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Showstark M, Joosten-Hagye D, Wiss A, Resnik C, Embry E, Zschaebitz E, Symoniak MR, Maxwell B, Simmons A, Fieten J. Results and lessons learned from a virtual multi-institutional problem-based interprofessional learning approach: The VIPE program. J Interprof Care 2023; 37:164-167. [PMID: 35403556 DOI: 10.1080/13561820.2022.2040453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The importance of interprofessional collaborative practice has come into focus over the past decade as coordination and delivery of health care becomes increasingly complex. The need for students to acquire collaboration-building skills to prepare them to work effectively within diverse healthcare teams to improve patient outcomes is a goal of interprofessional education (IPE). Accrediting bodies across healthcare professions require IPE as part of a robust curriculum to build collaborative skill sets and create a practice ready workforce. To respond to this need, an online healthcare program developed an innovative model for student collaboration across professions and institutions through a virtual interprofessional education (VIPE) program. The VIPE model aims to simulate clinical practice via an asynchronous and synchronous pedagogical approach that combines PBL/CBL with psychological safety. VIPE demonstrated statistically significant gains in knowledge and positive attitudes toward interprofessional collaborative practice as a result of participation in the VIPE program. During COVID-19, the demand for high quality IPE for health professions' students in virtual settings has grown, VIPE has the potential to be a solution for this. VIPE requires a dedicated committee and technical lead. Further research could involve longitudinal studies and nonaggregate models.
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Affiliation(s)
- Mary Showstark
- Yale School of Medicine Physician Assistant Online Program, United States
| | - Dawn Joosten-Hagye
- Suzanne Dworak-Peck School of Social Work, University of Southern CaliforniaLos Angeles, CA, United States
| | - Andrew Wiss
- Milken Institute School of Public Health, The George Washington University, United States
| | - Cheryl Resnik
- Division of Biokinesiology and Physical Therapy, University of Southern California Los Angeles, SC, United States
| | - Erin Embry
- Education and Human Development, New York University Steinhardt School of Culture
| | | | - Melanie R Symoniak
- Wegmans School of Pharmacy, St. John Fisher CollegeRochester, NY, United States
| | | | - Anita Simmons
- School of Nursing, Concordia University, Ann Arbor, United States
| | - Jennifer Fieten
- School of Education, Concordia University, Ann Arbor, United States
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Wardley CS, Applegate EB, Wang Q, Van Rhee J. The Relationship Between Pedagogy and Changes in Students' Learning Styles in Physician Assistant Education. J Physician Assist Educ 2022; 33:205-212. [PMID: 35917474 DOI: 10.1097/jpa.0000000000000447] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The purpose of this study was to examine the relationship between instructional pedagogy and changes in physician assistant (PA) students' learning styles during a 2-year master's program. METHODS Two parallel curricular tracks were established in the didactic year, one using problem-based learning (PBL) and the other lecture-based learning (LBL) for 6 years. Kolb's Learning Style Inventory (LSI) was administered to both groups at matriculation and at the end of the first and second years. Multivariate analyses, including logarithmic transformations of LSI data because of its ipsative nature, were conducted to evaluate differences and changes in students' learning style. RESULTS A majority of students changed learning styles during the program. Despite considerable movement within and between learning styles, the percentage distribution of LBL students' learning styles changed little during the program, whereas there was a significant increase in PBL students having a Convergent learning style after 2 years. PBL students preferred more transformation than prehension in information processing than LBL students. About a third of LBL students, compared to a fifth of PBL students, had reverted to close to their matriculation learning style by the end of the clinical year. DISCUSSION Primary care physicians and PAs tend to have a Convergent learning style. Little movement towards this learning style was seen with LBL students, whereas a significant increase in the number of PBL students had adopted this learning style by the end of the program.
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Affiliation(s)
- C Sonia Wardley
- C. Sonia Wardley, MA , is an adjunct associate professor in the Physician Assistant Department at Western Michigan University in Kalamazoo, Michigan
- E. Brooks Applegate, PhD , is a professor, Educational Leadership, Research and Technology, at Western Michigan University in Kalamazoo, Michigan
- Qian Wang, MS , is a PhD candidate in Evaluation Measurement and Research at Western Michigan University in Kalamazoo, Michigan, and an education program consultant at the Iowa Department of Education in Des Moines, Iowa
- James A. Van Rhee, MS , PA-C , is director of the Physician Assistant Online Program at Yale University, School of Medicine, in New Haven, Connecticut
| | - E Brooks Applegate
- C. Sonia Wardley, MA , is an adjunct associate professor in the Physician Assistant Department at Western Michigan University in Kalamazoo, Michigan
- E. Brooks Applegate, PhD , is a professor, Educational Leadership, Research and Technology, at Western Michigan University in Kalamazoo, Michigan
- Qian Wang, MS , is a PhD candidate in Evaluation Measurement and Research at Western Michigan University in Kalamazoo, Michigan, and an education program consultant at the Iowa Department of Education in Des Moines, Iowa
- James A. Van Rhee, MS , PA-C , is director of the Physician Assistant Online Program at Yale University, School of Medicine, in New Haven, Connecticut
| | - Qian Wang
- C. Sonia Wardley, MA , is an adjunct associate professor in the Physician Assistant Department at Western Michigan University in Kalamazoo, Michigan
- E. Brooks Applegate, PhD , is a professor, Educational Leadership, Research and Technology, at Western Michigan University in Kalamazoo, Michigan
- Qian Wang, MS , is a PhD candidate in Evaluation Measurement and Research at Western Michigan University in Kalamazoo, Michigan, and an education program consultant at the Iowa Department of Education in Des Moines, Iowa
- James A. Van Rhee, MS , PA-C , is director of the Physician Assistant Online Program at Yale University, School of Medicine, in New Haven, Connecticut
| | - James Van Rhee
- C. Sonia Wardley, MA , is an adjunct associate professor in the Physician Assistant Department at Western Michigan University in Kalamazoo, Michigan
- E. Brooks Applegate, PhD , is a professor, Educational Leadership, Research and Technology, at Western Michigan University in Kalamazoo, Michigan
- Qian Wang, MS , is a PhD candidate in Evaluation Measurement and Research at Western Michigan University in Kalamazoo, Michigan, and an education program consultant at the Iowa Department of Education in Des Moines, Iowa
- James A. Van Rhee, MS , PA-C , is director of the Physician Assistant Online Program at Yale University, School of Medicine, in New Haven, Connecticut
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Adapting Small-Group Medical Education by Fostering Early Clinical Integration: A Student Perspective. Am J Med 2021; 134:1564-1569. [PMID: 34508702 DOI: 10.1016/j.amjmed.2021.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 08/31/2021] [Indexed: 11/22/2022]
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Johnson AK, Blackstone SR, Simmons W, Skelly A. Assessing Burnout and Interest in Wellness Programs in Physician Assistant Students. J Physician Assist Educ 2020; 31:56-62. [PMID: 32459443 DOI: 10.1097/jpa.0000000000000303] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/01/2023]
Abstract
PURPOSE Burnout among health care professionals and preprofessional health care students is of growing concern because of its detrimental effects on performance, mental health, and physical health. Research to date has focused primarily on physicians and medical students. The purpose of this study was to assess burnout and the quality of life among physician assistant (PA) students and gauge their interest in specific wellness interventions that address those issues in their PA program. METHODS An online survey consisting of validated measures for burnout and quality of life was completed by 320 PA students from all 8 Virginia PA programs (n = 8). Additionally, student interest in various wellness interventions was assessed, including preferences for timing and delivery, to inform development of a tailored well-being component in the PA curriculum to reduce burnout. RESULTS We found burnout to be prevalent among PA students, with 79.69% reporting high levels of emotional exhaustion; 56.56% of students met the criteria for cynicism. Survey participants rated stress reduction (n = 290, 90.63%) and burnout (n = 299, 93.44%) as primary issues that need to be addressed in the PA student population. Furthermore, 77.50% of participants expressed interest in participating in a wellness intervention designed to reduce burnout. CONCLUSION Given the high prevalence of burnout in the PA students surveyed, resources and potential interventions that reduce burnout need to be identified. The current study identified PA students' perceived needs and interest in various aspects of potential wellness interventions in the PA program. Students preferred an emphasis on stress reduction and burnout, which can be used to develop a tailored well-being curriculum to promote work-life balance and stress management for PA students.
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Affiliation(s)
- Aimee K Johnson
- Aimee K. Johnson, PhD, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Sarah R. Blackstone, PhD, MPH, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Whitney Simmons, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
- Ashley Skelly, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
| | - Sarah R Blackstone
- Aimee K. Johnson, PhD, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Sarah R. Blackstone, PhD, MPH, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Whitney Simmons, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
- Ashley Skelly, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
| | - Whitney Simmons
- Aimee K. Johnson, PhD, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Sarah R. Blackstone, PhD, MPH, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Whitney Simmons, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
- Ashley Skelly, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
| | - Ashley Skelly
- Aimee K. Johnson, PhD, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Sarah R. Blackstone, PhD, MPH, is an assistant professor in the Department of Health Sciences at James Madison University in Harrisonburg, Virginia
- Whitney Simmons, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
- Ashley Skelly, MPAS, PA-C, is an assistant professor in the Department of Health Professions at James Madison University in Harrisonburg, Virginia
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Wardley CS, Applegate EB, Almaleki AD, Van Rhee JA. Is Student Stress Related to Personality or Learning Environment in a Physician Assistant Program? J Physician Assist Educ 2019; 30:9-19. [PMID: 30801554 DOI: 10.1097/jpa.0000000000000241] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
PURPOSE The purpose of this research was to study the impact of students' personalities and 2 different learning environments-lecture-based learning (LBL) and problem-based learning (PBL)-on the stress perceived by 5 cohorts of physician assistant (PA) students. METHODS Students rated their stress related to family obligations, financial concerns, schoolwork, relocation, and overall stress on 6 occasions over the course of the 2-year program. Personalities of students were assessed using the California Psychological Inventory 7 months into the program. Students' expectations and observations of their learning environments were measured using the PA School Learning Environment Survey at the beginning and end of the didactic year. RESULTS Personalities of LBL and PBL students were very similar, but LBL students who scored higher on the Independence concept were less stressed about their schoolwork. The LBL students, in general, were more discontented with their learning environment, but this finding was not related to higher schoolwork-related stress. In contrast, PBL students' personalities were not related to stress, and PBL students also rated some dimensions of their learning environment higher than they had expected. However, those PBL students who rated the PBL environment less favorably also reported higher schoolwork-related stress. CONCLUSIONS High stress perceived by LBL students was related to some personality concepts but not to the students' learning environment, despite their overall disappointment with that environment. The PBL students were more stressed by schoolwork, although their stress was not related to personality. Problem-based learning students, except for those most highly stressed, tended to rate their learning environment more favorably.
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Affiliation(s)
- C Sonia Wardley
- C. Sonia Wardley, MA, is an adjunct associate professor in the Physician Assistant Department at Western Michigan University, Kalamazoo, Michigan. E. Brooks Applegate, PhD, is a professor in the Department of Education Leadership, Research, and Technology at Western Michigan University, Kalamazoo, Michigan. A. Deyab Almaleki, PhD, is an assistant professor of Evaluation Measurement and Research at Umm-Al Qura University, Mecca, Saudi Arabia. James A. Van Rhee, MS, PA-C, is the director and an associate professor for the Physician Assistant Online Program at the Yale University School of Medicine, New Haven, Connecticut
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Yue JY, Chen J, Dou WG, Liang CH, Wu QW, Ma YY, Zhu ZP, Li MX, Hu YL. Using integrated problem- and lecture-based learning teaching modes for imaging diagnosis education. BMC MEDICAL EDUCATION 2018; 18:183. [PMID: 30071844 PMCID: PMC6090865 DOI: 10.1186/s12909-018-1303-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Accepted: 07/27/2018] [Indexed: 05/26/2023]
Abstract
BACKGROUND There are two parts included in traditional imaging diagnosis teaching: theoretical lessons and experimental lessons. Most of the time, the experimental lesson is a review of the theoretical lesson. The teacher is the centre of the course and students are passive learners. Thus, in this study we included the patient problem of the imaging centre in our imaging diagnosis education. The traditional theoretical lessen was used to discuss prior knowledge, the discussion and analysis of patient problems was arranged under class, and the experimental lesson was used to synthesize and test the newly acquired information. The aim of this study is to determine whether or not integration of problem- and lecture-based learning teaching modes in imaging diagnosis education was associated with a good teaching effect. Forty-six of sixty students (76.7%) like integrated problem- and lecture-based learning teaching mode and 53 of 60 students (88.3%) think that integrated problem- and lecture-based learning teaching mode can make their ability of self-study be improved. METHODS Sixty students participated in a prospective study with a two-phase cross-over design. All of the students were divided into 2 groups of 30 each. In the first term, the first group participated in an integration of the problem- and lecture-based learning teaching mode, whereas students in the second group underwent the lecture-based learning teaching mode alone. During the second term, the teaching modes were exchanged between the two groups. A close-exam and survey were used to evaluate the teaching effect, and the data were analysed means of analysis of variance with a two-phase cross-over design and a χ2 test with a 2-tailed α of 0.05. RESULTS There was a statistically significant difference in the test scores between the integration of the problem- and lecture-based learning teaching mode and the lecture-based learning teaching mode alone (P < 0.05). The integration of problem- and lecture-based learning teaching mode was well-appraised. CONCLUSION Integration of the problem- and lecture-based learning teaching modes in teaching imaging diagnosis education resulted in a good teaching effect.
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Affiliation(s)
- Jun-Yan Yue
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Jie Chen
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Wen-Guang Dou
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Chang-Hua Liang
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Qing-Wu Wu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Yi-Yong Ma
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Zhi-Ping Zhu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Mei-Xia Li
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
| | - Yan-Long Hu
- Department of Radiology, The First Affiliated Hospital of Xinxiang Medical University, 88 Jiankang Road, Weihui City, Henan Province China
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Khatiban M, Falahan SN, Amini R, Farahanchi A, Soltanian A. Lecture-based versus problem-based learning in ethics education among nursing students. Nurs Ethics 2018; 26:1753-1764. [PMID: 29716419 DOI: 10.1177/0969733018767246] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. OBJECTIVES The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. RESEARCH DESIGN This is a repeated measurement quasi-experimental study. PARTICIPANTS AND RESEARCH CONTEXT The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. ETHICAL CONSIDERATIONS The program was explained to the students, all of whom signed an informed consent form at the baseline. FINDINGS The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. CONCLUSION The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.
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Affiliation(s)
- Mahnaz Khatiban
- Associate Profssor, Mother and Child Care Research Center, Dept. of Medical Surgical Nursing, School of Nursing and Midwifery School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Seyede Nayereh Falahan
- Instructor, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Roya Amini
- Faculty Member, Chronic Diseases (Home care) Research Center, Dept. of Community Health Nursing, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Afshin Farahanchi
- Assistant Professor, Department of Forensic Medicine and Professional Ethics, Medical School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Alireza Soltanian
- Associate Professor, Modeling of Noncommunicable Diseases Research Center, Dept. of Biostatistics, School of Health, Hamadan University of Medical Sciences, Hamadan, Iran
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