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Suwanchatchai C, Khuancharee K, Rattanamongkolgul S, Kongsomboon K, Onwan M, Seeherunwong A, Chewparnich P, Yoadsomsuay P, Buppan P, Taejarernwiriyakul O, Thummajitsakul S, Chaovipoch P, Krainara S, Sanguankittiphan P, Kosuwin R, Srimee P, Odglun Y, Wongtongtair S. The effectiveness of community-based interprofessional education for undergraduate medical and health promotion students. BMC MEDICAL EDUCATION 2024; 24:93. [PMID: 38279163 PMCID: PMC10811920 DOI: 10.1186/s12909-024-05066-1] [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: 08/26/2023] [Accepted: 01/17/2024] [Indexed: 01/28/2024]
Abstract
BACKGROUND Community-based interprofessional education (CBIPE) has been proven effective in enhancing the interprofessional competencies of medical and health professional students. However, there is a lack of evaluation on the impact of experiential CBIPE among undergraduate medical and health promotion students in Thailand. Therefore, the objective of this study is to assess the influence of CBIPE learning on the collaborative competencies of these students. METHODS A one-group pre-posttest design in 193 (152 medical students and 41 health promotion) students were involved in the CBIPE program, later divided into 12 groups. Data was collected by direct observations of mentors using the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). The Wilcoxon matched-pairs signed-rank test was conducted to evaluate the effectiveness of the CBIPE program. RESULTS A total of 175 (90.67%) completed ICCAS and satisfaction questions before and after the CBIPE program. The mean age of respondents was 20.29 ± 1.63 years; 60.57% were women and 39.43% were men. The results showed a significant increase in collaborative competencies before and after the 2-week course. Gender-stratified analysis showed an improvement after CBIPE training for all subscales in women, while the communication, collaboration, conflict management, and functioning team skills segment score was significantly higher in the post-assessment among men. CONCLUSION The implementation of CBIPE learning was successful in enhancing collaborative competencies among both medical and health promotion students. These findings will provide valuable insights for the design and improvement of CBIPE learning programs in other universities.
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Affiliation(s)
- Chawin Suwanchatchai
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kitsarawut Khuancharee
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand.
| | - Suthee Rattanamongkolgul
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Kittipong Kongsomboon
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Manasvin Onwan
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Anantapat Seeherunwong
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pacharapa Chewparnich
- Department of Preventive and Social Medicine, Faculty of Medicine, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Piyanuch Yoadsomsuay
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pattakorn Buppan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Ormjai Taejarernwiriyakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sirikul Thummajitsakul
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pimonporn Chaovipoch
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Sunisa Krainara
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pariyakorn Sanguankittiphan
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Rattiporn Kosuwin
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Pakarang Srimee
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Yuparat Odglun
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
| | - Supim Wongtongtair
- Department of Health Promotion, Faculty of Physical Therapy, Srinakharinwirot University, Nakhon Nayok, Thailand
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Yazdani S, Heidarpoor P. Community-engaged medical education is a way to develop health promoters: A comparative study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:93. [PMID: 37288395 PMCID: PMC10243438 DOI: 10.4103/jehp.jehp_383_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Accepted: 06/28/2022] [Indexed: 06/09/2023]
Abstract
BACKGROUND Although the importance of health promotion and empowerment of the community has been recognized for many years, there are still many barriers to adopting health promotion in the world. One of the solutions is socially accountable medical education and community engagement. OBJECTIVE This study aimed to compare the medical programs of five medical schools that practiced community-engaged medical education to medical education in Iran. MATERIALS AND METHODS This comparative study has been performed in 2022 by the four-stage Bereday method, including description (the educational programs of the selected medical schools were examined), interpretation (a validated checklist was prepared according to community-based strategies), proximity (similar and different information was identified), and comparison (solutions were recommended to improve health promotion and community engagement in Iran's medical education program. The purposive sampling method was used to select five universities. RESULTS Although successful initiatives have been attempted to integrate public health promotion and community orientation into the Iranian curriculum, they do not appear to be sufficient in comparison to leading countries. The main distinction is that the community is actively engaged in all stages of curriculum design, implementation, and evaluation. CONCLUSIONS Although Iran's medical education program has a long way to go in terms of social accountability, by including more community-oriented initiatives into the curriculum, health needs of the community can be met and physician shortages in poor areas can be alleviated. It is recommended to implement modern teaching methods, to recruit diverse faculty and community members, and to increase the community placement in medical education.
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Affiliation(s)
- Shahram Yazdani
- Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Peigham Heidarpoor
- Department of Community-Based Health Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Raponi JM, Black EW, Rush CC, Childs GS, Blue AV. Dental student perceptions of teamwork during a community-engaged interprofessional learning experience. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:56-62. [PMID: 35090182 DOI: 10.1111/eje.12776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 10/22/2021] [Accepted: 12/05/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Dental professionals have been strong advocates for interprofessional education (IPE). During PFF, students in diverse, interprofessional teams of four are assigned a local volunteer family during their first academic year. Teams conduct four home visits and implement a health improvement project focused on the family's health and well-being. The purpose of our analysis was to examine dental student perspectives on the use of teamwork skills during this unique interprofessional educational experience. METHODS AND MATERIALS Dental student responses from 2017 to 2018 and 2018 to2019 were qualitatively analysed. Open coding by hand was used to identify keywords and themes. The themes and open codes were compared and contrasted by the researchers until a consensus was reached on themes. RESULTS Researchers discerned three meta-themes: value, skills and time. Researchers also found eight sub-themes prevalent in responses: teamwork, adaptability, mutual support, trust, interprofessional communication, time, feedback, coordination and accountability. DISCUSSION Our findings indicate dental students understood the importance of interprofessional teamwork and experiential learning within the context of PFF. Students communicated an understanding of how teamwork skills can impact team-oriented outcomes. Dental students seemed to value many teamwork skills that contributed to their interprofessional team's success and experiential learning experience. CONCLUSION Engagement in a longitudinal experience that is patient-centred, requiring time outside of the classroom, is valued by dental students for its interprofessional collaborative competency development.
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Affiliation(s)
| | - Erik W Black
- Pediatrics and Education, University of Florida College of Medicine, Gainesville, Florida, USA
- University of Florida Health Science Center, Gainesville, Florida, USA
| | - Caronne C Rush
- Interprofessional Education, UF Health Affairs at the University of Florida, Gainesville, Florida, USA
| | - Gail Schneider Childs
- Department of Community Dentistry and Behavioral Science, University of Florida, Gainesville, Florida, USA
| | - Amy V Blue
- University of Florida, Gainesville, Florida, USA
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Lestari E, Rahmawatie DA, Wulandari CL. Does Online Interprofessional Case-Based Learning Facilitate Collaborative Knowledge Construction? J Multidiscip Healthc 2023; 16:85-99. [PMID: 36660036 PMCID: PMC9842520 DOI: 10.2147/jmdh.s391997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Accepted: 12/30/2022] [Indexed: 01/13/2023] Open
Abstract
Introduction COVID-19 pandemic has caused an impact on various sectors of life, including the education sector. During the COVID-19 pandemic, education from various levels could only be carried out online by utilizing various on-line media. In Health professional education context, one of the learning activities that must be shifted in online format was interprofessional education (IPE) program. This study aimed to evaluate students' collaborative knowledge construction to evaluate the effectiveness of online interprofessional case-based learning (CBL) activities. Methods This interventional study using quantitative and qualitative method involved a total of 476 students; consisted of 204 medical students, 39 midwifery students and 233 nursing students; who took part online interprofessional CBL. All students were divided into 34 mixed profession groups with 14 students each. To evaluate students' collaborative knowledge construction during CBL, data were collected using the Maastricht Peer Activity Rating Scale (MPARS). Qualitative data exploring students' perception regarding online IPE activity and their online CBL process were collected using Focus Group Discussion (FGD). Quantitative data were analysed using statistical tests, and the qualitative data were analysed using thematic analysis. Results Students' scores for constructive, collaborative, and motivational activities evaluated using MPARS were considered as average to high. However, nursing students scored the lowest compared to the other two fellow professions: medical and midwifery students, on all items of the MPARS. Medical students had the highest MPARS scores. Several themes could be explored during the FGD. Discussion This study revealed that students could engage in collaborative knowledge construction in interprofessional education implementing online interprofessional CBL. However, students thought that offline collaborative practice will better improve team bonding which is considered as prominent aspect for collaboration. This thought gives idea to the implementation of hybrid online offline learning for IPE.
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Affiliation(s)
- Endang Lestari
- Department of Medical Education, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, Indonesia,Correspondence: Endang Lestari, Email
| | - Dian Apriliana Rahmawatie
- Department of Medical Education, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, Indonesia
| | - Catur Leny Wulandari
- Midwifery Program, Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, Central Java, Indonesia
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Ezzati E, Molavynejad S, Jalali A, Cheraghi MA, Jahani S, Rokhafroz D. Exploring the social accountability challenges of nursing education system in Iran. BMC Nurs 2023; 22:7. [PMID: 36609259 PMCID: PMC9822696 DOI: 10.1186/s12912-022-01157-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 12/21/2022] [Indexed: 01/07/2023] Open
Abstract
BACKGROUND Nursing education in Iran is one of the disciplines of medical sciences and it needs a design tailored to the community needs in terms of theoretical and clinical approaches. This system is currently faced with various challenges. This study aims to explore the challenges of Iranian nursing education system to address community needs. METHODS A study was carried out through an exploratory descriptive qualitative design with content analysis method. In-depth semi-structured interviews were conducted with 21 participants from the nursing society, selected through purposive sampling. The interviews were continued until data saturation. Data analysis was performed simultaneous with data collection by using Graneheim & Lundman approach. RESULTS Based on the interviews and simultaneous analyses, a total of 471 codes, 14 subcategories, six main categories, and two themes were extracted. The first theme, "system structure," consisted of three categories: "the need for ongoing revision of curriculum," "the need to recruit qualified students," and "the need for a proportionate educational environment." The second theme was "the education process" with three categories "the need for purposive educational design," "the need for purposive monitoring and feedback," and "the need for appropriate and early interaction with the community." The participants emphasized the continuous revision of the educational curriculum based on the current needs of the community and community-based nursing education. CONCLUSIONS In general, the results showed that Iranian nursing education system is faced with many challenges in the educational system structure and processes. It is necessary to make appropriate plans to enhance the status of the educational system structure and develop educational designs to address community needs using a hospital/community-based approach.
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Affiliation(s)
- Ebrahim Ezzati
- grid.411230.50000 0000 9296 6873Student Research Committee, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Shahram Molavynejad
- grid.411230.50000 0000 9296 6873Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Amir Jalali
- grid.412112.50000 0001 2012 5829Department of Psychiatric Nursing, School of Nursing and Midwifery, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad-Ali Cheraghi
- grid.411705.60000 0001 0166 0922Department of Nursing Management, School of Nursing and Midwifery, Tehran University of Medical Sciences, Health Sciences Phenomenology Association, Ministry of Health and Medical Education, Tehran, Iran
| | - Simin Jahani
- grid.411230.50000 0000 9296 6873Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Dariush Rokhafroz
- grid.411230.50000 0000 9296 6873Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Tomas N, Ndjamba AK, Munangatire T. Undergraduate nursing students' self-reported professional behaviour at the University of Namibia. Health SA 2021; 26:1703. [PMID: 34917406 PMCID: PMC8661282 DOI: 10.4102/hsag.v26i0.1703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Accepted: 08/25/2021] [Indexed: 11/13/2022] Open
Abstract
Background Development of professional behaviour in nursing students is an important part of a nurse’s overall competence. Self-evaluation is one way of measuring professional behaviour amongst nursing students. However, studies on self-reported professional behaviour of nursing students are limited in Namibia. Aim This study aimed to investigate nursing students’ self-reported professional behaviour at the University of Namibia. Setting The setting was a university campus offering a Bachelor of Nursing Science degree in Namibia. Methods A quantitative descriptive contextual design was used with 100 nursing students. Data were analysed descriptively using a non-parametric Kruskal–Wallis and ANOVA tests of variance and statistical significance. Results High mean scores were found in the areas of utilising evidence-based solutions (4.78 ± 0.58), promoting clinical teaching (4.46 ± 0.94), willingness to implement quality improvement initiatives (4.34 ± 0.518), and protecting health, safety and patient’s rights (4.28 ± 0.55). The lowest mean scores were recorded in projecting professional image (2.22 ± 1.27), rendering evidence-based care (4.08 ± 0.44). The study found statistical significance difference between self-reported professional competency (p = 0.01) and quality care improvements (p = 0.02). Conclusion In this study, nursing students’ self-reported professional behaviour was rated high (mean scores > 4.0 out of 5). Despite this high rating, it cannot be concluded that the students were professionally competent. We recommend that professional behaviour be measured from both students’ and nurse educators’ or patients’ perspectives. Contribution The findings from this study provide supplementary evidence on self-reported professional behaviour with implications on nursing education and practice.
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Affiliation(s)
- Nestor Tomas
- Department of General Nursing Science, Faculty of Health Science, University of Namibia, Rundu, Namibia
| | - Alpheus K Ndjamba
- Department of General Nursing Science, Faculty of Health Science, University of Namibia, Rundu, Namibia
| | - Takaedza Munangatire
- Department of General Nursing Science, Faculty of Health Science, University of Namibia, Rundu, Namibia
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Zeydani A, Atashzadeh-Shoorideh F, Abdi F, Hosseini M, Zohari-Anboohi S, Skerrett V. Effect of community-based education on undergraduate nursing students' skills: a systematic review. BMC Nurs 2021; 20:233. [PMID: 34794436 PMCID: PMC8600777 DOI: 10.1186/s12912-021-00755-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 11/03/2021] [Indexed: 12/03/2022] Open
Abstract
Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.
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Affiliation(s)
- Arezoo Zeydani
- Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Foroozan Atashzadeh-Shoorideh
- Department of Psychiatric Nursing and Management, School of Nursing and Midwifery, Shahid Labbafinezhad Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Fatemeh Abdi
- School of Nursing and Midwifery, Alborz University of Medical Sciences, Karaj, Iran
| | - Meimanat Hosseini
- Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sima Zohari-Anboohi
- Department of Medical Surgical-Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Victoria Skerrett
- School of Nursing and Midwifery, Birmingham City University, Birmingham, UK
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