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Koohpaei A, Abardeh MH, Sharifi S, Heydari M, Foroughi Z. Investigating the implementation challenges of the research doctoral program and providing related solutions: a qualitative study. BMC MEDICAL EDUCATION 2024; 24:878. [PMID: 39143623 PMCID: PMC11325745 DOI: 10.1186/s12909-024-05815-2] [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: 03/01/2024] [Accepted: 07/24/2024] [Indexed: 08/16/2024]
Abstract
BACKGROUND Doctoral programs have consistently garnered the attention of policymakers in medical education systems due to their significant impact on the socio-economic advancement of countries. Therefore, various doctoral programs have been implemented with diverse goals. In Iran, a research doctorate program, known as PhD by Research, was introduced primarily to engage in applied research related to healthcare needs. Nevertheless, the achievement of the program's goals has been questioned. This study aimed to identify the implementation challenges of the Research Doctorate Program and its solutions in Iran. METHOD This descriptive qualitative study followed the Standards for Reporting Qualitative Research: A Synthesis of Recommendations and was conducted in two steps. Firstly, the challenges of the Iranian Ph.D. by research program were identified through the perspectives of the program's students and graduates. In the second step, relevant solutions to these challenges were determined by focus groups of key informant experts. The transcripts were analyzed using qualitative content analysis. RESULTS Five students and six graduates were interviewed in the first step and seven experts participated in the second one. The challenges and related solutions are explored in four main themes, including: (1) admission criteria, (2) program goals and expected outcomes, (3) curricula, and (4) financial and human resources. The study showed that various dimensions of the doctoral program are not aligned with each other and how to adapt the program in these dimensions. CONCLUSION The study revealed the importance of a systematic approach in defining various dimensions of doctoral programs according to program goals and provided specific solutions for defining a research doctorate program in the context of a low- and middle-income country.
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Affiliation(s)
- Alireza Koohpaei
- Occupational Health and Safety Department, Health Faculty, Qom University of Medical Sciences, Qom, Iran, Islamic Republic of
| | - Maryam Hoseini Abardeh
- National Agency for Strategic Research in Medical Sciences Education, Ministry of Health and Medical Education, Tehran, Iran, Islamic Republic of.
| | - Shahnaz Sharifi
- Critical Care Quality Improvement Research Center, Shahid Modarres Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Majid Heydari
- National Agency for Strategic Research in Medical Sciences Education, Ministry of Health and Medical Education, Tehran, Iran, Islamic Republic of
| | - Zeynab Foroughi
- Education Development Center, Iran University of Medical Sciences, Tehran, Iran, Islamic Republic of.
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Sibicky SL, Daugherty KK, Chen AMH, Rhoney D, Nawarskas J. Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100681. [PMID: 38460599 DOI: 10.1016/j.ajpe.2024.100681] [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: 12/06/2022] [Revised: 09/22/2023] [Accepted: 03/05/2024] [Indexed: 03/11/2024]
Abstract
OBJECTIVES To review the implementation drivers of competency-based pharmacy education (CBPE) and provide recommendations for enablers. FINDINGS Competency-based education is an emerging model in the health professions, focusing on time-variable competency development and achievement compared with a time-bound, course-based, traditional model. CBPE is an outcomes-based organized framework of competencies enabling pharmacists to meet health care and societal needs. However, challenges need to be recognized and overcome for the successful implementation of CBPE. Competency drivers include defining the competencies and roles of stakeholders, developing transparent learning trajectories and aligned assessments, and establishing lifetime development programs for stakeholders. Organization drivers include developing support systems for stakeholders; facilitating connections between all educational experiences; and having transparent assessment plans, policies, and procedures that align with core CBPE precepts, including the sustainability of time-variability. Leadership drivers include establishing growth mindset and facilitating a culture of connection between workplace and educational environments, program advocacy by institutional leaders, accepting failures as part of the process, shifting the organizational culture away from learner differentiation toward competence, and maintaining sufficient administrative capability to support CBPE. SUMMARY The successful implementation of CBPE involves enabling the competency, organization, and leadership drivers that will lead to program success. More research is needed in the areas of creation, implementation, and assessment of CBPE to determine success in this model. We have reviewed and provided recommendations to enable the drivers of successful implementation of CBPE.
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Affiliation(s)
- Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Denise Rhoney
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - James Nawarskas
- University of New Mexico College of Pharmacy, University of New Mexico, Albuquerque, NM, USA
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Chen AMH, Kleppinger EL, Churchwell MD, Rhoney DH. Examining Competency-Based Education Through the Lens of Implementation Science: A Scoping Review. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100633. [PMID: 38092089 DOI: 10.1016/j.ajpe.2023.100633] [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: 12/13/2022] [Revised: 11/15/2023] [Accepted: 12/06/2023] [Indexed: 01/12/2024]
Abstract
OBJECTIVES This study aimed to identify evidence for the implementation and assessment of competency-based education (CBE) in health professions curricula using an implementation science framework. FINDINGS Using the PRISMA framework, a systematic review of the literature applying a prespecified and piloted search strategy from 2017 to the present in PubMed and CINAHL was performed. References identified from the search strategy were imported into Covidence for title and abstract screening and full-text review by 2 researchers. A third researcher resolved discrepancies. Data were extracted and synthesized to identify key elements from the article related to implementation science, with a quality appraisal. A total of 25 studies out of 304 initially identified records were included. The studies covered a broad range of health professions and countries. Key findings were limited use of implementation science elements, including variability in CBE implementation, limited fidelity assessment, and partial examination of the process continuum. Programs with a more robust implementation approach have a team-based strategy to lead, implement, and support CBE. Motivation and training of faculty are also key components of successful CBE implementation. SUMMARY Competency-based education is implemented differently across institutions, with variation among programs in their choice of elements of implementation science used. Further research is needed to examine CBE from an implementation science perspective and address remaining questions.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA.
| | | | - Mariann D Churchwell
- University of Toledo, College of Pharmacy and Pharmaceutical Sciences, Toledo, OH, USA
| | - Denise H Rhoney
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, NC, USA
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Elliott SA, Schermerhorn J, Durning S, Costello J, Norton C, Meyer H. Striking up a Conversation: Exploring Advising in Graduate Programs in Health Professions Education. Mil Med 2024; 189:e21-e26. [PMID: 37074123 DOI: 10.1093/milmed/usad116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Revised: 03/10/2023] [Accepted: 03/28/2023] [Indexed: 04/20/2023] Open
Abstract
INTRODUCTION Advising is happening across the medical education continuum, within non-medical graduate education programs, and is central to the advancement of said learners. This suggests that advising should play a role in graduate health progressions education (HPE) programs. MATERIALS AND METHODS To explore advising curricula among HPE programs, we conducted a website review of all published HPE programs on the Foundation for Advancement of International Medical Education and Research's website. RESULTS We recognized the lack of information published on advisory roles in graduate HPE programs. This prompted a literature review, which revealed a similar gap. CONCLUSIONS Advising serves to benefit a student, advisor, and program thus carrying importance and need for discussion. This article is intended to kick-start a scholarly discussion about advising within graduate HPE programs.
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Affiliation(s)
| | - Janse Schermerhorn
- Orthopedic Surgery, Walter Reed National Military Medical Center, Bethesda, MD 20889, USA
| | - Steven Durning
- Department of Medicine and Pathology, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Joseph Costello
- Department of Library Services, Uniformed Services University of the Health Sciences, HPE, Bethesda, MD 20814-4712, USA
| | - Candace Norton
- Department of Library Services, Uniformed Services University of the Health Sciences, Bethesda, MD 20814-4712, USA
| | - Holly Meyer
- Department of Medicine, Division of HPE, F. Edward Hebert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD 20814-4712, USA
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Keshmiri F. The effect of the Educational Scholar Program as a longitudinal faculty development program on the capability of educators as scholars. BMC MEDICAL EDUCATION 2023; 23:691. [PMID: 37740171 PMCID: PMC10517549 DOI: 10.1186/s12909-023-04682-7] [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: 02/27/2023] [Accepted: 09/14/2023] [Indexed: 09/24/2023]
Abstract
INTRODUCTION The Educational Scholar Program (ESP) is designed and implemented as a longitudinal and institution-based faculty development program. The present study aimed to assess the effect of the ESP on educators' capabilities to undertake SoTL activities associated with their scholar role. METHODS This study was conducted from 2017 to 2022. The participants (n = 64) were educators in six schools of Shahid Sadoughi University of Medical Sciences. The ESP was a faculty development program that consisted of training and project-based stages. The educators experienced small-group learning, self-directed learning, and reflective assignments in the training stage. In the second stage, the educators completed a SoTL (Scholarship of Teaching and Learning) project. Learner-related outcomes based on Kirkpatrick model was assessed. The reaction of educators (satisfaction, active participation in the ESP, and the perception of mentoring sessions) was assessed by three questionnaires (Reaction level). The educators' learning was evaluated by modified essay questions and their project reports (Learning and Behavior levels). Outputs of the ESP including journal publications, abstracts presented at meetings or congresses, grant funding, awards in educational festivals, promotions, projects with ongoing implementation following the ESP, and conducting further SoTL projects after ESP were assessed quantitatively over two years after participating in the ESP (Results level). Data were summarized by descriptive statistics (mean, percentage, SD, 95% Confidence Interval (CI)). Cut-off scores of the instruments was calculated with a standard setting method which introduced by Cohen-Schotanus and Van DerVleuten. Data analyzed by One-sample t-test. RESULTS Sixty-four of 72 (89%) educators completed the ESP. The mean (CI) satisfaction score of educators was 42 (CI: 26.92-58.28), the active participation was 92 (CI: 80.24-103.76). The scores of the mentoring assessment from the perspective of the educators were reported at 90 (CI: 78.24- 101.76). The mean (95%CI) learning scores in the essay examination were 88 (CI: 70.36- 105.64), and project assessment were 90 (CI: 78.24- 101.76). The results showed the educators' scores in reaction and learning significantly higher than the cut-off scores. (P < 0.05). Most projects were conducted in curriculum development and assessment/evaluation domains. The number of projects with ongoing implementation over the two years following the ESP and the acquisition of grants was higher than other outputs in the results level. CONCLUSION The ESP, as an institute-based longitudinal program, enhanced the learner-related outcomes (in four levels of reaction, learning, behavior, and results). The creation of practical learning and supportive mechanisms influenced on the results. The outcomes of ESP indicated that the educators prepared to conduct SoTL activities in their educational community.
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Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
- National Agency for Strategic Research in Medical Education, Tehran, Iran.
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Keshmiri F, Mehrparvar AH. The experiences of preparation and engagement of educators in teaching e-portfolio. BMC MEDICAL EDUCATION 2023; 23:674. [PMID: 37723517 PMCID: PMC10506316 DOI: 10.1186/s12909-023-04642-1] [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: 02/19/2023] [Accepted: 08/30/2023] [Indexed: 09/20/2023]
Abstract
INTRODUCTION A teaching e-portfolio is used to organize the collation and presentation of documents about teaching for the development and evaluation of educators. The current study was aimed at describing teaching e-portfolio components at Shahid Sadoughi University of Medical Sciences. As well, we examined the performance and experience of educators in engaging in the teaching e-portfolio. MATERIALS AND METHODS This study was conducted at Shahid Sadoughi University in 2018-2022 in three main stages: (1) Development of the teaching e-portfolio; (2) Implementing teaching e-portfolio, and evaluating teaching documentation quantitatively; and (3) Exploration of educators' experiences by a conventional content analysis introduced by Graneheim and Lundman. The teaching e-portfolio was developed from the perspective of the components, domains, and criteria of scholarship of teaching and learning. The teaching e-portfolio documented the educational activities of educators in 12 areas, including philosophy of education (1 activity), curriculum planning (4 activities), evaluation (7 activities), teaching and learning (1 activity), e-learning (1 activity), professional development in education (1 activity), scholarly activities (2 activities), mentoring and counseling (3 activities), educational leadership (2 activities), education research (6 activities), education reform project (1 activity), and production of scholarship of teaching and learning (13 activities). The educators recorded the documentation of educational activities in their teaching e-portfolio. Their documentation was reviewed by two peers. The reviewers delivered constructive feedback to improve the educators' performance. The quantitative performance of educators in different activities in teaching e-portfolio was examined by descriptive tests (frequency and percentage). The experiences of educators were explored by the conventional content analysis approach which was introduced by Graneheim and Lundman. RESULTS In the present study, 148 educators registered in the teaching e-portfolio. A total of 1488 documents of educational activities were registered in the e-portfolio from 2018 to 2022, and 55.24% of the activities received feedback in the peer review process. The experience of participants was categorized into a theme "fear and hope in utilizing teaching e-portfolio". This theme consisted of three categories: "motivational roadmap for personal and professional development in the future", "concern about the consequences of continuous monitoring", and "restriction of resources and capability as resistance sources". CONCLUSION The current study showed that the participation of educators in a teaching e-portfolio was at an acceptable level. Support systems and educational policies played an effective role in guiding educators to participate in educational development activities. The educators perceived the teaching e-portfolio as a two-faceted tool. Teaching e-portfolio can provide a road map for their personal and professional development to achieve excellent teaching. As well, the teaching e-portfolio was recognized as a tool for continuous performance monitoring and detection of the inefficiency of teaching quality activities. This perception, along with limited resources such as time, weak technological literacy, and difficulty in working with electronic devices and systems, led to resistance from educators to involve in teaching e-portfolio.
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Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Amir Houshang Mehrparvar
- Occupational Medicine Department, Industrial Diseases Research Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran.
- Occupational Medicine Department, Shahid Rahnemoon Hospital, Farrokhi Ave, Yazd, Iran.
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Verheijden M, Giroldi E, van den Eertwegh V, Luijkx M, van der Weijden T, de Bruin A, Timmerman A. Identifying characteristics of a skilled communicator in the clinical encounter. MEDICAL EDUCATION 2023; 57:418-429. [PMID: 36223270 DOI: 10.1111/medu.14953] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 09/21/2022] [Accepted: 10/08/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND In medical communication research, there has been a shift from 'communication skills' towards 'skilled communication', the latter implying the development of flexibility and creativity to tailor communication to authentic clinical situations. However, a lack of consensus currently exists what skilled communication entails. This study therefore aims to identify characteristics of a skilled communicator, hereby contributing to theory building in communication research and informing medical training. METHOD In 2020, six nominal group technique (NGT) sessions were conducted in the context of the general practitioner (GP) training programme engaging 34 stakeholders (i.e. GPs, GP residents, faculty members and researchers) based on their experience and expertise in doctor-patient communication. Participants in each NGT session rank-ordered a 'Top 7' of characteristics of a skilled communicator. The output of the NGT sessions was analysed using mixed methods, including descriptive statistics and thematic content analysis during an iterative process. RESULTS Rankings of the six sessions consisted of 191 items in total, which were organised into 41 clusters. Thematic content analysis of the identified 41 clusters revealed nine themes describing characteristics of a skilled communicator: (A) being sensitive and adapting to the patient; (B) being proficient in applying interpersonal communication; (C) self-awareness, learning ability and reflective capacity; (D) being genuinely interested; (E) being proficient in applying patient-centred communication; (F) goal-oriented communication; (G) being authentic; (H) active listening; and (I) collaborating with the patient. CONCLUSIONS We conceptualise a skilled communication approach based on the identified characteristics in the present study to support learning in medical training. In a conceptual model, two parallel processes are key in developing adaptive expertise in communication: (1) being sensitive and adapting communication to the patient and (2) monitoring communication performance in terms of self-awareness and reflective capacity. The identified characteristics and the conceptual model provide a base to develop a learner-centred programme, facilitating repeated practice and reflection. Further research should investigate how learners can be optimally supported in becoming skilled communicators during workplace learning.
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Affiliation(s)
- Michelle Verheijden
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, School of Health Professions Educations (SHE), Maastricht University, Maastricht, The Netherlands
| | - Esther Giroldi
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands
- Department of Educational Development and Research, School of Health Professions Educations (SHE), Maastricht University, Maastricht, The Netherlands
| | - Valerie van den Eertwegh
- Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Marscha Luijkx
- Department of Family Medicine, School for Public Health and Primary Care, Faculty of Health Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Trudy van der Weijden
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands
| | - Anique de Bruin
- Department of Educational Development and Research, School of Health Professions Educations (SHE), Maastricht University, Maastricht, The Netherlands
| | - Angelique Timmerman
- Department of Family Medicine, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, The Netherlands
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Sidhu NS, Allen KJ, Civil N, Johnstone CSH, Wong M, Taylor JA, Gough K, Hennessy M. Competency domains of educators in medical, nursing, and health sciences education: An integrative review. MEDICAL TEACHER 2023; 45:219-228. [PMID: 36179761 DOI: 10.1080/0142159x.2022.2126758] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PURPOSE Competencies for educators of healthcare professionals are important for demonstrating accountability, defining roles and responsibilities, structuring activities for training and development, defining standards, quality assurance, performance reviews, career development, and promoting the professionalisation of teaching. The frameworks and domains of educator competencies have not previously been reviewed or systematically described. Through this integrative review, the authors sought to identify an inclusive structure for competency domains that may be applied to educators. METHODS Keywords were identified in a pilot search, followed by a multi-database search strategy of records published from 2000 to January 2020 with subsequent backward and forward reference searches. We included all record types that listed or described educator competency domains in medical, nursing and health sciences education. We excluded records that described 'ideal traits' or 'characteristics of good teachers/educators,' presented competencies as part of a larger curricular framework, and teaching assessment tool content. RESULTS The multi-database search retrieved 2942 initial citations. From a full-text review of 301 records, 67 were identified as describing educator competency domains eligible for analysis. Documents contained a median of six domains (interquartile range = 5-7) and 14.9% incorporated at least one overarching element across their domains. Following an inductive thematic analysis, six distinct domains of educator competence were identified: Teaching and facilitating learning; Designing and planning learning; Assessment of learning; Educational research and scholarship; Educational leadership and management; Educational environment, quality, and safety. The two latter domains contained sub-themes that were able to be further categorised. Documents and frameworks were described for a wide variety of health and allied health disciplines. CONCLUSION Distinct educator competency domains were identified in this analysis, applicable across a range of healthcare disciplines. Along with the description of design elements, these provide a guide for the development and evaluation of educator competency frameworks.
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Affiliation(s)
- Navdeep S Sidhu
- Department of Anaesthesia and Perioperative Medicine, North Shore Hospital, Auckland, New Zealand
- Department of Anaesthesiology, University of Auckland, Auckland, New Zealand
| | - Kara J Allen
- Department of Anaesthesia and Pain Management, Royal Melbourne Hospital, Melbourne, Australia
- Department of Critical Care, University of Melbourne, Melbourne, Australia
| | - Nina Civil
- Department of Anaesthesia and Pain Medicine, Waikato Hospital, Hamilton, New Zealand
| | - Charlotte S H Johnstone
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
- The University of Sydney School of Medicine, Sydney, Australia
| | - Maggie Wong
- Department of Anaesthesia, Royal Women's Hospital, Melbourne, Australia
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
| | - Jennifer A Taylor
- Department of Anaesthesia, Pain and Perioperative Medicine, Counties Manukau Health, Auckland, New Zealand
| | - Katherine Gough
- Department of Anaesthetics, Royal Prince Alfred Hospital, Sydney, Australia
| | - Maurice Hennessy
- Australian and New Zealand College of Anaesthetists, Melbourne, Australia
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Milani GP, Corsello A, Fadda M, Falvo I, Giannì ML, Marseglia GL, Cuppari C, Bruzzese E, Bianchetti MG, Schulz PJ, Peroni D, Marchisio P, Chiappini E. Perception, knowledge and attitude towards childhood fever: A survey among final-year medical students. Br J Clin Pharmacol 2023; 89:261-267. [PMID: 35982532 PMCID: PMC10087473 DOI: 10.1111/bcp.15493] [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: 06/17/2022] [Revised: 08/06/2022] [Accepted: 08/08/2022] [Indexed: 11/30/2022] Open
Abstract
AIMS Undue concerns about the consequences of fever and its inappropriate management have been documented worldwide among physicians. However, no data exist on medical students. We investigated the perception, knowledge and attitude towards childhood fever among final-year medical students. METHODS Between June and September 2021, final-year medical students of six Italian universities were invited to complete an online survey on their conceptions and attitude towards pharmacological and non-pharmacological management of childhood fever. History of relevant personal or second-hand experience with childhood fever was also addressed. Both quantitative and qualitative approaches were used. RESULTS Of 1095 (69%) final-year medical students, 756 completed the survey. Many students believe that high fever might cause brain damage, would recommend physical methods and alternate two drugs for fever. Most students do not think that fever has mainly beneficial effects. In Northern Italy, students are less likely to believe that fever might lead to brain damage (OR 0.55, 95% CI 0.33-0.94), and in Southern Italy students are more likely to advise physical methods (OR 1.77, 95% CI 1.22-2.57) and less likely to believe that fever has mainly beneficial effects (OR 0.55, 95% CI 0.39-0.77). History of a relevant personal episode of fever during childhood was not associated with these outcomes. CONCLUSIONS Misconceptions about fever are common among final-year medical students in Italy. Cultural factors rather than individually learned traits might underlie these beliefs. Medical students are a promising target for educational interventions to improve childhood fever management.
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Affiliation(s)
- Gregorio P Milani
- Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Pediatric Unit, Milan, Italy.,Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy
| | - Antonio Corsello
- Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Pediatric Unit, Milan, Italy.,Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy
| | - Marta Fadda
- Faculty of Biomedical Sciences, Università della Svizzera italiana, Institute of Public Health, Switzerland
| | - Ilaria Falvo
- Faculty of Biomedical Sciences, Università della Svizzera italiana, Institute of Public Health, Switzerland
| | - Maria Lorella Giannì
- Department of Clinical Sciences and Community Health, Università degli Studi di Milano, Milan, Italy.,Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Neonatal Intensive Care Unit, Milan, Italy
| | - Gian Luigi Marseglia
- Pediatric Clinic, Fondazione IRCSS-Policlinico San Matteo, University of Pavia, Italy
| | - Caterina Cuppari
- Department of Human Pathology of Adulthood and Childhood, Pediatric Emergency Unit, University of Messina, Messina, Italy
| | - Eugenia Bruzzese
- Dipartimento di Scienze Mediche Traslazionali, Sezione di Pediatria, Università di Napoli Federico II, Naples, Italy
| | - Mario G Bianchetti
- Faculty of Biomedical Sciences, Università della Svizzera italiana, Switzerland
| | - Peter J Schulz
- Faculty of Communication, Culture and Society, Università della Svizzera italiana, Switzerland.,Department of Communication & Media, Ewha Womans University, Seoul, South Korea
| | - Diego Peroni
- Department of Clinical and Experimental Medicine, Section of Pediatrics, University of Pisa, Italy
| | - Paola Marchisio
- Fondazione IRCCS Ca' Granda, Ospedale Maggiore Policlinico, Pediatric Unit, Milan, Italy.,Department of Pathophysiology and Transplantation, University of Milan, Milan, Italy
| | - Elena Chiappini
- Pediatric Infectious Disease Unit, Meyer Children's University Hospital, Department of Health Sciences, University of Florence, Florence, Italy
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Kulo V, Cestone C. A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs. BMC MEDICAL EDUCATION 2022; 22:853. [PMID: 36482331 PMCID: PMC9733163 DOI: 10.1186/s12909-022-03937-z] [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: 08/18/2022] [Accepted: 11/30/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions' faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master's, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. METHODS The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. RESULTS We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. CONCLUSIONS The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master's, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.
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Affiliation(s)
- Violet Kulo
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA.
| | - Christina Cestone
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA
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Fallis D, Irwin S, Cervero R, Durning S. Frameworks to Guide Faculty Development for Health Professions Education: A Scoping Review. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2022; 42:180-189. [PMID: 34459440 DOI: 10.1097/ceh.0000000000000376] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The authors explored the existence of explicit definitions, guiding competency frameworks, and learning theory to inform health professions education faculty development (FD) programs. The authors analyzed identified frameworks based on thematic focus, scope of targeted faculty, and design structure. METHODS A scoping review was used to identify health professions education literature between 2005 and 2020. Frameworks were characterized according to the scope of the faculty targeted and design structure, and then, domains were grouped into topical categories for analysis. RESULTS Twenty-three articles met the criteria for data extraction, of which only one (4.3%) described the explicit use of a learning theory and three (13%) included an explicit definition of FD. One (4.3%) used a recognized framework, whereas 12 (52.2%) developed a novel framework based on an existing outline. Ten (43.5%) described de novo framework development. Only three (13.0%) used entrustable professional activities or similar constructs. Five (21.7%) programs targeted multiple health professions, 11 (47.8%) targeted a single health profession, and seven (30.5%) targeted a specific specialty within a health profession. Only two frameworks included a developmental component. DISCUSSION Few authors describe an explicit definition, learning theory, or use a pre-established framework when framing their FD programs. The use of entrustable professional activities to structurally link competencies to work practices is also uncommon, as well as the use of developmental structures designed to support progressive FD over time.
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Affiliation(s)
- Drew Fallis
- Dr. Fallis: Associate Dean for Faculty Affairs, Uniformed Services University, Postgraduate Dental College, Professor of Orthodontics, Diplomate of the American Board of Orthodontics. Dr. Irwin: Director, Tri-Service Center for Oral Health Studies, Military Consultant to the AF Surgeon General for Dental Public Health, Assistant Professor, Uniformed Services University, Postgraduate Dental College, Diplomate, American Board of Dental Public Health. Dr. Cervero: Professor and Deputy Director Center for Health Professions Education (CHPE), Uniformed Services University. Dr. Durning: Director, Center for Health Professions Education (CHPE), Professor and Vice Chair, Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University
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12
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Zaeri R, Gandomkar R. Developing entrustable professional activities for doctoral graduates in health professions education: obtaining a national consensus in Iran. BMC MEDICAL EDUCATION 2022; 22:424. [PMID: 35655194 PMCID: PMC9164418 DOI: 10.1186/s12909-022-03469-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Accepted: 05/17/2022] [Indexed: 05/31/2023]
Abstract
BACKGROUND The number of doctoral programs in health professions education (HPE) is expanding. Entrustable professional activities (EPAs) can be a mechanism to define the expected activities of the HPE doctorate to inform training and assessment processes. The purpose of this study was to develop and reach a consensus on EPAs for HPE doctoral graduates. METHODS We used a modified Nominal Group Technique (NGT) to elicit EPA titles followed by two rounds of a modified Delphi survey to seek consensus on the EPAs among groups of experts (HPE doctoral graduates and Board of HPE Examiners members) at the national level in Iran between July 2019 and July 2020. RESULTS A total number of 92 initial EPA titles, which emerged from brainstorming in the NGT meeting, was reduced to 27 titles during the clarification process. The final EPA framework consisted of 24 EPA titles with descriptions, arranged in three categories: Research and scholarship (6 EPAs), Educational development (11 EPAs) and Educational management (7 EPAs). All final EPAs scored ≥80% agreement at the national level. CONCLUSIONS The proposed EPAs framework can be used to improve the HPE doctorate training and to inform employment decisions. A future international consensus procedure could use these EPA outcomes as a starting point.
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Affiliation(s)
- Reza Zaeri
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran
| | - Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran.
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
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Meilianti S, Smith F, Bader L, Himawan R, Bates I. Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists. Front Med (Lausanne) 2021; 8:769326. [PMID: 34901084 PMCID: PMC8655862 DOI: 10.3389/fmed.2021.769326] [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: 09/01/2021] [Accepted: 10/26/2021] [Indexed: 11/13/2022] Open
Abstract
Introduction: Pharmacists need to be adaptable, flexible, and capable of advancing their practice to adapt to rapidly changing population health needs. We describe an educational approach to pharmacy workforce transformation in Indonesia through an advanced practice competency framework development using an “adopt and adapt” methodology. Methods: The competency framework development process comprised a translation phase, an adopt and adapt phase, validation through a nationwide mapping survey, and a completion phase through leadership consensus panels. We conducted a forward-backwards translation of a previously validated Advanced to Consultancy Level Framework (ACLF) to yield the Indonesian Advanced Development Framework (IADF) draft. The subsequent adoption and adaptation process was conducted through a series of consensus panels. We validated the IADF through a nationwide workforce survey. The final phase included leadership consensus panels with the professional leadership body in Indonesia. We analyzed the qualitative data thematically and the quantitative data using a Multiple Correspondence Analysis (MCA) technique. Results: We identified conceptual challenges in adopting and adapting the existing ACLF, which were addressed by providing a national glossary and concrete examples. A total of 6,212 pharmacists participated in the national workforce survey, of which 43% had <2 years of post-license (post-registration) experience. The MCA results showed that practitioner self-assessment to the IADF could discriminate their career development stages. The results also indicated a four-stage career model (including early years career training). Embedding this model in a structured national training program will enhance the professional workforce development through a more structured career journey. Conclusions: We describe the first validation of an advanced competency development framework for the pharmacy workforce in a non-Anglophone country, showing the possibility of transnational applicability of this framework. We argue that this methodology can be used in Low and Middle-income countries (LMICs) for the more rapid advancement of pharmaceutical care practice.
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Affiliation(s)
- Sherly Meilianti
- Department of Practice and Policy, School of Pharmacy, University College London, London, United Kingdom.,International Pharmaceutical Federation, The Hague, Netherlands
| | - Felicity Smith
- Department of Practice and Policy, School of Pharmacy, University College London, London, United Kingdom
| | - Lina Bader
- International Pharmaceutical Federation, The Hague, Netherlands
| | - Roy Himawan
- Indonesian Pharmacist Association, Jakarta, Indonesia.,Pharmaceutical and Medical Devices, Ministry of Health, Jakarta, Indonesia
| | - Ian Bates
- Department of Practice and Policy, School of Pharmacy, University College London, London, United Kingdom.,International Pharmaceutical Federation, The Hague, Netherlands
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Keshmiri F, Mehrparvar AH. Developing a Competency Framework of Interprofessional Occupational Health Team: A First Step to Interprofessional Education in Occupational Health Field. J Occup Environ Med 2021; 63:e765-e773. [PMID: 34412100 DOI: 10.1097/jom.0000000000002363] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The present study aimed to develop a competency framework for interprofessional collaboration in an occupational health team. METHODS This study was carried out in three stages. In the first stage, the viewpoints of different stakeholders on the essential competencies of interprofessional team members in occupational health services (OHS) were assessed. In the second stage, extracted codes were converted into competencies in expert panels. After that, the extracted items were categorized by inductive content analysis approach into competency framework. In the third stage, the content validity of interprofessional competencies in OHS was evaluated. RESULTS The competency framework was finalized in six competency domains including prevention, occupational disease management, occupational health assessments, inter-disciplinary and interprofessional collaboration, education, and evidence-based practice and professionalism. CONCLUSION The framework could be developed in interprofessional education in OHS based on competency-based education approach.
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Affiliation(s)
- Fatemeh Keshmiri
- Medical Education Department, Educational Developmental Center (Dr Keshmiri); Industrial Diseases Research Center (Dr Mehrparvar), Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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Wright DJ, Blyth A, Maskrey V, Norris N, Bond CM, Hughes CM, Alldred DP, Holland RC. Development and feasibility testing of an evidence-based training programme for pharmacist independent prescribers responsible for the medicines-related activities within care homes. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2021; 29:376-384. [PMID: 34018561 DOI: 10.1093/ijpp/riab025] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Accepted: 04/20/2021] [Indexed: 11/14/2022]
Abstract
INTRODUCTION The UK pharmacists with independent prescribing rights (pharmacist independent prescribers [PIPs]) are authorised to prescribe within their areas of competence. To enable PIPs to provide pharmaceutical care to residents in care homes and assume responsibility for medicines management, a process for development and assessment of competence is required. The aim of this research was to develop a training and accreditation process (training programme) to enable PIPs to operate safely and effectively within care homes. METHODS Located in England, Scotland and Northern Ireland across four sites and based on a systematic review, it consisted of four phases: (1) initial stakeholder engagement, (2) uni-professional focus groups and interviews, (3) expert panel consensus and (4) feasibility testing. Four PIPs were trained each to provide pharmaceutical care to 10 care home residents. An expert panel synthesised the evidence at each stage to develop each iteration of the training programme. Content analysis was used throughout. RESULTS Differences in baseline knowledge of PIPs required inclusion of a Personal Development Framework and the provision of a mentor. Face-to-face training focussed on managing medicines for a complex older person, minimising prescribing costs and supporting people without capacity. Provision of time to understand local context and develop relationships with care homes and general practitioners was identified as a central requirement. PIPs were assessed for competency via viva. Feasibility testing demonstrated that the derived training programme was acceptable, practical and effective. DISCUSSION The model seemed to work, but due to small numbers, larger-scale testing of the training programme is now required.
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Affiliation(s)
- David J Wright
- School of Pharmacy, University of East Anglia, Norwich Research Park, Norwich, UK
| | - Annie Blyth
- School of Pharmacy, University of East Anglia, Norwich Research Park, Norwich, UK
| | - Vivienne Maskrey
- School of Medicine, University of East Anglia, Norwich Research Park, Norwich, UK
| | - Nigel Norris
- School of Education, University of East Anglia, Norwich Research Park, Norwich, UK
| | - Christine M Bond
- General Practice & Primary Care, University of Aberdeen, Aberdeen, UK
| | | | - David P Alldred
- School of Healthcare, University of Leeds, Leeds, UK
- Yorkshire and Humber NIHR Patient Safety Translational Research Centre/University of Leeds, Leeds, UK
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