional identity formation for medical students.
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Affiliation(s)
- Helen Nolan
- Warwick Medical School, Gibbet Hill, CV4 7AL, Coventry, UK.
| | - Katherine Owen
- Warwick Medical School, Gibbet Hill, CV4 7AL, Coventry, UK
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Hellawell HN, Kyriacou H, Sumal AS. Twelve tips to maximise medical student learning during emergency medicine placements. MEDICAL TEACHER 2021; 43:148-151. [PMID: 32521189 DOI: 10.1080/0142159x.2020.1774531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Placements in the emergency department provide medical students with countless clinical and practical learning opportunities. However, medical education may not always be optimised for students in this busy, potentially overwhelming environment. Prior knowledge of how to make the most of emergency medicine placements helps to facilitate student learning and enjoyment. In this article, the authors compiled twelve tips based on the relevant literature and their experiences on emergency attachments. These tips will better prepare medical students for their emergency medicine placements and ensure that they experience the full benefits of working in the emergency department.
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Affiliation(s)
- Holly N Hellawell
- School of Clinical Medicine, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
| | - Harry Kyriacou
- School of Clinical Medicine, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
| | - Anoop S Sumal
- School of Clinical Medicine, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
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10
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Merati N, Murphy-Buske A, Alfaro P, Larouche SS, Noël GPJC, Ventura NM. Professional Attitudes in Health Professions' Education: The Effects of an Anatomy Near-Peer Learning Activity. ANATOMICAL SCIENCES EDUCATION 2021; 14:32-42. [PMID: 32282126 DOI: 10.1002/ase.1964] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 03/19/2020] [Accepted: 04/06/2020] [Indexed: 06/11/2023]
Abstract
Interprofessional attitudes existing between healthcare disciplines can negatively impact communication and collaboration in the clinical setting. While human anatomy is a topic central to healthcare trainees, the potential of the anatomy laboratory to minimize negative interprofessional attitudes has yet to be characterized. This study aimed to assess the effects of an anatomy interprofessional near-peer learning activity (AIP-NPLA) on medical and nursing students' interprofessional attitudes at McGill University. The authors employed a convergent parallel mixed methods study to explore participants' AIP-NPLA experiences. The Attitudes to Health Professionals Questionnaire (AHPQ) was used pre- and post-AIP-NPLA to assess participants' attitudes toward their own and their counterpart profession. In addition, a focus group was held immediately following the AIP-NPLA to explore participants' experiences and interprofessional perceptions. Quantitative results using a principal components analysis demonstrated significant changes in nursing students' responses between pre- and post-AIP-NPLA scoring, rating the medical profession as being more caring overall. Medical students' responses pre- and post-AIP-NPLA demonstrated no significant differences. Qualitative results also suggested a breakdown of negative attitudes, an increased understanding of inter- and intra-professional roles, and the importance of interprofessional collaboration and mutual learning for their careers. These findings revealed that attitudes among healthcare trainees may be positively restructured in the anatomy laboratory, allowing for collaborative care to predominate in current and future clinical practices.
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Affiliation(s)
- Nickoo Merati
- Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Anna Murphy-Buske
- Discipline of Anesthesia, Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland and Labrador, Canada
| | - Patricia Alfaro
- Intensive Care Unit, Royal Victoria Hospital, McGill University Health Center, Montreal, Québec, Canada
| | - Sandie S Larouche
- Ingram School of Nursing, Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Geoffroy P J C Noël
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
| | - Nicole M Ventura
- Ingram School of Nursing, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Division of Anatomical Sciences, Department of Anatomy and Cell Biology, Faculty of Medicine, McGill University, Montreal, Québec, Canada
- Institute of Health Sciences Education, Faculty of Medicine, McGill University, Montreal, Québec, Canada
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11
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The Impact of Teammates' Online Reputations on Physicians' Online Appointment Numbers: A Social Interdependency Perspective. Healthcare (Basel) 2020; 8:healthcare8040509. [PMID: 33238538 PMCID: PMC7712296 DOI: 10.3390/healthcare8040509] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2020] [Revised: 11/15/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022] Open
Abstract
Online medical team is an emerging online medical model in which patients can choose a doctor to register and consult. A doctor’s reputation cannot be ignored. It is worth studying how that online reputation affects the focal doctor’s appointment numbers on the online medical team. Based on the online reputation mechanism and social interdependence theory, this study empirically studied the impact of the focal doctor’s own reputation and other teammates’ reputation on his/her appointment numbers. Our data include 31,143 doctors from 6103 online expert teams of Guahao.com. The results indicate that for a leader doctor, his/her appointment numbers are not related to his/her own reputation, and there was an inverted U-shaped relationship with the ordinary doctors’ reputations on the team. For an ordinary doctor, his/her appointment numbers were positively correlated with his/her own reputation and positively correlated with his/her leader’s reputation and there was an inverted U-shaped relationship with the other ordinary doctors’ reputations. The research showed that there is a positive spillover effect on the team leader’s reputation. There are two relationships between team doctors: competition and cooperation. This study provides guidance for the leader to select team members and the ordinary doctor to select a team.
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Perceived Roles of Bhutanese Health Care Professionals in Improving Patient Safety: A Qualitative Exploratory Descriptive Study. Qual Manag Health Care 2020; 29:142-149. [PMID: 32590489 DOI: 10.1097/qmh.0000000000000254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND AND OBJECTIVES Patient safety is a vital component of high quality health care and all health care professionals have a responsibility for ensuring the delivery of safe care to patients. However, little is known about how Bhutanese health care professionals perceive their roles in improving patient safety. This study aimed to explore how Bhutanese health care professionals, educators, managers, and policy makers perceived their roles in improving patient safety. METHODS Undertaken as a naturalistic inquiry using a qualitative exploratory descriptive research approach, a criterion-based stratified purposive sample of 94 health care professionals and managers from the Ministry of Health, a training institute, and 3 levels of hospitals were interviewed. All interview data were analyzed using content and thematic analysis strategies. RESULTS Data analysis identified 4 broad themes. Health care professionals' perceived role in safety and quality included formulating and implementing patient safety rules; management and administration of units and hospitals; patient assessment and management; and setting professional norms (including norms about peer influence and patient care/interaction). CONCLUSION The findings revealed that Bhutanese health care professionals were aware of their roles in improving patient safety processes and practices, and providing interprofessional education or training to all levels of health care professionals could help improve communication and patient safety in the Bhutanese health care system.
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