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Baker MJ, Maggio LA, Dorris CS, Uijtdehaage S, Soh M. Clinical supervision in medical education: A citation analysis. MEDICAL TEACHER 2024; 46:505-511. [PMID: 37949084 DOI: 10.1080/0142159x.2023.2257375] [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: 11/12/2023]
Abstract
PURPOSE Medical education relies on clinical supervision for critical functions, including trainee assessment and ensuring patient safety. Yet, there is substantial variance in supervision, which has led to calls for a shared definition of the concept and guidelines to inform practice. AMEE Guide No. 27 provided these desired elements and is highly cited, suggesting that translation and utilization of the Guide's knowledge is suboptimal. This study investigates utilization by systematically characterizing citations to the Guide and by describing translation of its recommendations in relation to supervision. MATERIALS AND METHODS Citations were identified using Web of Science, Scopus, and Google Scholar. The authors coded all citations and conducted a subanalysis of studies specific to supervision. RESULTS 583 studies were identified; 268 met inclusion criteria for general analysis of which 167 studies were further analyzed. Most studies reiterated the Guide's characterization of effective supervision, but few demonstrate how these recommendations inform innovations in supervisory practice. CONCLUSION Translation of the Guide's recommendations regarding clinical supervision appears limited. Future research should consider the extent of knowledge translation occurring in clinical supervision literature as well as AMEE Guides. Increased attention to knowledge translation in medical education may benefit the distribution of similar knowledge products.
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Affiliation(s)
- M J Baker
- Center for Health Professions Education, Uniformed Services University, Bethesda, MD, USA
- Department of Psychiatry, Wright State University, Boonshoft School of Medicine, Dayton, OH, USA
| | - L A Maggio
- Center for Health Professions Education, Uniformed Services University, Bethesda, MD, USA
| | - C S Dorris
- Dahlgren Memorial Library, Georgetown University Medical Center, Washington, DC, USA
| | - S Uijtdehaage
- Center for Health Professions Education, Uniformed Services University, Bethesda, MD, USA
| | - M Soh
- Center for Health Professions Education, Uniformed Services University, Bethesda, MD, USA
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Lasheen NN, Fawzy MM, Ibrahim MB. The use of instructional videos to compensate for flexible physiology learning during the pandemic of COVID 19. BMC MEDICAL EDUCATION 2024; 24:46. [PMID: 38200459 PMCID: PMC10777516 DOI: 10.1186/s12909-023-04924-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Accepted: 12/01/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND This study aimed at using instructional videos in physiology created by students to improve the process of learning Physiology especially during the COVID-19 Pandemic which enforced the lectures to be online. Additionally, it allowed students to visualize and understand clinical scenarios and the physiological reasons behind them while assessing how much they stand to gain from the experience. METHODS This study is a project to implement FAIMER, ASU MENA-FRI Institute, Cairo, Egypt. In a foundation course for first-year medical students, the instructor utilized a variety of instructional methods including lecture, small group discussion, individual assignments, and reflection. Students were randomly allocated into 18 groups, then a topic in their physiology curriculum was chosen and they formulated a related case scenario, thereafter a video was made by themselves. This intervention was rewarded by activity mark in their course. Post-project questionnaire was used, and an external reviewer evaluated the videos presented by students. This study obtained IRB approval from the Faculty of Medicine, Ain Shams Medical Ethics committee. RESULTS the project helped students to improve their skills in problem-solving, teamwork, active learning, communication, planning, and time management. In addition, it also increased their confidence in their abilities to learn, face unexpected challenges, and achieve goals, while considering new life opportunities, those which became an option when the students searched by themselves and learned more about the different angles of medicine. CONCLUSION Compared to the traditional lecture format that focuses on memorizing definitions and theoretical structures, instructional videos can be regarded as an innovative teaching tool and a unique medical education method that allowed students to participate more in the learning process even if their lectures were online. This article proposes an active learning method in undergraduate medical education which compensate for limited face-to-face attended during the pandemic.
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Affiliation(s)
- Noha N Lasheen
- Associate Professor of Medical Physiology, Faculty of Medicine, Galala University, Suez, Egypt.
- Associate Professor of Medical Physiology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
| | - Maram M Fawzy
- Undergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala University, Suez, Egypt
| | - Mostafa B Ibrahim
- Undergraduate Students, Medicine and Surgery Program, Field of Medicine, Galala University, Suez, Egypt
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Walsh SM, Versace VL, Thompson SC, Browne LJ, Knight S, Lyle DM, Argus G, Jones M. Supporting nursing and allied health student placements in rural and remote Australia: a narrative review of publications by university departments of rural health. Med J Aust 2023; 219 Suppl 3:S14-S19. [PMID: 37544003 DOI: 10.5694/mja2.52032] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Revised: 04/21/2023] [Accepted: 04/27/2023] [Indexed: 08/08/2023]
Abstract
University departments of rural health are Commonwealth-funded to improve recruitment and retention of the rural allied health and nursing (including midwifery) workforce, primarily through student placements. We examined publications by university departments of rural health that were focused on allied health and nursing students undertaking placements in rural Australia, to understand the characteristics, main findings and implications of the research conducted. Interprofessional learning was a key feature of placements and placement education, although other activities such as community engagement added to placement experiences. Factors such as quality supervision and being involved in the community contributed to a positive placement experience and increased rural practice intention. Tracking studies showed a relationship between rural placements, rural practice intention and rural practice. Rural placements occurred across a variety of settings and in locations consistent with the policy framework. Embedding university departments of rural health in rural communities enabled staff to build relationships and increase placement capacity.
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Affiliation(s)
- Sandra M Walsh
- Department of Rural Health, University of South Australia, Whyalla, SA
| | | | - Sandra C Thompson
- Western Australia Centre for Rural Health, University of Western Australia, Geraldton, WA
| | - Leanne J Browne
- Department of Rural Health, University of Newcastle, Tamworth, NSW
| | - Sabina Knight
- Central Queensland Centre for Rural and Remote Health, James Cook University, Emerald, QLD
| | - David M Lyle
- Broken Hill University Department of Rural Health, University of Sydney, Broken Hill, NSW
| | - Geoff Argus
- Southern Queensland Rural Health, University of Queensland, Toowoomba, QLD
| | - Martin Jones
- Department of Rural Health, University of South Australia, Whyalla, SA
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Muñoz-Castro FJ, Valverde-Gambero E, Herrera-Usagre M. Predictors of health professionals' satisfaction with continuing education: A cross-sectional study. Rev Lat Am Enfermagem 2020; 28:e3315. [PMID: 32609268 PMCID: PMC7332251 DOI: 10.1590/1518-8345.3637.3315] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Accepted: 04/06/2020] [Indexed: 12/18/2022] Open
Abstract
OBJECTIVES to verify which organizational, methodological, and resource-related characteristics of Continuing Health Education (CHE) help to best predict the professionals´ satisfaction. METHOD a cross-sectional study with multivariate logistic regressions to predict a high mean satisfaction with different dimensions of educational actions used: Overall satisfaction, Utility, Methodology, Organization and resources, and Teaching Capacity. 25,281 satisfaction questionnaires have been analysed completed by health professionals attending 1,228 training activities in Andalusia (Spain), during the period from March 2012 to April 2015. RESULTS the characteristics that best predict a high overall satisfaction are the following: clinical session type as opposed to the workshop (Odds Ratio [OR]=2.07, p<0.001); face-to-face attendance modality (OR=3.88, p<0.001) or semi-personal-attendance (OR=2.83, p<0.001), as opposed to e-learning; and 1-2 days in duration (OR=2.38, p<0.001) as opposed to those of between 3 and 14 days. A lower number of hours (OR=0.99, p<0.001) and a lower number of professionals (OR=0.98, p<0.05) also increase the probability. Having the educational actions accredited increases the probabilities in the following dimensions: Utility (OR=1.33, p<0.05), Methodology (OR=1.5, p<0.01) and Teaching capacity (OR=1.5, p<0.01). CONCLUSION the study provides relevant information on aspects that improve professional satisfaction, such as that e-learning activities should improve their content, teaching methods, and styles, or that face-to-face clinical sessions are the type of CHE with the greatest satisfaction.
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Affiliation(s)
| | | | - Manuel Herrera-Usagre
- Universidad Pablo de Olavide, Agencia de Calidad Sanitaria de
Andalucía, Consejería de Salud, Sevilla, Andalucía, Spain
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Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks. ELECTRONICS 2020. [DOI: 10.3390/electronics9050876] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.
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Wei MH, Chen XZ, Zhan XX, Zhang ZX, Yu SJ, Yan WR. The effect of a web-based training for improving primary health care providers' knowledge about diabetes mellitus management in rural China: A pre-post intervention study. PLoS One 2019; 14:e0222930. [PMID: 31550282 PMCID: PMC6759173 DOI: 10.1371/journal.pone.0222930] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Accepted: 09/10/2019] [Indexed: 11/30/2022] Open
Abstract
Background The performance of primary health care providers regarding DM management is poor in rural China, and effective training methods for providers are urgently needed. This study aimed to evaluate the effect of web-based training for improving knowledge about DM management among primary health care providers in rural China and to further compare the effects of the training effect between primary health care providers with different backgrounds. Methods A pre-post intervention study was conducted from April to August 2014. In this study, a total of 901 primary health care workers were recruited from six counties in Hubei province. To evaluate the effect of the web-based training, the knowledge achievement of participants was measured with multiple choice questions (MCQ) at baseline, at the end of two weeks of training and at three months after training. A mixed linear model (MLM) was used to measure group differences in the mean scores at baseline and follow-up. Results After the web-based training, the knowledge scores of the village doctors increased from 73.58 at baseline to 89.98 at posttest and to 84.57 three months after the training. For township health workers, we observed an upward trend in scores from 78.87 at the pre-test to 91.72 at the second test, and at the three months after the training, the scores increased to 94.91. For village doctors, greater knowledge achievement was observed between the scores at baseline and after two weeks of training(adjusted difference: 3.55, P = 0.03) compared to that observed for the township health workers, while decreased their knowledge achievement between baseline and the third-test compared with that of township health workers (adjusted difference: 5.05, P = 0.01). Conclusions This study suggested that web-based training was an effective method for improving the knowledge of primary health care providers about management of DM in remote areas. Compared with the effect of the training on village doctors, the training had a poor short-term effect on township health workers but a better long-term effect.
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Affiliation(s)
- Mu-Hong Wei
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
| | - Xian-Zhen Chen
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
| | - Xing-Xin Zhan
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
- School of Nursing and Rehabilitation, Xinyu University, Xinyu, China
| | - Zhi-Xia Zhang
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
- Wuchang University of Technology, Wuhan, China
| | - Shao-Jing Yu
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
| | - Wei-Rong Yan
- Department of Epidemiology and Biostatistics, School of Public Health, Tongji Medical College of Huazhong University of Science & Technology, Wuhan, China
- * E-mail:
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Geraghty S, Bromley A, Bull A, Dube M, Turner C. Millennial midwifery: Online connectivity in midwifery education. Nurse Educ Pract 2019; 39:26-31. [DOI: 10.1016/j.nepr.2019.07.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2019] [Revised: 05/31/2019] [Accepted: 07/15/2019] [Indexed: 11/15/2022]
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Lawn S, Zhi X, Morello A. An integrative review of e-learning in the delivery of self-management support training for health professionals. BMC MEDICAL EDUCATION 2017; 17:183. [PMID: 29017521 PMCID: PMC5634849 DOI: 10.1186/s12909-017-1022-0] [Citation(s) in RCA: 71] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2016] [Accepted: 09/29/2017] [Indexed: 05/07/2023]
Abstract
BACKGROUND E-learning involves delivery of education through Information and Communication Technology (ITC) using a wide variety of instructional designs, including synchronous and asynchronous formats. It can be as effective as face-to-face training for many aspects of health professional training. There are, however, particular practices and skills needed in providing patient self-management support, such as partnering with patients in goal-setting, which may challenge conventional practice norms. E-learning for the delivery of self-management support (SMS) continuing education to existing health professionals is a relatively new and growing area with limited studies identifying features associated with best acquisition of skills in self-management support. METHODS An integrative literature review examined what is known about e-learning for self-management support. This review included both qualitative and quantitative studies that focused on e-learning provided to existing health professionals for their continuing professional development. Papers were limited to those published in English between 2006 and 2016. Content analysis was used to organize and focus and describe the findings. RESULTS The search returned 1505 articles, with most subsequently excluded based on their title or abstract. Fifty-two full text articles were obtained and checked, with 42 excluded because they did not meet the full criteria. Ten peer-reviewed articles were included in this review. Seven main themes emerged from the content analysis: participants and professions; time; package content; guiding theoretical framework; outcome measures; learning features or formats; and learning barriers. These themes revealed substantial heterogeneity in instructional design and other elements of e-learning applied to SMS, indicating that there is still much to understand about how best to deliver e-learning for SMS skills development. CONCLUSIONS Few e-learning approaches meet the need for high levels of interactivity, reflection, practice and application to practice for health professionals learning to deliver effective SMS. Findings suggest that the context of SMS for patients with chronic condition matters to how health professional training is delivered, to ensure partnership and person-centred care. Further creative approaches and their rigorous evaluation are needed to deliver completely online learning in this space. Blended learning that combines e-learning and face-to-face methods is suggested to support SMS skills development for health professionals.
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Affiliation(s)
- Sharon Lawn
- Flinders Human Behaviour & Health Research Unit, Department of Psychiatry, Flinders University, PO Box 2100, Adelaide, South Australia 5001 Australia
| | - Xiaojuan Zhi
- Flinders Human Behaviour & Health Research Unit, Department of Psychiatry, Flinders University, PO Box 2100, Adelaide, South Australia 5001 Australia
| | - Andrea Morello
- Flinders Human Behaviour & Health Research Unit, Department of Psychiatry, Flinders University, PO Box 2100, Adelaide, South Australia 5001 Australia
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Paliadelis P, Wood P. Learning from clinical placement experience: Analysing nursing students’ final reflections in a digital storytelling activity. Nurse Educ Pract 2016; 20:39-44. [DOI: 10.1016/j.nepr.2016.06.005] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Revised: 05/26/2016] [Accepted: 06/04/2016] [Indexed: 11/26/2022]
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McAllister M. Connecting narrative with mental health learning through discussion and analysis of selected contemporary films. Int J Ment Health Nurs 2015; 24:304-13. [PMID: 25977106 DOI: 10.1111/inm.12134] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
In a recently completed qualitative study of nursing leaders' views of requirements for practice, seven aspects of recovery practice were revealed as central for graduates to learn. It is challenging to provide an in-depth understanding of recovery in a nursing curriculum because there are so many competing content areas and, as a result, time is constrained. However, because it is so vital to understand, educators would benefit from developing and sharing teaching strategies that explore recovery deeply, memorably, and engagingly, in order to encourage theory to be put into practice. Recent research into narrative pedagogy suggests that better use of stories, especially those that have strong emotional pull, such as well-made films and memoirs, may offer solutions to creative educators. Stories can have transformative potential, because once heard and heeded, the person can never go back to exactly how they were before. Recovery learned in this way becomes a threshold concept for the mental health curriculum. This paper outlines an engaging and time-efficient teaching strategy to develop these skills, drawing on the concept of narrative pedagogy.
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Affiliation(s)
- Margaret McAllister
- School of Nursing and Midwifery, CQ University, Noosaville, Queensland, Australia
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