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Towle A, Wang L, Ong K, Kline CC. Guiding Principles for Patient and Public Engagement in the Educational Missions of Medical Schools. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2024; 99:1016-1023. [PMID: 38574203 DOI: 10.1097/acm.0000000000005728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2024]
Abstract
PURPOSE The purpose of this research was to cocreate with patients and the public a set of evidence-informed guiding principles for their authentic, responsive, ongoing, and sustainable engagement in the mission, goals, curriculum, and delivery of medical education. METHOD A set of guiding principles of relevance to medical education was identified from the literature. Eight focus groups with patients and community members representing a wide variety of perspectives were conducted in April and May 2022. Participants reviewed, prioritized, and discussed the principles and described successful engagement, resulting in 8 guiding principles in priority order. A summary report was circulated to participants for feedback. The principles were reviewed and endorsed by senior leaders in the medical school. RESULTS The 8 focus groups were attended by 38 people (age range, mid-20s to postretirement; 7 male, 27 female, and 4 unknown gender). Accountability (19%), inclusion (18%), reciprocity (17%), and partnership and shared decision-making (14%) were chosen as the most important principles. Participants want evidence that their contributions are valued and have made a difference. They want the medical school to include and support a diversity of perspectives that reflect the populations being served by the health care system. They want the medical school to invest in building trusting and respectful long-term relationships with patients and the public. CONCLUSIONS The guiding principles could be used by medical schools as a starting point to build relationships with their local communities to increase the authentic and sustainable engagement of patients and the public in the educational mission of the medical school.
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Lim RBT, Voo K, Tan CGL, Zheng H. A Systematic Review: What Are the Impacts of Receiving Extrinsic Feedback on Health Professions Students in Higher Education? Eval Health Prof 2024:1632787241277826. [PMID: 39206636 DOI: 10.1177/01632787241277826] [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: 09/04/2024]
Abstract
Effective feedback is crucial for educating health professions students. This systematic review investigates the impact of extrinsic feedback on health professions students, encompassing medical, dental, and nursing fields. Through meticulous gathering and analysis of 37 studies, this review highlights verbal and visual feedback as predominant forms, often delivered immediately by instructors and supplemented by peer or simulated input. Notably, technology is increasingly utilised to enhance the provision of feedback. The impacts of feedback span various domains, including surgical skills and patient communication, revealing notable improvements in procedural skills such as suturing and knot-tying, as well as general patient communication proficiency. Meta-analyses underscore significant enhancements in communication skills and provide nuanced insights into chest compression techniques. Overall, the findings provide initial evidence that extrinsic feedback enhances surgical procedural skills and general patient communication proficiency among health professions students. The evolving role of technology in feedback provision is promising. Future studies should assess extrinsic feedback across different health professions to better understand its impacts and alignment with specific educational needs and accreditation standards, thereby enhancing learning outcomes.
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Affiliation(s)
- Raymond Boon Tar Lim
- National University of Singapore and National University Health System, Singapore
| | - Kelly Voo
- National University of Singapore and National University Health System, Singapore
| | - Claire Gek Ling Tan
- National University of Singapore and National University Health System, Singapore
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Towle A, Ong K, Wang L, Kline CC. Patient/public perceptions on engagement with a medical school: What needs to happen to support authentic and sustained participation. MEDICAL TEACHER 2024; 46:963-970. [PMID: 38071663 DOI: 10.1080/0142159x.2023.2289843] [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: 07/10/2023] [Accepted: 11/28/2023] [Indexed: 06/27/2024]
Abstract
PURPOSE Patient/public involvement in health professional education is increasing but remains episodic, narrowly focused, reliant on individual enthusiasts, and lacks supportive institutional infrastructure. There is little evidence-informed practical guidance on how to take a more strategic and formal approach. We undertook a qualitative study to learn from patients and the public how medical schools could engage in an authentic and sustainable way. METHODS In 2022 we conducted eight focus groups with patients and members of community organizations. Participants were asked about experiences and perceptions of what needs to happen to enable and support them to participate in medical education, barriers to authentic engagement, and how they might be overcome. Recordings were transcribed and data coded inductively. A summary report was circulated to participants for validation of findings. RESULTS The focus groups were attended by 38 participants representing a wide variety of perspectives. Participants provided practical suggestions that we categorized into six major themes: inviting participation; preparing for participation; supporting participation; increasing and supporting diversity; recognizing participation; institutional buy-in and support. CONCLUSIONS Individual instructors can enhance authentic patient engagement through recruitment, support and recognition practices. Institutional commitment is required to sustain and widen participation through funding, policies and infrastructure.
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Affiliation(s)
- Angela Towle
- Department of Medicine, Faculty of Medicine and Patient & Community Partnership for Education, Office of UBC Health, University of British Columbia, Vancouver, British Columbia, Canada
| | - Kenneth Ong
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Lucy Wang
- Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada
| | - Cathy C Kline
- Patient & Community Partnership for Education, Office of UBC Health, University of British Columbia, Vancouver, British Columbia, Canada
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Al-Moteri M. OWIED System to Facilitate the Entrustment Decision in EPA Implementation. J Nurs Educ 2024; 63:356-365. [PMID: 38900268 DOI: 10.3928/01484834-20240404-02] [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: 06/21/2024]
Abstract
BACKGROUND Entrustable professional activities (EPAs) are gaining attention as an approach for adequate implementation of a competency-based evaluation framework in nursing education. This study sought to develop an Online Web-assessment Interface for Entrustment Decision (OWIED) to facilitate the entrustment decision in EPA implementation. METHOD A participatory qualitative action research design consisting of two phases was used for this study. The exploration phase was conducted in close collaboration with stakeholders. Following the exploration phase, the primary researcher and a team of subject-matter experts in academic and information technology developed the OWIED system according to the exploration phase results. RESULTS The necessary features that met the expectations of the stakeholders were identified and assisted in developing the OWIED system. CONCLUSION OWIED may provide a valid tool to track and validate nursing student acquisition of core competencies and assist in making entrustment decisions as students fulfill their training requirements in their academic program. [J Nurs Educ. 2024;63(6):356-365.].
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Nowell L, Keogh B, Laios E, Mckendrick‐Calder L, Lucas Molitor W, Wilbur K. Public participation in healthcare students' education: An umbrella review. Health Expect 2024; 27:e13974. [PMID: 39102698 PMCID: PMC10801288 DOI: 10.1111/hex.13974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Revised: 12/26/2023] [Accepted: 12/30/2023] [Indexed: 08/07/2024] Open
Abstract
BACKGROUND An often-hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate. OBJECTIVE This article aimed to synthesize published literature reviews that described the impact of public participation in healthcare students' education. SEARCH STRATEGY We searched MEDLINE, EMBASE, ERIC, PsychINFO, CINAHL, PubMed, JBI Database of Systematic Reviews and Implementation Reports, the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects and the PROSPERO register for literature reviews on public participation in healthcare students' education. INCLUSION CRITERIA Reviews published in the last 10 years were included if they described patient or public participation in healthcare students' education and reported the impacts on students, the public, curricula or healthcare systems. DATA EXTRACTION AND SYNTHESIS Data were extracted using a predesigned data extraction form and narratively synthesized. MAIN RESULTS Twenty reviews met our inclusion criteria reporting on outcomes related to students, the public, curriculum and future professional practice. DISCUSSION AND CONCLUSION Our findings raise awareness of the benefits and challenges of public participation in healthcare students' education and may inform future research exploring how public participation can best be utilized in higher education. PATIENT OR PUBLIC CONTRIBUTION This review was inspired by conversations with public healthcare consumers who saw value in public participation in healthcare students' education. Studies included involved public participants, providing a deeper understanding of the impacts of public participation in healthcare students' education.
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Affiliation(s)
- Lorelli Nowell
- Faculty of NursingUniversity of CalgaryCalgaryAlbertaCanada
| | - Bryn Keogh
- Communications and MediaUniversity of CalgaryCalgaryAlbertaCanada
| | - Eleftheria Laios
- Center for Teaching and LearningQueen's UniversityKingstonOntarioCanada
| | | | | | - Kerry Wilbur
- Faculty of Pharmaceutical SciencesUniversity of British ColumbiaVancouverBritish ColumbiaCanada
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Lichtenstein C, Baiyewu M, Bhansali P. Incorporating Community Member Perspectives to Inform a Resident Health Equity Curriculum. J Grad Med Educ 2023; 15:718-725. [PMID: 38045947 PMCID: PMC10686646 DOI: 10.4300/jgme-d-23-00373.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 08/16/2023] [Accepted: 10/04/2023] [Indexed: 12/05/2023] Open
Abstract
Background There are few published resources to guide content of health disparities curricula. To train physicians to effectively address disparities, the needs and expectations of the local community need to be considered. Objective To obtain community insight about factors influencing health disparities and important components of a health disparities curriculum for residents. Methods This qualitative study consisted of 5 focus groups held in 2019; 4 included local community members, and the fifth was of leaders from local agencies serving these communities. Each focus group was professionally led and transcribed. Using an inductive approach to content analysis, the authors created codes from the transcripts. They then categorized the codes to support the development of themes. Results Sixty-five community members participated in the 4 focus groups, and 10 community leaders participated in the fifth. Overall, 6 themes emerged from the data: (1) A healthy community is a community with access; (2) system-inflicted stress weighs heavily on health; (3) communities have internal strengths; (4) racism affects care delivery; (5) respectful bedside manner is necessary to build trust and better health outcomes; and (6) experience the community to learn and appreciate strengths and needs. Conclusions This study illustrates that the community's input provides insights on what to include in a health disparities curriculum and serves as a model for incorporation of the community perspective in curriculum development.
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Affiliation(s)
- Cara Lichtenstein
- Cara Lichtenstein, MD, MPH, is Academic Advisory Staff, Children’s National Hospital, and Clinical Associate Professor of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
| | - Melissa Baiyewu
- Melissa Baiyewu, MHA, is Program Manager, Health Promotion and Disease Prevention, Child Health Advocacy Institute, Children’s National Hospital, Washington, DC, USA; and
| | - Priti Bhansali
- Priti Bhansali, MD, MEd, is Attending Physician, Children’s National Hospital, and Professor of Pediatrics, The George Washington University School of Medicine and Health Sciences, Washington, DC, USA
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Dowling M, Shewbridge A, Ryan C, Clancy C, Meade E, Sheehan S, de La Serna CDDLR, Bağçivan G, Kotronoulas G, Erdem S, Aroyo V, Radia B, Wiseman T, Drury A. Development and Implementation of an Online Education Program on Advanced Breast Cancer for European Cancer Nurses: ABC4Nurses Project: a Brief Report. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1662-1666. [PMID: 37336799 PMCID: PMC10509077 DOI: 10.1007/s13187-023-02319-3] [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] [Accepted: 05/29/2023] [Indexed: 06/21/2023]
Abstract
Breast cancer is now the most commonly diagnosed cancer worldwide. Approximately 30% of those who present with early breast cancer later develop advanced breast cancer (ABC). Additionally, approximately 6% have advanced breast cancer at diagnosis. New treatment options result in an extended lifespan dominated by cycles of deterioration and stable disease. Specialist nurse knowledge is key to multidisciplinary care of people with ABC; however, access to education on ABC for nurses is not universally available in Europe. This paper describes the development and implementation of an online bespoke program on ABC care for specialist and generalist nurses in Europe. The project team is affiliated with the European Oncology Nurses Society (EONS) and comprises specialist breast cancer nurses, oncology nurse academics and breast cancer advocates associated with EUROPA DONNA Turkey, an independent non-profit European breast cancer organisation. The program development involved (1) a systematic review of ABC educational resources for cancer nurses; (2) a modified four-round Delphi study to seek agreement on curriculum content and (3) curriculum development, conversion to an interactive online platform and translation into four European languages. The program evaluation will be guided by Kirkpatrick's framework. The phases described in this short report could guide others involved in developing bespoke cancer education programs.
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Affiliation(s)
- Maura Dowling
- School of Nursing and Midwifery, University of Galway, Galway, Ireland.
| | | | - Claire Ryan
- Oncology Centre, Maidstone and Tunbridge Wells NHS Trust, Maidstone, UK
| | | | | | - Sarah Sheehan
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin, 9, Ireland
| | | | | | | | | | | | | | | | - Amanda Drury
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin, 9, Ireland
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Sheehan S, Hanna JR, Drury A, McCance T, Semple CJ, O'Neill C. A Systematic Review of Educational Interventions to Equip Health and Social Care Professionals to Promote End-of-Life Supportive Care when a Parent with Dependent Children is Dying with Cancer. Semin Oncol Nurs 2023; 39:151474. [PMID: 37481410 DOI: 10.1016/j.soncn.2023.151474] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 06/27/2023] [Accepted: 06/29/2023] [Indexed: 07/24/2023]
Abstract
OBJECTIVES This systematic review aimed to determine the content, mode of delivery, assessment, and outcomes of educational interventions to equip health and social care professionals when delivering end of life supportive care for parents dying with cancer who have dependent children. DATA SOURCES A mixed-methods systematic review was undertaken. Six electronic database were searched from their inception until September 2023 (Medline OVID, CINAHL, EMBASE, PsycINFO, Web of Science, and ERIC), supplemented by citation chaining, grey literature searches using Google Advanced Search and relevant professional bodies. Quality assessment was conducted independently by two researchers on the included studies. A convergent integrated approach was utilised for data synthesis. CONCLUSION The review identified two educational interventions; highlighting a dearth of training opportunities to equip health and social care professionals to provide supportive care to families when a parent is at end of life with cancer. Despite health and social care professionals reported need and desire for upskilling in this area of clinical practice, there is a severe lack of evidence-based educational interventions. It is imperative that effective educational interventions are made accessible to professionals. IMPLICATIONS FOR NURSING PRACTICE There is an imminent need for robust educational interventions to be developed, as health and social care professionals often lack the knowledge, skills and confidence on how best to support families when a parent of dependent children is at end of life. Health and social care professionals engagement with high-quality, evidence-based and theory-driven educational interventions has the potential to impact professionals' provision of family-centred cancer care at end of life. This could lead to better mental and physical outcomes for the whole family at end of life and in bereavement.
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Affiliation(s)
- Sarah Sheehan
- Research Assistant, School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Jeffrey R Hanna
- Research Associate, Institute of Nursing and Health Research, School of Nursing and Paramedic Science, Ulster University, Belfast, Northern Ireland
| | - Amanda Drury
- Associate Professor in General Nursing, School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin, Ireland
| | - Tanya McCance
- The Mona Grey Professor of Nursing Research & Development, Institute of Nursing and Health Research, School of Nursing and Paramedic Science, Ulster University, Belfast, Northern Ireland
| | - Cherith J Semple
- Professor in Clinical Cancer Nursing, Institute of Nursing and Health Research, Ulster University / Cancer Services, South Eastern Health and Social Care Trust, Belfast, Northern Ireland
| | - Carla O'Neill
- Assistant Professor in Nursing, School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland.
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