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de Bok FE, Hermans J, Duvivier RJ, Wolff D, Reijneveld SA. Conceptualization and teaching health advocacy in undergraduate medical education: a document analysis. BMC MEDICAL EDUCATION 2024; 24:1064. [PMID: 39342200 PMCID: PMC11439203 DOI: 10.1186/s12909-024-06039-0] [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: 12/22/2023] [Accepted: 09/17/2024] [Indexed: 10/01/2024]
Abstract
BACKGROUND Health advocacy is considered to be a core competence for physicians, but it remains unclear how the health advocacy role, despite being described in overarching competency frameworks, is operationalized in undergraduate medical education (UME). This study aimed to identify how health advocacy is conceptualized and taught in undergraduate medical curricula. METHODS We performed a qualitative analysis of curriculum documents from all eight medical schools in the Netherlands, all of which offered competency-based UME. Thematic analysis was used to code all the documents and generate themes on health advocacy conceptualization and teaching. To categorize the emerging themes, we used the framework of Van Melle et al. for evaluating the implementation of competency-based medical educational programs. RESULTS Health advocacy was mostly conceptualized in mission statements about social responsibility of future physicians, related to prevention and promoting health. We found key concepts of health advocacy to be taught mainly in public health and social medicine courses in the bachelor stage and in community-based clerkships in the master stage. Specific knowledge, skills and attitudes related to health advocacy were taught mostly in distinct longitudinal learning pathways in three curricula. CONCLUSION Health advocacy is conceptualized mostly as related to social responsibility for future physicians. Its teaching is mostly embedded in public health and social medicine courses and community-based settings. A wider implementation is warranted, extending its teaching to the full width of medical teaching, with longitudinal learning pathways providing a promising route for more integrative health advocacy teaching.
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Affiliation(s)
- Femke E de Bok
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
| | - Jessie Hermans
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | | | - Djoeke Wolff
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Sijmen A Reijneveld
- Department of Health Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Sebong PH, Pardosi J, Goldman RE, Suryo AP, Susianto IA, Meliala A. Identifying Physician Public Health Competencies to Address Healthcare Needs in Underserved, Border, and Outer Island Areas of Indonesia: A Rapid Assessment. TEACHING AND LEARNING IN MEDICINE 2024:1-12. [PMID: 38743583 DOI: 10.1080/10401334.2024.2353573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Accepted: 05/03/2024] [Indexed: 05/16/2024]
Abstract
Phenomenon: Most medical schools in Indonesia have developed innovations to integrate public health content into the curricula. However, ensuring that all schools meet appropriate standards regarding the quality of subjects, content relevancy, and course delivery takes time and effort. Approach: This study employed a rapid assessment procedure to identify the current knowledge and competencies required to practice medicine effectively in underserved, border, and outer island areas of Indonesia. Ninety-three participants from six remote districts were involved in 12 focus group discussions. Qualitative data were analyzed using content analysis using the social determinants of health as a guiding framework. Findings: Under decentralized health system governance, the local socio-geographical context is critical to understanding the current public health landscape. Medical education with respect to public health must emphasize physicians' ability to advocate and encourage the coordination of healthcare services in responding to disasters, as well as community-based surveillance and other relevant data for synergistic disease control. As part of a healthcare facility management team, prospective doctors should be able to apply systems thinking and provide critical input to improve service delivery at local health facilities. Also, recognizing underlying factors is essential to realizing effective interprofessional collaboration practices and aligning them with leadership skills. Insights: This study outlines recommendations for medical schools and relevant colleges in formulating compulsory block or integrated public health curricula. It also provides a public health learning topic that may aid medical schools in training their students to be competent for practice in underserved, border, and outer island areas. Medical schools should offer initiatives for students to acquire the necessary public health competencies merited by the population's health needs.
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Affiliation(s)
- Perigrinus Hermin Sebong
- Department of Public Health, Faculty of Medicine, Soegijapranata Catholic University, Semarang, Indonesia
| | - Jerico Pardosi
- School of Public Health and Social Work, Queensland University of Technology, Brisbane, Australia
| | - Roberta Ellen Goldman
- Department of Social and Behavioral Sciences, Harvard Chan School of Public Health, Boston, Massachusetts
- Department of Family Medicine, Alpert Medical School of Brown University, Providence, Rhode Island
| | | | - Indra Adi Susianto
- Faculty of Medicine, Soegijapranata Catholic University, Semarang, Indonesia
| | - Andreasta Meliala
- Center for Health Policy and Management, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Lau LHC, Wong JXN, Azfar J, Gallagher PJ, Koh L. Evaluating the internalisation of the intrinsic role of health advocacy of student pharmacists in a new integrated Bachelor of Pharmacy curriculum: a mixed-methods study. BMC MEDICAL EDUCATION 2023; 23:900. [PMID: 38012606 PMCID: PMC10680209 DOI: 10.1186/s12909-023-04877-y] [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: 12/31/2022] [Accepted: 11/15/2023] [Indexed: 11/29/2023]
Abstract
To keep up with the contemporary health landscape, there is an imperative need for healthcare professionals to practise health advocacy through health promotion on the individual, population, and systems levels. In the Academic Year of 2020/2021, the National University of Singapore (NUS) Department of Pharmacy implemented a new spiral curriculum integrating basic, clinical, and systems sciences with one of its aims to deepen students' health advocacy internalisation and prepare them as future health advocates. A mixed-methods approach was adopted. Questionnaires were disseminated across three time-points to elicit students' levels of internalisation of health advocacy, which were then categorised into levels, and a Mann-Whitney U test was conducted. In comparison with prematriculation, no significant difference was found after students underwent the first year of the curriculum, while a significant difference was found after students underwent two years of the curriculum. Semi-structured interviews were also conducted after each Academic Year to gain deeper insights into the questionnaire results. Thematic analysis of the interviews revealed that curricular integration in the first year was perceived to be lacking. However, with learnt knowledge constantly reinforced and more experiential learning opportunities incorporated throughout the second year, students found the integrated curriculum beneficial in instilling confidence to practise health advocacy. This study offers insights into the prospects of a spiral integrated curriculum in imparting health advocacy, and may even suggest its potential to be applied to other educational settings. Future follow-up studies can also be conducted on the same study population to evaluate long-term impacts and areas for improvement of the curriculum.
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Affiliation(s)
- Li Hui Candice Lau
- Department of Pharmacy, National University of Singapore, Singapore, Singapore.
| | - Jolin Xin Ni Wong
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
| | - Julian Azfar
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Paul John Gallagher
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
| | - Leroy Koh
- Department of Pharmacy, National University of Singapore, Singapore, Singapore
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Laari L, Duma SE. Health advocacy role performance of nurses in underserved populations: A grounded theory study. Nurs Open 2023; 10:6527-6537. [PMID: 37315173 PMCID: PMC10415994 DOI: 10.1002/nop2.1907] [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: 12/21/2022] [Revised: 04/25/2023] [Accepted: 06/05/2023] [Indexed: 06/16/2023] Open
Abstract
AIM Nurses' health advocacy (HA) role requires them to speak up for patients, clients, and communities in relation to healthcare. Various studies report the importance of the HA role of the nurse in healthcare. However, nurses' performance in this role is not clear yet. The present study aims to identify and explain how nurses perform their HA role in underserved populations. DESIGN Qualitative grounded theory by Strauss and Corbin. METHODS Data were gathered from three regional hospitals in Ghana with 24 registered nurses and midwives as participants through purposive and theoretical sampling techniques. Face-to-face in-depth semi-structured interviews were conducted from August 2019 to February 2020. The data were analysed using Strauss and Corbin's method and Nvivo software. The reporting follows Consolidated Criteria for Reporting Qualitative Research guidelines. FINDINGS The HA role performance theory emerged from data with role enquiry, role dimension, role context, role influence, role reforms and role performance as building blocks. Data analysis showed that the main concerns of the nurses during their daily practice were mediating, speaking up, and negotiating. Among others, the intervening conditions were clientele influence and interpersonal barriers, whereas the outcome was a balance between role reforms and role performance. CONCLUSION Although some nurses proactively initiated biopsychosocial assessment and performed the HA role, most of them relied on clients' requests to perform the role. Stakeholders should prioritise critical thinking during training and intensify mentoring programmes in the clinical areas. RELEVANCE FOR CLINICAL PRACTICE The present study explains the process by which nurses perform their roles as health advocates in their daily activities as nurses. The findings can be used to teach and guide clinical practice for the HA role in nursing and other health care fields. There was no patient or public contribution.
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Affiliation(s)
- Luke Laari
- School of Nursing and Midwifery, College of Health SciencesUniversity of GhanaAccraGhana
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Fazelipour M, Dhatt A, Sun T, Nemir A, Wilbur K. Pharmacy Students Practicing Health Advocate Competency Roles in Workplace-Based Training. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100118. [PMID: 37714657 DOI: 10.1016/j.ajpe.2023.100118] [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: 12/14/2022] [Revised: 03/25/2023] [Accepted: 04/05/2023] [Indexed: 09/17/2023]
Abstract
OBJECTIVE Health advocacy competency roles are found in the educational outcomes of many health disciplines, yet their development is neglected in the professional curriculum and clinical learning environment. We explored how pharmacy students conceptualize health advocacy through their practice in workplace-based learning and any feedback they receive. METHODS We conducted a longitudinal diary study of Canadian pharmacy students completing Advanced Pharmacy Practice Experiences in hospital and community practices in their graduating year. At pre-determined intervals, 25 students recorded workplace-based activities they recognized as health advocacy and any feedback they received from supervisors, patients, or other staff. Written diary data from 180 records were analyzed by 5 researchers according to inductive content analysis steps and principles. RESULTS Pharmacy student records reflecting health advocacy roles were organized into 5 categories including, (1) disease prevention; (2) health promotion; (3) seamless care; (4) usual pharmacist care; and (5) professional advocacy. Although many activities were consistent with current competency role descriptions, they do not reflect educational outcomes associated with patient- or systems-level support necessary to address socio-political determinants of health. Although Advanced Pharmacy Practice Experience in training evaluation reports included scores for items related to health advocacy competency, few students confirmed receiving specific written or verbal feedback. CONCLUSION Pharmacy students construct health advocacy roles in workplace-based training through biomedical-oriented practices with little direct input offered by supervisors. Pharmacy educational outcomes require contemporary updates to health advocacy competency descriptions which offer examples for practical enactment at system-level and recommendations for feedback and assessment.
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Affiliation(s)
- Mojan Fazelipour
- The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada
| | - Amninder Dhatt
- The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada
| | - Tom Sun
- The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada
| | - Arwa Nemir
- The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada
| | - Kerry Wilbur
- The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada.
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Bhatti AJ, Lin S, Post D, Baldock K, Dawes N. Prevalence and characteristics of advocacy curricula in Australian public health degrees. Health Promot J Austr 2022; 33 Suppl 1:50-56. [PMID: 35771729 PMCID: PMC9796077 DOI: 10.1002/hpja.634] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 05/25/2022] [Accepted: 06/10/2022] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Public health advocacy is a fundamental part of health promotion practice. Advocacy efforts can lead to healthier public policies and positive impacts on society. Public health educators are responsible for equipping graduates with cross-cutting advocacy competencies to address current and future public health challenges. PROBLEM Knowledge of the extent to which students are taught public health advocacy is limited. To determine whether advocacy teaching within public health degrees matches industry needs, knowledge of pedagogical approaches to advocacy curricula is required. This study sought to understand the extent to which advocacy is taught and assessed within Australian public health degrees. METHODOLOGY Australian public health Bachelor's and Master's degrees were identified using the CRICOS database. Open-source online unit guides were reviewed to determine where and how advocacy was included within core and elective units (in title, unit description or learning outcomes). Degree directors and convenors of identified units were surveyed to further garner information about advocacy in the curriculum. RESULTS Of 65 identified degrees, 17 of 26 (65%) undergraduate degrees and 24 of 39 (62%) postgraduate degrees included advocacy within the core curriculum, while 6 of 26 (23%) undergraduate and 8 of 39 (21%) postgraduate offered no advocacy curriculum. IMPLICATIONS Australian and international public health competency frameworks indicate advocacy curriculum should be included in all degrees. This research suggests advocacy competencies are not ubiquitous within Australian public health curricula. The findings support the need to advance public health advocacy teaching efforts further.
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Affiliation(s)
| | - Sophia Lin
- School of Population HealthUNSW SydneySydneyNSWAustralia
| | - Dannielle Post
- Alliance for Research in Exercise, Nutrition & Activity (ARENA)Allied Health and Human Performance, University of South AustraliaAdelaideSAAustralia
| | - Katherine Baldock
- Teaching Innovation UnitUniversity of South AustraliaAdelaideSAAustralia
| | - Nathan Dawes
- College of Public Health, Medical and Veterinary SciencesDivision of Tropical Health and Medicine, James Cook UniversityDouglasQLDAustralia
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Kromme NMH, Ahaus KTB, Gans ROB, van de Wiel HBM. Internists’ ambivalence toward their role in health counseling and promotion: A qualitative study on the internists’ beliefs and attitudes. PLoS One 2022; 17:e0273848. [PMID: 36048849 PMCID: PMC9436108 DOI: 10.1371/journal.pone.0273848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 08/16/2022] [Indexed: 11/18/2022] Open
Abstract
Crucial to its success is that physicians enhance their competence in Lifestyle Medicine and take on their role as Health Advocates in Health Counseling and Promotion (HC&P). However, studies on patients’ views of lifestyle counseling in clinical practice demonstrate that many patients neither perceived a need to adopt a healthy lifestyle nor having had any discussion with their physician about their lifestyle. This study is part of a participatory action research project focusing on identifying areas of improvement for health promotion in the practice of internists. Within this project, we interviewed 28 internists from six different subspecialties of an academic medical center in the Netherlands. This study aims to gain insight into how internists understand their role in HC&P by a qualitative analysis of their beliefs and attitudes in the interview data. Participants claimed that promoting a healthy lifestyle is important. However, they also reflected a whole system of beliefs that led to an ambivalent attitude toward their role in HC&P. We demonstrate that little belief in the success of HC&P nurtured ambivalence about the internists’ role and their tasks and responsibilities. Ambivalence appeared to be reinforced by beliefs about the ability and motivation of patients, the internists’ motivational skills, and the patient-doctor relationship, and by barriers such as lack of time and collaboration with General Practitioners. When participants viewed HC&P as a part of their treatment and believed patients were motivated, they were less ambivalent about their role in HC&P. Based on our data we developed a conceptual framework that may inform the development of the competences of the Health Advocate role of internists in education and practice.
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Affiliation(s)
- Nicolien M. H. Kromme
- Department of Internal Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
- * E-mail:
| | - Kees T. B. Ahaus
- Erasmus School of Health Policy & Management Health Services Management & Organization (HSMO), Rotterdam, The Netherlands
| | - Reinold O. B. Gans
- Department of Internal Medicine, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
| | - Harry B. M. van de Wiel
- Wenckebach Institute, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands
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Maloney DPD, Moodie R, Daube M, Wilson AN. Are Australian junior doctors failing to act as health advocates? A qualitative analysis. Aust N Z J Public Health 2022; 46:527-532. [PMID: 35679054 DOI: 10.1111/1753-6405.13266] [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: 12/01/2021] [Revised: 04/01/2022] [Accepted: 04/01/2022] [Indexed: 11/28/2022] Open
Abstract
OBJECTIVE To explore junior doctors' attitudes towards and experiences of health advocacy practice and teaching in Australia. METHODS Semi-structured interviews were conducted with 15 junior doctors across Australia. Data were thematically analysed. RESULTS Three themes were identified: i) participants inconsistently understood and practised health advocacy, with many failing to conduct any advocacy work; ii) distinct factors motivated and enabled participants to undertake health advocacy; however, these were largely unrelated to any formal medical education; iii) the current medical workplace and education system is non-conducive to health advocacy practice given the numerous barriers faced by junior doctors when engaging with health advocacy. CONCLUSIONS Health advocacy is generally poorly taught, weakly understood, and rarely performed despite being one of the four core graduate competencies of the Australian Medical Council (AMC). The AMC must clearly define health advocacy and its scope in their outcome statements, and this must be translated into medical education curricula and advocacy opportunities in the workplace. IMPLICATIONS FOR PUBLIC HEALTH Doctors are well-placed to act as public health advocates, yet they are denied the encouragement and training to do so. With the growing burden of complex and sensitive public health issues, junior doctors should be trained and encouraged in health advocacy.
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Affiliation(s)
- Daniel P D Maloney
- School of Population and Global Health, University of Melbourne, Victoria
| | - Rob Moodie
- School of Population and Global Health, University of Melbourne, Victoria
| | - Mike Daube
- Faculty of Health Sciences, Curtin University, Western Australia
| | - Alyce N Wilson
- Maternal, Child and Adolescent Health Program, Burnet Institute, Victoria
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Aliani R, Dreiling A, Sanchez J, Price J, Dierks MK, Stoltzfus K. Health Advocacy and Training Perceptions: a Comparison of Medical Student Opinions. MEDICAL SCIENCE EDUCATOR 2021; 31:1951-1956. [PMID: 34956706 PMCID: PMC8651885 DOI: 10.1007/s40670-021-01394-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/19/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The American Medical Association considers health advocacy to be a core aspect of a physician's responsibility, which has sparked medical schools to institutionalize training. However, there is little information regarding student perspectives on advocacy education. PURPOSE To evaluate medical student opinions on advocacy education and to determine similarities and differences across classes. METHODS In this qualitative study, four focus groups were conducted with five to eight students from each medical school class. Students were randomly selected from rosters and received an email to participate. Sessions were audiotaped and transcribed, and demographic data was obtained. Investigators reviewed transcripts independently and identified important items in each transcript then consolidated common themes into groups. These themes were integrated into concept map representations. RESULTS Of those contacted, 25 (16%) students chose to participate in focus group sessions. All participants who responded to questionnaires (n = 24) identified advocacy in medicine as very important. Definitions of advocacy varied among students and classes. Common themes in all focus groups included feeling overwhelmed by advocacy due to lack of time, lack of perceived prioritization in medical education, feelings of imposter syndrome, and inability to align individual views with healthcare systems. Another common theme was frustration that students learned of advocacy through didactic sessions rather than engagement in advocacy work. CONCLUSIONS All participating students identified advocacy as an important aspect of medicine, yet students felt inadequately prepared to participate in advocacy work. This reveals an opportunity to improve upon the formal education needed to engage in advocacy.
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Affiliation(s)
- Rana Aliani
- Medical Center, School of Medicine, The University of Kansas, University of Kansas, Kansas City, KS USA
| | - Ashley Dreiling
- Medical Center, School of Medicine, The University of Kansas, University of Kansas, Kansas City, KS USA
| | - Jourdaen Sanchez
- Medical Center, School of Medicine, The University of Kansas, University of Kansas, Kansas City, KS USA
| | - John Price
- Medical Center, School of Medicine, The University of Kansas, University of Kansas, Kansas City, KS USA
| | - Mary Kate Dierks
- Medical Center, School of Medicine, The University of Kansas, University of Kansas, Kansas City, KS USA
| | - Ky Stoltzfus
- Department of Internal Medicine, Medical Center, The University of Kansas, Kansas City, KS USA
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Mospan CM, Gillette C. Impact of a Simulated Legislative Visit on Student Pharmacists' Political Skill Inventory Scores. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8259. [PMID: 34283725 PMCID: PMC8174617 DOI: 10.5688/ajpe8259] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2020] [Accepted: 12/22/2020] [Indexed: 06/13/2023]
Abstract
Objective. To assess the impact of a simulated legislative visit on the Political Skill Inventory (PSI) scores of Doctor of Pharmacy (PharmD) students and assess their perceptions of their role as an advocate.Methods. Anonymous pre- and post-intervention surveys were administered online to third year student pharmacists at one school of pharmacy in North Carolina. Measures included gender, age, previous pharmacy experience, engagement in pharmacy organizations, legislative awareness and engagement, political skill inventory, and perceptions of the simulated legislative visit. Data are presented as medians or proportions, where appropriate. Paired t tests and Cohen d were used to analyze the data.Results. Thirty student pharmacists provided complete and matchable results for the pre- and post-intervention surveys (analysis response rate=36%). The mean PSI score was 5.4 before the intervention and increased to 5.7 after the intervention. The networking ability and interpersonal influence subscales showed significant and medium-to-large increases in effect size whereas the social astuteness and apparent sincerity subscales showed low-to-medium increases in effect size. Student pharmacists' agreement with advocacy skills or responsibilities increased overall from pre-to post-intervention.Conclusion. The political skill inventory scores of student pharmacists significantly improved following participation in a simulated legislative visit and listening to a corresponding advocacy lecture. Determining the effectiveness of educational interventions to develop advocacy skills in student pharmacists is essential to ensure efficacy and potential for PharmD students and graduates to make real-world impacts.
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Affiliation(s)
| | - Chris Gillette
- Wake Forest University, School of Medicine, Winston-Salem, North Carolina
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Haque A, Mumtaz S, Khattak O, Mumtaz R, Ahmed A. Comparing the preventive behavior of medical students and physicians in the era of COVID-19: Novel medical problems demand novel curricular interventions. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2020; 48:473-481. [PMID: 32682354 PMCID: PMC7404347 DOI: 10.1002/bmb.21406] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 06/15/2020] [Indexed: 05/22/2023]
Abstract
The global challenge presented by COVID-19 is unparalleled. Shortages in healthcare staff and manpower bring the practical skills of medical students under the spotlight. However, before they can be placed on hospital frontlines, it is crucial to assess their preparedness for patient interaction. This can be achieved by comparing their behavioral dynamics to those of physicians. An online questionnaire was administered between March 20, 2020 and March 27, 2020. The preventive strategies adopted by medical students and physicians at different ages and levels of education were compared by using chi-square test where a p value of <0.05 was considered statistically significant. We report that the demonstration of preventive behaviors increased with educational attainment and age. Older age groups avoided crowded areas, wore more masks, used disinfectants and did not touch their faces as compared to the younger participants (p < 0.001). Similarly, postgraduate doctors used more masks and disinfectants as compared to graduate doctors and medical students (p < 0.001). Based on our results, the lack of preventive behavior shown by medical students has implications for policy makers. We recommend short- and long-term changes to medical programs and admissions policies to equip medical students with the personal and professional skills to better contribute to the healthcare system in the present pandemic and beyond.
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Affiliation(s)
- Ayesha Haque
- Department of AnatomyDental college, HITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Sadaf Mumtaz
- Department of PhysiologyDental College, HITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Osama Khattak
- Principal, Dental collegeHITEC‐Institute of Medical SciencesTaxilaPakistan
| | - Rafia Mumtaz
- National University of Health Sciences and Technology (NUST)School of Electrical Engineering and Computer Science (SEECS), H‐12IslamabadPakistan
| | - Amal Ahmed
- School of MedicineImperial College LondonLondonUK
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Wilkins EB. Facilitating Professional Identity Development in Healthcare Education. ACTA ACUST UNITED AC 2020. [DOI: 10.1002/tl.20391] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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