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Rettinger L, Putz P, Aichinger L, Javorszky SM, Widhalm K, Ertelt-Bach V, Huber A, Sargis S, Maul L, Radinger O, Werner F, Kuhn S. Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Student's Perceived Knowledge, Skills, Attitudes, and Experience. JMIR Med Educ 2024; 10:e51112. [PMID: 38512310 DOI: 10.2196/51112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 12/04/2023] [Accepted: 02/13/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students' telehealth competencies is crucial for its successful integration into education and practice. OBJECTIVE We aimed to assess students' perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students' preferences for telehealth content and teaching methods within their curricula. METHODS We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses. RESULTS A total of 261 students from 7 bachelor's and 4 master's health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses. CONCLUSIONS This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.
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Affiliation(s)
- Lena Rettinger
- Health Assisting Engineering, FH Campus Wien, University of Applied Sciences, Vienna, Austria
- Institute of Digital Medicine, Philipps-University & University Hospital of Giessen and Marburg, Marburg, Germany
| | - Peter Putz
- Competence Center INDICATION, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Lea Aichinger
- Health Assisting Engineering, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Susanne Maria Javorszky
- Logopedics - Phoniatrics - Audiology, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Klaus Widhalm
- Physiotherapy, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Veronika Ertelt-Bach
- Occupational Therapy, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Andreas Huber
- Orthoptics, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Sevan Sargis
- Midwifery, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Lukas Maul
- Health Assisting Engineering, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Oliver Radinger
- Competence Center Nursing Sciences, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Franz Werner
- Health Assisting Engineering, FH Campus Wien, University of Applied Sciences, Vienna, Austria
| | - Sebastian Kuhn
- Institute of Digital Medicine, Philipps-University & University Hospital of Giessen and Marburg, Marburg, Germany
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Dimitroyannis R, Fenton D, Cho S, Nordgren R, Pinto JM, Roxbury CR. A Social Media Quality Review of Popular Sinusitis Videos on TikTok. Otolaryngol Head Neck Surg 2024. [PMID: 38431902 DOI: 10.1002/ohn.688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 12/22/2023] [Accepted: 01/21/2024] [Indexed: 03/05/2024]
Abstract
OBJECTIVE Social media may inform health care decisions among younger patient populations. TikTok is a social media platform that allows users to post short-form videos. This study aimed to assess the quality of sinusitis-related videos on TikTok. STUDY DESIGN We searched TikTok on January 29, 2023, for sinusitis-related hashtags: #sinusitis, #sinus, #sinusinfection. SETTING Internet. METHODS The number of views/shares per day, uploader type (nonmedical influencer, lay individual, and medical professional) content categories (medical advice, marketing, comedy, and lifestyle/acceptability), and content type (educational vs factual) were collected. The Patient Education Materials Assessment Tool for Audiovisual Material and Journal of the American Medical Association criteria score was used to measure understandability, actionability, and reliability. The Global Quality Scale (GQS) was used to evaluate the quality of videos; the harm/benefit score was used to evaluate causative effects. Analyses were performed using analysis of variance (α = .05). RESULTS There were 221 videos identified, which garnered over 300 million views and 1 million shares. Almost half of the videos were published by nonmedical influencers. When controlling for covariates, nonmedical influencers and lay uploaders were more likely to have harmful harm/benefit scores, less understandable videos, and lower GQS scores compared to medical professionals. Less than half of videos posted by nonmedical influencers categorized as educational were factual (46.7%); lay individuals and medical professionals had higher rates of factual educational content (79.9% and 83.7%, respectively). CONCLUSION Most nonmedical influencer-posted TikTok videos about sinusitis are inaccurate, despite being portrayed as medical advice/educational. Rhinologists must find modern ways to disseminate true disease-related content via social media to combat medical misinformation.
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Affiliation(s)
- Rose Dimitroyannis
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - David Fenton
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - Stella Cho
- Pritzker School of Medicine, University of Chicago, Chicago, Illinois, USA
| | - Rachel Nordgren
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | - Jayant M Pinto
- Department of Surgery, Section of Otolaryngology, University of Chicago Medicine, Chicago, Illinois, USA
| | - Christopher R Roxbury
- Department of Surgery, Section of Otolaryngology, University of Chicago Medicine, Chicago, Illinois, USA
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Arbour M, Walker K, Houston J. Trauma-Informed Pedagogy: Instructional Strategies to Support Student Success. J Midwifery Womens Health 2024; 69:25-32. [PMID: 37358392 DOI: 10.1111/jmwh.13539] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 05/22/2023] [Indexed: 06/27/2023]
Abstract
Over the past several years, the ongoing coronavirus disease 2019 pandemic has contributed to challenging working and life conditions. As a result, the midwifery and health care workforce has faced significant shortages due to burnout. Increased societal awareness of historical trauma and systemic racism embedded within US culture has also led to increased anxiety and signs of trauma among midwifery and health profession students. Now more than ever, innovative teaching strategies are needed to support students, reduce the risks of burnout, and increase diversity in the workforce. One strategy is to adopt a trauma-informed pedagogy within midwifery education. Trauma-informed pedagogy is founded on core assumptions of trauma-informed care and thus supports student success by recognizing that the student cannot be separated from their own life experiences. Faculty and preceptors can develop empathetic, flexible supports that communicate care and concern regarding students' personal and social situations, and emotions. Empathetic behavior from teachers also increases student learning motivation, making it easier for students to actively engage in learning thereby reducing their distress. The purpose of this State of the Science review, therefore, was to describe the literature surrounding trauma-informed pedagogy and to offer concrete educational strategies that faculty members and educational programs can employ to increase the success of a diverse student body. This can be accomplished through flexibility in curriculum design and outcome measurement to ensure attainment of end of program learning outcomes. Institutional and administrative support are essential to develop a faculty who realize the benefit and value of trauma-informed pedagogy underpinning student success.
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Affiliation(s)
- Megan Arbour
- Department of Midwifery and Women's Health, Frontier Nursing University, Hyden, Kentucky
| | - Kelly Walker
- School of Nursing, Georgetown University, Washington, District of Columbia
| | - Jane Houston
- Obstetrics and Gynecology Residency Program, University of Central Florida, Orlando, Florida
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Stergiopoulos E, Martimianakis MAT. What makes a 'good doctor'? A critical discourse analysis of perspectives from medical students with lived experience as patients. Med Humanit 2023; 49:613-622. [PMID: 37185337 DOI: 10.1136/medhum-2022-012520] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/31/2023] [Indexed: 05/17/2023]
Abstract
What constitutes a 'good doctor' varies widely across groups and contexts. While patients prioritise communication and empathy, physicians emphasise medical expertise, and medical students describe a combination of the two as professional ideals. We explored the conceptions of the 'good doctor' held by medical learners with chronic illnesses or disabilities who self-identify as patients to understand how their learning as both patients and future physicians aligns with existing medical school curricula. We conducted 10 semistructured interviews with medical students with self-reported chronic illness or disability and who self-identified as patients. We used critical discourse analysis to code for dimensions of the 'good doctor'. In turn, using concepts of Bakhtinian intersubjectivity and the hidden curriculum we explored how these discourses related to student experiences with formal and informal curricular content.According to participants, dimensions of the 'good doctor' included empathy, communication, attention to illness impact and boundary-setting to separate self from patients. Students reported that formal teaching on empathy and illness impact were present in the formal curriculum, however ultimately devalued through day-to-day interactions with faculty and peers. Importantly, teaching on boundary-setting was absent from the formal curriculum, however participants independently developed reflective practices to cultivate these skills. Moreover, we identified two operating discourses of the 'good doctor': an institutionalised discourse of the 'able doctor' and a counterdiscourse of the 'doctor with lived experience' which created a space for reframing experiences with illness and disability as a source of expertise rather than a source of stigma. Perspectives on the 'good doctor' carry important implications for how we define professional roles, and hold profound consequences for medical school admissions, curricular teaching and licensure. Medical students with lived experiences of illness and disability offer critical insights about curricular messages of the 'good doctor' based on their experiences as patients, providing important considerations for curriculum and faculty development.
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Mazzoli Smith L, Villar F, Wendel S. Narrative-based learning for person-centred healthcare: the Caring Stories learning framework. Med Humanit 2023; 49:583-592. [PMID: 37208190 PMCID: PMC10803961 DOI: 10.1136/medhum-2022-012530] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/21/2023] [Indexed: 05/21/2023]
Abstract
This paper describes the learning framework for an innovative narrative-based training platform for healthcare professionals based on older patients' narratives. The aim of Caring Stories is to place patients' desires and needs at the heart of healthcare and by doing so to promote person-centred care (PCC). It is argued that this narrative-based approach to training in healthcare education will provide professionals from different fields with competencies to better understand how to interpret the lifeworlds of older people, as well as facilitate better communication and navigation through increasingly complex care trajectories. The spiral learning framework supports narrative-based training to be accessible to a broad range of healthcare practitioners. We suggest this is a theoretically sophisticated methodology for training diverse healthcare professionals in PCC, alongside core tenets of narrative medicine, with applicability beyond the patient group it was designed for. The learning framework takes into account professionals' mindsets and draws on the epistemic tenets of pragmatism to support interprofessional education. Being informed by narrative pedagogy, narrative inquiry, and expansive learning and transformative learning theories, ensures that a robust pedagogical foundation underpins the learning framework. The paper sets out the conceptual ideas about narrative that we argue should be more widely understood in the broad body of work that draws on patient narratives in healthcare education, alongside the learning theories that best support this framing of narrative. We suggest that this conceptual framework has value with respect to helping to disseminate the ways in which narrative is most usefully conceptualised in healthcare education when we seek to foster routes to bring practitioners closer to the lifeworlds of their patients. This conceptual framework is therefore generic with respect to being a synthesis of the critical orientations to narrative that are important in healthcare education, then adaptable to different contexts with different patient narratives.
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Affiliation(s)
| | - Feliciano Villar
- Department of Cognition, Development and Educational Psychology, University of Barcelona, Barcelona, Catalunya, Spain
| | - Sonja Wendel
- Erasmus School of Economics, Erasmus Universiteit Rotterdam, Rotterdam, Zuid-Holland, Netherlands
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Ganek E, Sazon RAP, Gray L, Sherry D. An Introduction to Faculty Diversity, Equity, and Inclusion for Excellence in Nurse Education: Literature Review. Asian Pac Isl Nurs J 2023; 7:e49231. [PMID: 38039066 PMCID: PMC10724810 DOI: 10.2196/49231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 10/31/2023] [Accepted: 11/02/2023] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND The diversity of the world's population is increasing, along with the health inequities of underrepresented minority populations. To provide high-quality care to all patients, nurses require an understanding of diversity, equity, and inclusion (DEI) as well as how to implement best practices. Nurse educators are the ones to lead the way for DEI education for students. OBJECTIVE This paper aims to describe the findings of a literature review that introduces DEI concepts for excellence in nurse education and their related benefits. Best practices for actions to address DEI in nursing education will be described. METHODS After institutional review board approval, a literature search yielded 61 articles using 15 distinct keywords in 4 global, peer-reviewed literature databases. Melynk and Fineout-Overholt's (2023) Levels of Evidence guided the process of selecting 26 peer-reviewed articles and resources. RESULTS Common themes for best practices in DEI were identified. These themes included recruiting underrepresented minority nursing faculty, incorporating DEI into an institution's mission statement, addressing DEI topics in curricula, providing leadership, having a DEI strategic plan, developing education, developing data-based interventions, instilling policy change, partnering in outreach, targeting impact on hiring committees, recognizing DEI work, and providing mentorship. CONCLUSIONS In summary, this literature review provides several strategies to address DEI for nurse educators. Committing to DEI efforts and improving diversity in the nurse educator workforce are integral steps in improving the quality and inclusivity of nursing education and ultimately improving the health of our communities.
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Affiliation(s)
- Emily Ganek
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | | | - Lauren Gray
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
| | - Daisy Sherry
- College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States
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Abstract
PURPOSE Lack of health care providers' knowledge about the experience and needs of individuals with disabilities contribute to health care disparities experienced by people with disabilities. Using the Core Competencies on Disability for Health Care Education, this mixed methods study aimed to explore the extent the Core Competencies are addressed in medical education programs and the facilitators and barriers to expanding curricular integration. METHOD Mixed-methods design with an online survey and individual qualitative interviews was used. An online survey was distributed to U.S. medical schools. Semi-structured qualitative interviews were conducted via Zoom with five key informants. Survey data were analyzed using descriptive statistics. Qualitative data were analyzed using thematic analysis. RESULTS Fourteen medical schools responded to the survey. Many schools reported addressing most of the Core Competencies. The extent of disability competency training varied across medical programs with the majority showing limited opportunities for in depth understanding of disability. Most schools had some, although limited, engagement with people with disabilities. Having faculty champions was the most frequent facilitator and lack of time in the curriculum was the most significant barrier to integrating more learning activities. Qualitative interviews provided more insight on the influence of the curricular structure and time and the importance of faculty champion and resources. CONCLUSIONS Findings support the need for better integration of disability competency training woven throughout medical school curriculum to encourage in-depth understanding about disability. Formal inclusion of the Core Competencies into the Liaison Committee on Medical Education standards can help ensure that disability competency training does not rely on champions or resources.
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Affiliation(s)
- Danbi Lee
- Department of Rehabilitation Medicine, University of Washington, Seattle, USA
- Center for Health Workforce Studies, Department of Family Medicine, University of Washington, Seattle, USA
| | - Samantha W Pollack
- Center for Health Workforce Studies, Department of Family Medicine, University of Washington, Seattle, USA
| | - Tracy Mroz
- Department of Rehabilitation Medicine, University of Washington, Seattle, USA
- Center for Health Workforce Studies, Department of Family Medicine, University of Washington, Seattle, USA
| | - Bianca K Frogner
- Center for Health Workforce Studies, Department of Family Medicine, University of Washington, Seattle, USA
| | - Susan M Skillman
- Center for Health Workforce Studies, Department of Family Medicine, University of Washington, Seattle, USA
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8
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McGuire C. Relationship Between Resilience, Emotional Intelligence, and Age. Radiol Technol 2023; 95:8-16. [PMID: 37709521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 11/09/2022] [Indexed: 09/16/2023]
Abstract
PURPOSE To explore the relationship between resilience, emotional intelligence (EI), and age in students enrolled in health care professional programs. METHODS Convenience sampling was used to recruit participants by posting a survey link in health care courses at a midsized southeastern public university in the United States. The survey included 5 demographic questions, the Schutte Self-Report Emotional Intelligence Test, and the Brief Resilience Scale. A multiple linear regression model was conducted to examine the relationship between age, EI, and resilience. RESULTS A total of 199 students participated in the study, consisting of 178 females (89.4%) and 21 males (10.6%). The collective study findings indicated a significant predictive relationship among EI, age, and resilience. The multiple linear regression findings were significant (F 2,194 = 58.48, P < .001, and R 2 = 0.376), suggesting a predictive relationship among EI, age, and resilience. The coefficient of determination, R 2, indicated that approximately 37.6% of the variance in resilience was explained by EI and age. DISCUSSION The shortage in the health care workforce combined with increasing reports of burnout and attrition among workers emphasizes the critical role of education programs in preparing future health care professionals. Understanding the effect of EI and age on levels of resilience might help educators develop collaborative interventions. Educators should consider incorporating EI skills development in the curriculum to influence positive retention and clinical experiences for health care students that translate to their careers in the health care profession. CONCLUSION The significant predictive relationship of EI and age with resilience offers insight into the possible solution of increasing resilience skills by integrating EI in the curriculum.
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Affiliation(s)
- Cindy McGuire
- Cindy McGuire, EdD, R.T.(R)(M), works for Northwestern State University of Louisiana in Shreveport
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Liaw SY, Tan JZ, Bin Rusli KD, Ratan R, Zhou W, Lim S, Lau TC, Seah B, Chua WL. Artificial Intelligence Versus Human-Controlled Doctor in Virtual Reality Simulation for Sepsis Team Training: Randomized Controlled Study. J Med Internet Res 2023; 25:e47748. [PMID: 37494112 PMCID: PMC10413090 DOI: 10.2196/47748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 05/04/2023] [Accepted: 05/31/2023] [Indexed: 07/27/2023] Open
Abstract
BACKGROUND Interprofessional communication is needed to enhance the early recognition and management of patients with sepsis. Preparing medical and nursing students using virtual reality simulation has been shown to be an effective learning approach for sepsis team training. However, its scalability is constrained by unequal cohort sizes between medical and nursing students. An artificial intelligence (AI) medical team member can be implemented in a virtual reality simulation to engage nursing students in sepsis team training. OBJECTIVE This study aimed to evaluate the effectiveness of an AI-powered doctor versus a human-controlled doctor in training nursing students for sepsis care and interprofessional communication. METHODS A randomized controlled trial study was conducted with 64 nursing students who were randomly assigned to undertake sepsis team training with an AI-powered doctor (AI-powered group) or with medical students using virtual reality simulation (human-controlled group). Participants from both groups were tested on their sepsis and communication performance through simulation-based assessments (posttest). Participants' sepsis knowledge and self-efficacy in interprofessional communication were also evaluated before and after the study interventions. RESULTS A total of 32 nursing students from each group completed the simulation-based assessment, sepsis and communication knowledge test, and self-efficacy questionnaire. Compared with the baseline scores, both the AI-powered and human-controlled groups demonstrated significant improvements in communication knowledge (P=.001) and self-efficacy in interprofessional communication (P<.001) in posttest scores. For sepsis care knowledge, a significant improvement in sepsis care knowledge from the baseline was observed in the AI-powered group (P<.001) but not in the human-controlled group (P=.16). Although no significant differences were found in sepsis care performance between the groups (AI-powered group: mean 13.63, SD 4.23, vs human-controlled group: mean 12.75, SD 3.85, P=.39), the AI-powered group (mean 9.06, SD 1.78) had statistically significantly higher sepsis posttest knowledge scores (P=.009) than the human-controlled group (mean 7.75, SD 2.08). No significant differences were found in interprofessional communication performance between the 2 groups (AI-powered group: mean 29.34, SD 8.37, vs human-controlled group: mean 27.06, SD 5.69, P=.21). However, the human-controlled group (mean 69.6, SD 14.4) reported a significantly higher level of self-efficacy in interprofessional communication (P=.008) than the AI-powered group (mean 60.1, SD 13.3). CONCLUSIONS Our study suggested that AI-powered doctors are not inferior to human-controlled virtual reality simulations with respect to sepsis care and interprofessional communication performance, which supports the viability of implementing AI-powered doctors to achieve scalability in sepsis team training. Our findings also suggested that future innovations should focus on the sociability of AI-powered doctors to enhance users' interprofessional communication training. Perhaps in the nearer term, future studies should examine how to best blend AI-powered training with human-controlled virtual reality simulation to optimize clinical performance in sepsis care and interprofessional communication. TRIAL REGISTRATION ClinicalTrials.gov NCT05953441; https://clinicaltrials.gov/study/NCT05953441.
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Affiliation(s)
- Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Jian Zhi Tan
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | | | - Rabindra Ratan
- Department of Media & Information, Michigan State University, East Lansing, MI, United States
| | - Wentao Zhou
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Siriwan Lim
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Tang Ching Lau
- Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Betsy Seah
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
| | - Wei Ling Chua
- Alice Lee Centre for Nursing Studies, National University of Singapore, Singapore, Singapore
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Lee JWY, Bello F. Readiness of Health Care Professionals in Singapore to Teach Online and Their Technology-Related Teaching Needs: Quantitative Cross-sectional Pilot Study. JMIR Med Educ 2023; 9:e42281. [PMID: 36877546 PMCID: PMC10028517 DOI: 10.2196/42281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/31/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND With the increasing acceptance of face-to-face classes transitioning to web-based learning due to COVID-19, there is an increasing need to have educators trained and equipped to teach online. The ability to teach in-person may not necessarily mean that one is ready teach in a web-based environment. OBJECTIVE The objective of our study was to investigate the readiness of health care professionals in Singapore to teach online and their technology-related teaching needs. METHODS This was a quantitative cross-sectional pilot study conducted among health care administrative staff and professionals in medicine, nursing, allied health, and dentistry. Participants were recruited via an open invitation email to all staff members of Singapore's largest group of health care institutions. Data were collected using a web-based questionnaire. Differences in the readiness of the professionals to teach online were analyzed using analysis of variance, and a 1-sided independent sample t test was performed to analyze the differences between respondents younger than 40 years and those older than 41 years. RESULTS A total of 169 responses was analyzed. Full-time academic faculty members scored the highest for readiness to teach online (2.97), followed by nursing professionals (2.91), medicine professionals (2.88), administrative staff members (2.83), and allied health professionals (2.76). However, there was no statistically significant difference (P=.77) among all the respondents in their readiness to teach online. There was an agreement among all professionals in their need for software tools to teach; in particular, there was a significant difference in the software needs among the professionals for streaming videos (P=.01). There was no statistically significant difference in the readiness to teach online between those younger than 40 years and those older than 41 years (P=.48). CONCLUSIONS Our study shows that there are still some gaps in terms of readiness to teach online among health care professionals. Our findings can be used by policy makers and faculty developers to identify opportunities for development among their educators so that they are ready to teach online with the appropriate software tools.
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Affiliation(s)
- Jason Wen Yau Lee
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fernando Bello
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- Department of Surgery and Cancer, Imperial College London, London, United Kingdom
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Berry SL, Williams AL, Lamb EG, Klugman CM. Evolution in Health and Medical Humanities education: a proposal for accreditation. Med Humanit 2023; 49:134-138. [PMID: 35688617 DOI: 10.1136/medhum-2021-012377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/16/2022] [Indexed: 06/15/2023]
Abstract
The growth of Health and Medical Humanities baccalaureate and master's degrees in recent decades makes the present moment ideal for initiating field-defining conversations among health humanities constituents about the boundaries of this transdisciplinary field. Focusing on accreditation at the programme level rather than the individual level, we explore four models with different advantages for Health and Medical Humanities: a certification for practice; a network (umbrella organisation); a programme of merit (POM) model; and consultancy. We conclude that for a young field like health humanities that is transdisciplinary, does not have an established canon and does not lead to entry to a specific professional path (ie, gatekeeping), the POM model is the best fit. In contrast to a full accreditation model, POM credentialling leaves room for creativity, expansiveness, and diversity of approaches and will not restrict programmes from calling themselves health humanities programmes; POM enhances visibility rather than decides who can teach in the field and what they must teach. To implement this model, we suggest the creation of a semi-independent Health and Medical Humanities Program Accreditation Commission (HMHPAC) that would be administered by the Health Humanities Consortium. The HMHPAC should have three goals: ensure that health humanities educational programmes are of the highest quality, assist programmes in acquiring the resources they need from their institutions and help programmes attract potential students.
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Affiliation(s)
- Sarah L Berry
- Independent Scholar Program, New London, Connecticut, USA
| | - Anna-Leila Williams
- Medical Sciences, Quinnipiac University Frank H Netter MD School of Medicine, Hamden, Connecticut, USA
| | - Erin Gentry Lamb
- School of Medicine, Department of Bioethics, Case Western Reserve University, Cleveland, Ohio, USA
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Dudová R, Hašková H. Obedient mothers, healthy children: communication on the risks of reproduction in state-socialist Czechoslovakia. Med Humanit 2023:medhum-2022-012498. [PMID: 36810308 DOI: 10.1136/medhum-2022-012498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/06/2023] [Indexed: 06/18/2023]
Abstract
The article analyses medical communication in popular media relating to the risks in reproduction in the state-socialist Czechoslovakia between 1948 and 1989 and shows how it used emotions as an instrument to control women's reproductive behaviour. In particular, we use an approach inspired by Donati's (1992) political discourse analysis and by Snow and Bedford's (1988) framing analysis to explore communication on the risk of infertility in the abortion debate, the risk of fetal abnormalities in the prenatal screening debate, and the risk of emotional deprivation and morbidity in infants in the debate on mothering practices. The analysis contributes to the knowledge on how the construction of risk in reproduction, including childcare, serves to create a moral order of motherhood by defining what constitutes 'irresponsible' reproductive behaviours and their associated risks, and in doing so may lead to the further marginalisation of already marginalised people. We explain how expert discourse on reproduction and care aimed at the general public worked by constructing risks, a fear of these risks, and women's responsibility for avoiding them in order to regulate women's behaviour through self-discipline, which worked alongside other disciplinary techniques. These techniques were applied unequally and mainly to marginalised groups of women, such as women of Roma ethnicity and single mothers.
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Affiliation(s)
- Radka Dudová
- Department of Gender and Sociology, Institute of Sociology CAS, Prague, Czech Republic
| | - Hana Hašková
- Department of Gender and Sociology, Institute of Sociology CAS, Prague, Czech Republic
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Kushniruk A, Høigaard R, Berg H, Steinsbekk A, Haraldstad K. Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study. JMIR Hum Factors 2022; 9:e40400. [PMID: 36580357 PMCID: PMC9837706 DOI: 10.2196/40400] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 10/27/2022] [Accepted: 11/08/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Systematic communication, such as the ISBAR (identification, situation, background, assessment, recommendation) approach, comprises a generic, transferable nontechnical skill. It can be used during the handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new nonimmersive 3D learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR approach. However, the usability of this learning activity has not been studied. OBJECTIVE This study aimed to investigate how second-year undergraduate nursing students evaluated the usability of the Preoperative ISBAR Desktop VR Application. METHODS This was a qualitative study with observation and interviews. The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale (SUS) questionnaire was used to get a score on overall usability. RESULTS A total of 9 second-year nursing students aged 22-29 years participated in the study. The average score on the SUS was 83 (range 0-100), which equals a "B" on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations. CONCLUSIONS The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues.
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Affiliation(s)
| | - Rune Høigaard
- Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway
| | - Helen Berg
- Department of Health Sciences, Norwegian University of Science and Technology, Ålesund, Norway
| | - Aslak Steinsbekk
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Kristin Haraldstad
- Department of Health and Nursing Sciences, University of Agder, Kristiansand, Norway
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Greenlees G, Archer L. Guilt, shame and negative emotion in undergraduate medical education: is there a role for Balint groups? Med Humanit 2022; 48:449-450. [PMID: 34509993 DOI: 10.1136/medhum-2020-012124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
Balint groups are a structured discussion which explores non-clinical aspects of the doctor-patient relationship. In this commentary piece we describe our experience of a Balint group for final-year medical students in a large regional hospital. We discuss that our participants reported a significant burden of negative emotion, primarily guilt and shame, in attempting to navigate the hospital environment as learners. We note how our participants perceived they would acquire the ability to manage these negative emotions simply by becoming doctors, despite being only a few months from qualification. A cultural shift in undergraduate training, combined with a challenging period for the medical profession in general, may leave new doctors isolated in the face of the emotional strain of medicine. We therefore encourage educators to consider using Balint groups as an adjunct to more traditional clinical training.
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Affiliation(s)
| | - Laura Archer
- Royal Wolverhampton Hospitals NHS Trust, Wolverhampton, UK
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15
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McQueen SA, Hammond Mobilio M, Moulton CA. Pulling our lens backwards to move forward: an integrated approach to physician distress. Med Humanit 2022; 48:404-410. [PMID: 34417324 DOI: 10.1136/medhum-2020-012100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/13/2021] [Indexed: 06/13/2023]
Abstract
The medical community has recently acknowledged physician stress as a leading issue for individual wellness and healthcare system functioning. Unprecedented levels of stress contribute to physician burnout, leaves of absence and early retirement. Although recommendations have been made, we continue to struggle with addressing stress. One challenge is a lack of a shared definition for what we mean by 'stress', which is a complex and idiosyncratic phenomenon that may be examined from a myriad of angles. As such, research on stress has traditionally taken a reductionist approach, parsing out one aspect to investigate, such as stress physiology. In the medical domain, we have traditionally underappreciated other dimensions of stress, including emotion and the role of the environmental and sociocultural context in which providers are embedded. Taking a complementary, holistic approach to stress and focusing on the composite, subjective individual experience may provide a deeper understanding of the phenomenon and help to illuminate paths towards wellness. In this review article, we first examine contributions from unidimensional approaches to stress, and then outline a complementary, integrated approach. We describe how complex phenomena have been tackled in other domains and discuss how holistic theory and the humanities may help in studying and addressing physician stress, with the ultimate goal of improving physician well-being and consequently patient care.
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Affiliation(s)
| | - Melanie Hammond Mobilio
- Institute of Health Policy, Management and Evaluation, University of Toronto, Toronto, Ontario, Canada
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Cribb A, Pullin G. Aesthetics for everyday quality: one way to enrich healthcare improvement debates. Med Humanit 2022; 48:480-488. [PMID: 35210355 PMCID: PMC9691827 DOI: 10.1136/medhum-2021-012330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/17/2022] [Indexed: 06/14/2023]
Abstract
In this paper we seek to illuminate the importance of aesthetics for healthcare quality and encourage more explicit discussion of aesthetics in healthcare improvement scholarship and practice. We hope to contribute to and help develop the hinterland between arts-based initiatives in healthcare and the 'normal business' of healthcare quality improvement. Our broad contention is: (1) That aesthetic considerations should be seen as of universal relevance across quality debates (2) That they never be assumed to have a marginal or even secondary status; and (3) That taking aesthetic considerations seriously calls for explicit discussion of associated uncertainties and dilemmas and a readiness to welcome aesthetics expertise into improvement debates.
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Affiliation(s)
- Alan Cribb
- Centre for Public Policy Research, King's College London, London, UK
| | - Graham Pullin
- Duncan of Jordanstone College of Art and Design, University of Dundee, Dundee, UK
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17
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Blakely ML. Call to Integrate Content Related to Disabilities Into Contemporary Pharmacy Curricula. Am J Pharm Educ 2022; 86:ajpe8876. [PMID: 34785502 PMCID: PMC10159375 DOI: 10.5688/ajpe8876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 11/08/2021] [Indexed: 05/06/2023]
Abstract
The curricula of US schools and colleges of pharmacy provide students with only a cursory introduction to patients with disabilities, and this is usually achieved through didactic content. These brief introductions are considered helpful; however, pedagogical approaches do not provide comprehensive content for mastery of skills and strategies for delivering accessible healthcare services to patients with disabilities. Student pharmacists' need to obtain the requisite education, knowledge, and skills to provide effective healthcare to patients with disabilities. Accordingly, it is essential that schools and colleges of pharmacy prepare student pharmacists to be competent and confident in providing effective and accessible care to this underserved patient population.
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Affiliation(s)
- Michelle L Blakely
- University of Wyoming, School of Pharmacy, Laramie, Wyoming
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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18
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Upton J, Kassel L, Hansen A, Butler J. Examining Social Identities of Patient Diversity Through Cases Presented in a Therapeutics Course Series. Am J Pharm Educ 2022; 86:8706. [PMID: 34862176 PMCID: PMC10159468 DOI: 10.5688/ajpe8706] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 11/29/2021] [Indexed: 05/06/2023]
Abstract
Objective. In pharmacy education, considerable debate surrounds the decision about whether didactic cases should include social identities, such as race, ethnicity, sexual orientation, gender identity, ability, spirituality, nationality, and socioeconomic status. In considering what and how much of these identities to include, the first step could be to measure their current inclusion. This study aimed to quantify the presence of these social identities in cases presented to student pharmacists in a three-semester course series.Methods. One hundred forty-four cases presented in a three-semester pharmacotherapeutics course series were reviewed. The primary objective was to quantify the inclusion of each social identity. The secondary objective was to assess whether the identities were needed to answer specific questions related to each case. Cases were reviewed by two independent study researchers; a third impartial reviewer settled disagreements.Results. Cases rarely explicitly included social identities. Race was explicitly stated in 15% of cases (n = 21). Gender identity was explicitly named in two cases (1%), but nearly all cases implied gender through pronouns. Gender was necessary to answer case questions in approximately 20% of cases (n=27). Socioeconomic status, ability, sexual orientation, and nationality were infrequently named among all cases, at rates of 6%, 5%, 1%, and 1%, respectively.Conclusion. This study found that didactic cases rarely explicitly state social identities. In determining the next steps for integrating social identities, pharmacy education must first take stock of how it currently acknowledges these identities.
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Affiliation(s)
- Jesse Upton
- Drake University, College of Pharmacy and Health Sciences, Des Moines, Iowa
| | - Lynn Kassel
- Drake University, College of Pharmacy and Health Sciences, Des Moines, Iowa
| | - Anisa Hansen
- Drake University, College of Pharmacy and Health Sciences, Des Moines, Iowa
| | - Jared Butler
- Drake University, College of Pharmacy and Health Sciences, Des Moines, Iowa
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Ezenwa BN, Umoren R, Fajolu IB, Hippe DS, Bucher S, Purkayastha S, Okwako F, Esamai F, Feltner JB, Olawuyi O, Mmboga A, Nafula MC, Paton C, Ezeaka VC. Using Mobile Virtual Reality Simulation to Prepare for In-Person Helping Babies Breathe Training: Secondary Analysis of a Randomized Controlled Trial (the eHBB/mHBS Trial). JMIR Med Educ 2022; 8:e37297. [PMID: 36094807 PMCID: PMC9513689 DOI: 10.2196/37297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 07/14/2022] [Accepted: 07/31/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Neonatal mortality accounts for approximately 46% of global under-5 child mortality. The widespread access to mobile devices in low- and middle-income countries has enabled innovations, such as mobile virtual reality (VR), to be leveraged in simulation education for health care workers. OBJECTIVE This study explores the feasibility and educational efficacy of using mobile VR for the precourse preparation of health care professionals in neonatal resuscitation training. METHODS Health care professionals in obstetrics and newborn care units at 20 secondary and tertiary health care facilities in Lagos, Nigeria, and Busia, Western Kenya, who had not received training in Helping Babies Breathe (HBB) within the past 1 year were randomized to access the electronic HBB VR simulation and digitized HBB Provider's Guide (VR group) or the digitized HBB Provider's Guide only (control group). A sample size of 91 participants per group was calculated based on the main study protocol that was previously published. Participants were directed to use the electronic HBB VR simulation and digitized HBB Provider's Guide or the digitized HBB Provider's Guide alone for a minimum of 20 minutes. HBB knowledge and skills assessments were then conducted, which were immediately followed by a standard, in-person HBB training course that was led by study staff and used standard HBB evaluation tools and the Neonatalie Live manikin (Laerdal Medical). RESULTS A total of 179 nurses and midwives participated (VR group: n=91; control group: n=88). The overall performance scores on the knowledge check (P=.29), bag and mask ventilation skills check (P=.34), and Objective Structured Clinical Examination A checklist (P=.43) were similar between groups, with low overall pass rates (6/178, 3.4% of participants). During the Objective Structured Clinical Examination A test, participants in the VR group performed better on the critical step of positioning the head and clearing the airway (VR group: 77/90, 86%; control group: 57/88, 65%; P=.002). The median percentage of ventilations that were performed via head tilt, as recorded by the Neonatalie Live manikin, was also numerically higher in the VR group (75%, IQR 9%-98%) than in the control group (62%, IQR 13%-97%), though not statistically significantly different (P=.35). Participants in the control group performed better on the identifying a helper and reviewing the emergency plan step (VR group: 7/90, 8%; control group: 16/88, 18%; P=.045) and the washing hands step (VR group: 20/90, 22%; control group: 32/88, 36%; P=.048). CONCLUSIONS The use of digital interventions, such as mobile VR simulations, may be a viable approach to precourse preparation in neonatal resuscitation training for health care professionals in low- and middle-income countries.
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Affiliation(s)
| | - Rachel Umoren
- Department of Pediatrics, University of Washington, Washington, WA, United States
| | | | - Daniel S Hippe
- Clinical Research Division, Fred Hutchinson Cancer Center, Washington, WA, United States
| | - Sherri Bucher
- Department of Pediatrics, Indiana University School of Medicine, Indiana, IN, United States
| | - Saptarshi Purkayastha
- Department of BioHealth Informatics, Indiana University-Purdue University at Indianapolis, Indianapolis, IN, United States
| | - Felicitas Okwako
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | - Fabian Esamai
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | - John B Feltner
- Department of Pediatrics, University of Washington, Washington, WA, United States
| | - Olubukola Olawuyi
- Department of Paediatrics, College of Medicine, University of Lagos, Lagos, Nigeria
| | - Annet Mmboga
- Department of Paediatrics, Alupe University College, Busia, Kenya
| | | | - Chris Paton
- Centre for Tropical Medicine, Nuffield Department of Clinical Medicine, Oxford, United Kingdom
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Abstract
Narrative Medicine as originated by Rita Charon began as an attempt to redress the unopposed biomedicalisation of the medical profession. Although the movement has been self-positioned as a corrective to deliver an ideal of care, it began within the rhetorical framework of biomedicine and not outside of it. Thus, Narrative Medicine justifies itself in biomedical terms, invoking instrumental rationales for its use. This seeming 'scientification' of narrative is only half of the biomedicine-indebted Narrative Medicine story. An equally important but as-yet unmentioned debt is the quasi-scientific origin story of Narrative Medicine's signature method of close reading. Thus, there is an inherent paradox at the heart of the Narrative Medicine movement: designed to resist a reductive biomedicine, it exists in a dependent relationship on biomedicine at the level of justification and at the level of praxis. Thus, it is an open question if the Narrative Medicine movement is the proper vehicle for a rebalancing of humanities and biomedicine.
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Affiliation(s)
- Shane Neilson
- Department of English, University of Ottawa, Ottawa, Ontario, Canada
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21
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Wilson BK. When numbers eclipse narratives: a cultural-political critique of the 'ethical' impacts of short-term experiences in global health in Dominican Republic bateyes. Med Humanit 2022; 48:190-199. [PMID: 34845098 DOI: 10.1136/medhum-2021-012252] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/26/2021] [Indexed: 06/13/2023]
Abstract
With the rising demand for short-term experiences in global health (STEGH) is an ever-increasing volume of literature that focuses attention on ethics and ethical concerns, such as the effects of STEGH on host populations. Such concerns have driven the development of ethical principles and guidelines, with discussions and debates largely centred around normative questions of positive/negative and benefit/harm for us/them. Using a critical medical humanities lens, this paper blurs these dichotomous framings and offers a more complex understanding of the effects and effectiveness of STEGH on hosts. I explore STEGH that send volunteers from North American universities to the Dominican Republic to participate in service-learning activities aimed at improving the lives of impoverished Haitian migrants living in bateyes I address the following questions: What perspectives about the impacts of interventions on host communities manifest through STEGH? What tensions emerge through interactions among diverse stakeholders related to those perspectives, and with what effects? Drawing together critical theory and ethnography, I examined the perspectives of three stakeholder groups: student and faculty volunteers, host organisation staff, and hosts in batey communities. Data collected from observations and interviews were counterposed; I analysed interactions and interplay between stakeholders. My findings revealed conflicts around an emergent theme: counting efforts, or volunteers' proclivity for numerical evidence of impactful STEGH for hosts. With attention on power relations, I argue that a preoccupation with quantifiable evidence eclipsed and erased the lived realities of hosts, thereby blocking a fully ethical engagement. These sociopolitical effects, often overlooked in conventional ethics assessments, are no less harmful and may reinforce rather than reduce inequalities that the global health movement seeks to eliminate. My study offers a compelling case for how the critical medical humanities lend critical insights in the name of improving global health.
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Affiliation(s)
- Brenda K Wilson
- Global Health Program, University of California San Diego, La Jolla, California, USA
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22
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Taïeb A, Gaëlle L, Roxane D, Perrine W, Marion A, Fleur B, Zoé L, Aurélie L, Solen D, Patricia D, Véronique A. Efficiency of a multidisciplinary team care approach through a short hospitalization of patients with poorly controlled diabetes mellitus: a 12 months prospective monocentric study. Pan Afr Med J 2022; 41:192. [PMID: 35685103 PMCID: PMC9146601 DOI: 10.11604/pamj.2022.41.192.23965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 02/03/2022] [Indexed: 11/23/2022] Open
Abstract
A multidisciplinary team is composed of various healthcare professionals that ensure a multifaceted approach on a group of patients. Standards for diabetes medical care note the importance of multidisciplinary diabetes care teams. We applied our model of multidisciplinary approach by structuring it in a determined five days hospitalization. The aim of this study was to determine if the interdisciplinary approach applied on a short hospitalization is of benefit in patients with poorly controlled diabetes mellitus. Sixty-seven patients were included and ensured a short hospitalization in which they received a multiple educational advice and a treatment adaptation. Sixty-one patients out of 67 (91%) were retained for evaluation with sufficient data at one year, i.e. 9% of patients with poor compliance. Evolution in glycosylated haemoglobin (HbA1c), weight and treatments was analyzed. After a 12 months follow-up, we observed significant improvement in HbA1c (-1.73%; p < 103) without weight loss (BMI=-0.42 kg/m2), p=0.28). HbA1c mean levels correlated negatively to body mass index (BMI) during the regular follow-up (r=-0.22, p=0.05). More than 90% of patients with poorly controlled diabetes mellitus responded to the multi-disciplinary approach with a decrease in HbA1c.
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Affiliation(s)
- Ach Taïeb
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
- University of Sousse, Faculty of Medicine of Sousse, 4000, Sousse, Tunisia
- University Hospital Farhat Hached, Sousse, Tunisia
| | - Lemdjo Gaëlle
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
- Faculty of Medicine and Biomedical Sciences, University of Yaoundé I, Yaoundé, Cameroon
| | - Ducloux Roxane
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Wojewoda Perrine
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Albentosa Marion
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Bougeniere Fleur
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Leriche Zoé
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Leveque Aurélie
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Dennetiere Solen
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Dutrieux Patricia
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
| | - Averous Véronique
- Department of Endocrinology and Diabetology, Douai Hospital Center, Douai, France
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Fontaine G, Zagury-Orly I, Maheu-Cadotte MA, Lapierre A, Thibodeau-Jarry N, Denus SD, Lordkipanidzé M, Dupont P, Lavoie P. A Meta-Analysis of the Effect of Paper Versus Digital Reading on Reading Comprehension in Health Professional Education. Am J Pharm Educ 2021; 85:8525. [PMID: 34301544 PMCID: PMC8715975 DOI: 10.5688/ajpe8525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 05/21/2021] [Indexed: 06/13/2023]
Abstract
Objective. Despite a rise in the use of digital education in health professional education (HPE), little is known about the comparative effectiveness of paper-based reading and its digital alternative on reading comprehension. The objectives of this study were to identify, appraise, and synthesize the evidence regarding the effect of how media is read on reading comprehension in the context of HPE.Methods. Observational, quasi-experimental, and experimental studies published before April 16, 2021, were included if they compared the effectiveness of paper-based vs digital-based reading on reading comprehension among HPE students, trainees, and residents. Random-effects meta-analyses were performed using standardized mean differences.Results. From a pool of 2,208 references, we identified and included 10 controlled studies that had collectively enrolled 817 participants. Meta-analyses revealed a slight but nonsignificant advantage to students reading paper-based HPE texts rather than digital text (standardized mean difference, -0.08; 95% CI -0.28 to 0.12). Subgroup analyses revealed that students reading HPE-related texts had better reading comprehension when reading text on paper rather than digitally (SMD = -0.36; 95% CI -0.69 to -0.03). Heterogeneity was low in all analyses. The quality of evidence was low because of risks of bias across studies.Summary. Current evidence suggests little to no difference in students' comprehension when reading HPE texts on paper vs digitally. However, we observed effects favoring reading paper-based texts when texts relevant to the students' professional discipline were considered. Rigorous studies are needed to confirm this finding and to evaluate new means of boosting reading comprehension among students in HPE programs.
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Affiliation(s)
- Guillaume Fontaine
- Université de Montréal, Faculty of Nursing, Montréal, Canada
- Montreal Heart Institute, Research Center, Montréal, Canada
| | | | - Marc-André Maheu-Cadotte
- Université de Montréal, Faculty of Nursing, Montréal, Canada
- Montreal Heart Institute, Research Center, Montréal, Canada
- Université de Montréal Hospital Center, Research Center, Montréal, Canada
| | - Alexandra Lapierre
- Université de Montréal, Faculty of Nursing, Montréal, Canada
- Hôpital du Sacré-Cœur de Montréal, Research Center, Montréal, Canada
| | - Nicolas Thibodeau-Jarry
- Montreal Heart Institute, Research Center, Montréal, Canada
- Université de Montréal, Faculty of Medicine, Montréal, Canada
| | - Simon de Denus
- Montreal Heart Institute, Research Center, Montréal, Canada
- Université de Montréal, Faculty of Pharmacy, Montréal, Canada
| | - Marie Lordkipanidzé
- Montreal Heart Institute, Research Center, Montréal, Canada
- Université de Montréal, Faculty of Pharmacy, Montréal, Canada
| | - Patrice Dupont
- Université de Montréal, Health Sciences Library, Montréal, Canada
| | - Patrick Lavoie
- Université de Montréal, Faculty of Nursing, Montréal, Canada
- Montreal Heart Institute, Research Center, Montréal, Canada
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Bassola B, Cilluffo S, Lusignani M. Going inside the relationship between caregiver and care-receiver with Amyotrophic Lateral Sclerosis in Italy, a Grounded Theory study. Health Soc Care Community 2021; 29:1083-1090. [PMID: 32876339 DOI: 10.1111/hsc.13142] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Revised: 06/24/2020] [Accepted: 07/27/2020] [Indexed: 06/11/2023]
Abstract
People with amyotrophic lateral sclerosis become dependent on caregivers for daily activities and to perform self-care activities at home. The family caregiver has an important role in the care. The patient decides and controls care but depends on the caregiver to implement self-care behaviours. The quality of caregiver-patient relationships could influence clinical outcomes, as it occurs in other illnesses, so the aim of this study was to investigate the relationship between the Amyotrophic Lateral Sclerosis patients and their family caregiver and how it impacts care, and patient and caregiver outcomes. We interviewed 22 patients/caregivers in a Neuromuscular Clinical Center in the South of Europe, between July and October 2018. A Grounded Theory approach was used, comprising line by line 'initial coding', memos writing, 'focused coding', advanced memos and categories definition. From the interviews three main categories emerged: 'reciprocity', 'loving to care' and 'changing to care' and four secondary categories: 'having support', 'sharing suffering', 'protecting each other' and 'thinking positive'. A stable and calm relationship between patient and caregiver, characterised by reciprocity, mutual help and affection affected patient self-care provided at home and the caregiver burden. The concept of mutuality seems to describe this relationship, despite the patient's dependence on the caregiver. The relationship with health professionals and educational interventions could influence the quality of the relationship. Further studies are needed to describe the quality of the relationship in this dyad, to investigate the presence of mutuality and how it affects patient and caregiver outcomes.
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Affiliation(s)
- Barbara Bassola
- School of Nursing, University of Milan, Azienda Socio Sanitaria Territoriale Grande Ospedale Metropolitano Niguarda, Milan, Italy
| | - Silvia Cilluffo
- Azienda Socio Sanitaria Territoriale Grande Ospedale Metropolitano Niguarda, Milan, Italy
| | - Maura Lusignani
- School of Nursing, University of Milan, Azienda Socio Sanitaria Territoriale Grande Ospedale Metropolitano Niguarda, Milan, Italy
- Biomedical Science for Health Department, University of Milan, Milan, Italy
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Jepsen I, Toxvig L, Nielsen A. Teaching Epistemology - Workshop as a Method for making Epistemology Relevant to Students. MedEdPublish (2016) 2021; 10:140. [PMID: 38486557 PMCID: PMC10939543 DOI: 10.15694/mep.2021.000140.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Introducing epistemology to healthcare students represents a challenge. Yet to be able to practice based on evidence, it is important that healthcare professionals gain an adequate level of research literacy as part of their health care education. This article presents a new way to teach epistemology using a workshop design. Three scientific perspectives on epistemology: humanistic, social science and natural science, are used as lenses to analyse situations from everyday healthcare practice represented by a video. Video is used to facilitate transfer of knowledge and to make it meaningful for students to engage in learning epistemology. Afterwards, three teachers facilitate the students' group work to ensure they get to understand the difference between the scientific perspectives. The workshop has received very good evaluations as students state that for the first time they understand how epistemology directly links to practice.
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Newsome CC, Gilmer A. Strategies to Bring Transgender and Non-binary Health Care into Pharmacy Education. Am J Pharm Educ 2021; 85:8283. [PMID: 34283728 PMCID: PMC8174614 DOI: 10.5688/ajpe8283] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2020] [Accepted: 12/30/2020] [Indexed: 05/22/2023]
Abstract
Research has shown an increase in the number of people in the United States identifying as transgender and non-binary (TNB) . Many pharmacy schools and colleges do not offer any instruction specific to students interacting with and caring for TNB people, and practicing pharmacists have reported a lack of confidence in managing TNB patients. Regardless of the practice setting they choose, there is an increased likelihood that pharmacy graduates will serve TNB patients. Pharmacy schools that include TNB-specific education in their Doctor of Pharmacy curriculum will equip graduates with the necessary knowledge and skills to support this vulnerable population. The purpose of this commentary is to suggest methods for incorporating TNB-related material into pharmacy curricula and to provide resources for developing content.
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Affiliation(s)
- Cheyenne C Newsome
- Washington State University, College of Pharmacy and Pharmaceutical Sciences, Spokane, Washington
| | - Alexander Gilmer
- University of California, San Francisco Medical Center, San Francisco, California
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LaMarre A, Rice C. Healthcare providers' engagement with eating disorder recovery narratives: opening to complexity and diversity. Med Humanit 2021; 47:78-86. [PMID: 32122937 DOI: 10.1136/medhum-2019-011723] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/04/2019] [Indexed: 06/10/2023]
Abstract
Interdisciplinary healthcare providers (HCPs) receive only minimal training in identifying, referring for and treating eating disorders and may feel ill-prepared to manage them. There is a need for brief interventions that prepare HCPs for work with people with eating disorders, particularly when they do not fit stereotypes about who might experience an eating disorder. One method for enacting brief interventions that make change in this realm is using digital stories (short videos) to generate awareness and knowledge. In this article, we discuss the results of a pilot study exploring the impact of viewing digital stories created by people in eating disorder recovery and their supporters on an interdisciplinary group of HCPs. We showed five stories to 22 HCPs who filled out qualitative prequestionnaires and postquestionnaires about their experiences of viewing the films and how they conceptualised recovery. Providers found the stories evocative; the stories appear to have complexified their perspectives on recovery. HCPs desired more diverse, detailed and lengthy stories, indicating that pursuing digital storytelling for HCP education and awareness may hold promise. Through centring the voices of people with eating disorders and in recovery, digital stories may also provide new ways of talking about recovery that open up possibilities for embracing difference.
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Affiliation(s)
- Andrea LaMarre
- Family Relations and Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
| | - Carla Rice
- Family Relations and Applied Nutrition, University of Guelph, Guelph, Ontario, Canada
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Patten EV, Vaterlaus JM. Prevalence of Depression, Anxiety, and Stress in Undergraduate Dietetics Students. J Nutr Educ Behav 2021; 53:67-74. [PMID: 33250360 DOI: 10.1016/j.jneb.2020.10.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Revised: 10/09/2020] [Accepted: 10/13/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To understand the mental health and stressors of current nutrition and dietetics students. DESIGN Cross-sectional survey. PARTICIPANTS A total of 611 current Didactic Program in Dietetics (DPD) students in the US were recruited through DPD program directors. METHODS Electronic survey included measures of anxiety, stress, depression, and specific stressors. Data analysis included descriptive statistics, chi-square analysis, and qualitative thematic analysis. RESULTS Most students experienced normal levels of depression, anxiety, and stress compared with the general population. A subset experienced some level of depression (30%), anxiety (40%), and stress (27%). Significant sources of stress were postgraduation plans (including internships), managing time, dietetics courses, finances, and self-imposed expectations. CONCLUSIONS AND IMPLICATIONS The identification of a subset of DPD students experiencing symptoms of mental health challenges and recognition that there are common stressors among DPD students may increase awareness among educators, guide development of course policies, and highlight the importance of mitigating major sources of stress for students.
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Affiliation(s)
- Emily Vaterlaus Patten
- Department of Nutrition, Dietetics, and Food Science, Brigham Young University, Provo, UT.
| | - J Mitchell Vaterlaus
- Department of Health and Human Development, Montana State University, Bozeman, MT
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Pickell Z, Gu K, Williams AM. Virtual volunteers: the importance of restructuring medical volunteering during the COVID-19 pandemic. Med Humanit 2020; 46:537-540. [PMID: 32820042 PMCID: PMC7445098 DOI: 10.1136/medhum-2020-011956] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/20/2020] [Indexed: 05/05/2023]
Abstract
Healthcare systems have postponed medical volunteering services in response to the COVID-19 pandemic. However, much of the aid provided by these volunteers is crucial to patient care and hospital functioning in the American healthcare system. The adoption of online video conferencing platforms in healthcare-telehealth-offers a novel solution for volunteering during this pandemic. Virtual volunteering can alleviate pressures on medical workers, enhance patient experiences, reduce the risk of viral infection and provide a sense of normalcy for patients and families. Although further study is required, this should be an avenue considered by health systems.
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Affiliation(s)
- Zachary Pickell
- Department of Biology, University of Michigan, College of Literature Science and the Arts, Ann Arbor, Michigan, USA
- Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Kathleen Gu
- Department of Biology, University of Michigan, College of Literature Science and the Arts, Ann Arbor, Michigan, USA
| | - Aaron M Williams
- Department of Surgery, University of Michigan Medical School, Ann Arbor, Michigan, USA
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Ahlsen B, Engebretsen E, Nicholls D, Mengshoel AM. The singular patient in patient-centred care: physiotherapists' accounts of treatment of patients with chronic muscle pain. Med Humanit 2020; 46:226-233. [PMID: 30918108 DOI: 10.1136/medhum-2018-011603] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2018] [Revised: 01/18/2019] [Accepted: 02/28/2019] [Indexed: 06/09/2023]
Abstract
A patient-centred approach has gained increasing interest in medicine and other health sciences. Whereas there are discussions about the meaning of a patient-centred approach and what the concept entails, little is known about how the patient as a person is understood in patient-centred care. This article investigates understandings of the patient as a self in patient-centred care through physiotherapy of patients with chronic muscle pain. The material consists of interviews with five Norwegian physiotherapists working in a rehabilitation clinic. Drawing on Kristeva's discussion of subjectivity in medical discourse, the study highlights two different treatment storylines that were closely entwined. One storyline focuses on open singular healing processes in which the treatment was based on openness to a search for meaning and sharing. In this storyline, the "person" at the centre of care was not essentialised in terms of biological mechanisms, but rather considered as a vulnerable, irrational and moving self. By contrast, the second storyline focused on goal-oriented interventions aimed at restoring the patient to health. Here, the person in the centre of the treatment was shaped according to model narratives about "the successful patient"; the empowered, rational, choosing and self-managing individual. As such, the findings revealed two conflicting concepts of the individual patient inherent in patient-centred care. On the one hand, the patient is seen as being a person in constant movement, and on the other, they are captured by more standardised terms designed to focus on a more stable notion of outcome of illness. Therefore, our study suggests that the therapists' will to recognise the individual in patient-centred care had a counterpart involving a marginalisation of the singular.
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Affiliation(s)
- Birgitte Ahlsen
- Physiotherapy, OsloMet - Oslo Metropolitan University Faculty of Health Sciences, Oslo, Norway
- Institute of Health and Society, University of Oslo Faculty of Medicine, Oslo, Norway
| | - Eivind Engebretsen
- Institute of Health and Society, University of Oslo Faculty of Medicine, Oslo, Norway
| | - David Nicholls
- School of Public Health and Psychosocial Studies, Auckland University of Technology, Auckland, New Zealand
| | - Anne Marit Mengshoel
- Institute of Health and Society, University of Oslo Faculty of Medicine, Oslo, Norway
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Mayhew E. 'A higher form of listening': a commentary on 'the human bodies of World War II: beyond the battlefield'. Med Humanit 2020; 46:157-158. [PMID: 32580999 DOI: 10.1136/medhum-2019-011676] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/02/2020] [Indexed: 06/11/2023]
Abstract
This issue's interdisciplinary range parallels the generative multidisciplinary scope in the developing field of medical humanities. A closely detailed and empathic interdisciplinary analysis of physical and mental injury can offer additional historical and cultural resources to medical practitioners, thus broadening potential patient treatment options beyond institutional and disciplinary boundaries.
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Affiliation(s)
- Emily Mayhew
- Bioengineering, Imperial College London, London SW7 2AZ, UK
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Blakemore LM, Meek SEM, Marks LK. Equipping Learners to Evaluate Online Health Care Resources: Longitudinal Study of Learning Design Strategies in a Health Care Massive Open Online Course. J Med Internet Res 2020; 22:e15177. [PMID: 32130120 PMCID: PMC7066506 DOI: 10.2196/15177] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2019] [Revised: 11/23/2019] [Accepted: 12/15/2019] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND The digital revolution has led to a boom in the number of available online health care resources. To navigate these resources successfully, digital literacy education is required. Learners who can evaluate the reliability and validity of online health care information are likely to be more effective at avoiding potentially dangerous misinformation. In addition to providing health care education, massive open online courses (MOOCs) are well positioned to play a role in providing digital literacy education in this context. OBJECTIVE This study focused on learners enrolled in a MOOC on cancer genomics. The aim of this study was to evaluate the efficacy of a series of digital literacy-related activities within this course. This was an iterative study, with changes made to digital literacy-related activities in 4 of the 8 runs of the course. METHODS This mixed methods study focused on learner engagement with the digital literacy-related activities, including the final course written assignment. Quantitative data including the number of references listed in each written assignment were compared between successive runs. Qualitative data in the form of learner comments on discussion forums for digital literacy-related tasks were evaluated to determine the impact of these educational activities. RESULTS Using the number of references included for each final course assignment as an indicator of digital literacy skills, the digital literacy-related activities in the final 2 runs were judged to be the most successful. We found a statistically significant increase in the number of references cited by learners in their final written assignments. The average number of references cited in Run 8 was significantly higher (3.5) than in Run 1 (1.8) of the MOOC (P=.001). Learner comments in Runs 7 and 8 showed that a poll in which learners were asked to select which of 4 online resources was reliable was effective in stimulating learner discussion about how to evaluate resource reliability. CONCLUSIONS Similar to many health care MOOCs, the course studied here had a heterogeneous group of learners, including patients (and their families), the public, health care students, and practitioners. Carefully designing a range of digital literacy-related activities that would be beneficial to this heterogenous group of learners enabled learners to become more effective at evaluating and citing appropriate online resources within their written assignments.
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Affiliation(s)
- Louise M Blakemore
- National Heart and Lung Institute, Imperial College London, London, United Kingdom
| | - Sarah E M Meek
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, United Kingdom
| | - Leah K Marks
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, United Kingdom
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Scott A, Dawson RM, Mitchell S, Catledge C. Simulation-Based Interprofessional Education in a Rural Setting: The Development and Evaluation of a "Remote-In" Telehealth Scenario. Nurs Educ Perspect 2020; 41:187-189. [PMID: 30707204 PMCID: PMC6667303 DOI: 10.1097/01.nep.0000000000000461] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Simulation-based interprofessional education (IPE) is challenging to implement, especially on rural campuses. This article describes an innovative approach to IPE implementation using telehealth technology. Twenty-nine interdisciplinary students (nursing, pharmacy, and medical) participated in a simulation-based IPE scenario using a telehealth robot. Student experiences were evaluated using a mixed-methods approach. Surveys and video-recorded debriefing sessions revealed the majority of students felt the experience was superior to their previous IPE experiences, facilitated better understanding of disciplinary roles, and provided experience using telehealth tools. Programs considering this approach should have strong community partnerships, institutional support, and shared vision among key stakeholders.
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Affiliation(s)
- Ann Scott
- About the Authors Ann Scott, DNP, RN, CNE, CCRN-K, is a clinical assistant professor, University of South Carolina, Columbia, South Carolina. Robin M. Dawson, PhD, RN, CPNP-PC, is chair, assistant professor, and director of the Smart Start Nursing Program, University of South Carolina. Sheryl Mitchell, DNP, APRN, FNP-BC, ACNP-BC, is director, FNP Program, and a clinical assistant professor, University of South Carolina. Courtney Catledge, DNP, MPH, APRN, FNP-BC, is director, University of South Carolina Lancaster BSN Collaborative Program, Lancaster, South Carolina. The authors acknowledge Dr. Georgia Narsavage, whose comments and suggestions helped clarify and improve this article. For more information, contact Dr. Scott at
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Parsons T, Tregunno D, Joneja M, Dalgarno N, Flynn L. Using graphic illustrations to uncover how a community of practice can influence the delivery of compassionate healthcare. Med Humanit 2019; 45:381-387. [PMID: 30257854 PMCID: PMC7029247 DOI: 10.1136/medhum-2018-011508] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 08/15/2018] [Indexed: 06/08/2023]
Abstract
Our modern-day frenetic healthcare culture has progressed to a state where healthcare professionals tend to detach themselves from the emotions of their patients/clients, rather than embed compassion into their daily practice. The AMS Phoenix Project: A Call to Caring was implemented with the goal to instil and sustain empathy and compassion in environments where clinicians learn and work. The purpose of this study is to report on how an interprofessional community of practice (CoP) of healthcare educators can contribute to a cultural shift in promoting and delivering compassion in healthcare through health professionals education. Using an imaginative creative autoethnography that adopts a narrative design through graphic illustrations, data were collected from 25 members of the Phoenix@Queen's CoP during a 1-day retreat. Data collection included a graphic recorder who visually depicted all retreat dialogue, field notes that highlighted emergent themes and artefacts produced during the day. Audio recordings of the discussions were used as secondary sources of data. Using thematic analysis, three themes emerged: the call to caring is a long and winding road with many barriers and rewards; CoP members experienced personal growth in and through the community; and the Phoenix@Queen's CoP matters in terms of professional relationships, leadership and moving forward a shared agenda about practising compassionate healthcare. This study describes the development of a CoP that moves away from traditional committees and discussions to an experiential creation of connections and shared meaning by its members. By using autoethnography, and by demonstrating how graphic illustration can be an innovative and creative method for recording and interpreting group discussions, we have demonstrated the accelerated development of an authentic CoP. With a richer and more authentic community, the shared goals of healthcare professional educators are more likely to be achieved.
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Affiliation(s)
- Trisha Parsons
- Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Deborah Tregunno
- Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Mala Joneja
- Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Nancy Dalgarno
- Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Leslie Flynn
- Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
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Aksoy E. Comparing the Effects on Learning Outcomes of Tablet-Based and Virtual Reality-Based Serious Gaming Modules for Basic Life Support Training: Randomized Trial. JMIR Serious Games 2019; 7:e13442. [PMID: 31042153 PMCID: PMC6660122 DOI: 10.2196/13442] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2019] [Revised: 03/02/2019] [Accepted: 03/24/2019] [Indexed: 01/05/2023] Open
Abstract
Background Serious gaming is recognized as a training tool due its potential for a risk-free educational environment. There is still limited research about using serious gaming modules for emergency skills training. Objective The aim of this study is to compare the effects on the knowledge level of participants after using a tablet-based serious game and a virtual reality (VR)–based serious game for Basic Life Support using a pretest/posttest method. Methods The study was designed as a randomized trial comparing pretest and posttest results. A tablet-based and VR-based serious game with identical content was used for 40 participants. Over half of them (22/40, 55%) were included in the VR group and just under half (18/40, 45%) were in the tablet group. Student t test and Wilcoxon signed rank tests were used to determine the relation between the dependent and independent variables. In order to determine the effect size of the results, the effect size calculator (Cohen d) for t test was used. There is a significant difference between pre- and posttest results in both groups (P=.001; Wilcoxon). Results Mean posttest results were significantly higher in both groups. The posttest results were significantly higher in the VR group in terms of pre- and posttest changes (P=.021; Student t test). Conclusions Past research studies have shown that serious gaming presents a favorable additional tool for medical education. The results indicate that both serious gaming modules are effective and that VR-based serious gaming is more efficient in terms of learning outcome than tablet-based gaming.
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Affiliation(s)
- Emin Aksoy
- Acibadem Mehmet Ali Aydinlar University, Center of Advanced Simulation and Education, Istanbul, Turkey
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Treffry-Goatley A, Lessells RJ, Moletsane R, de Oliveira T, Gaede B. Community engagement with HIV drug adherence in rural South Africa: a transdisciplinary approach. Med Humanit 2018; 44:239-246. [PMID: 30482816 PMCID: PMC6288689 DOI: 10.1136/medhum-2018-011474] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/09/2018] [Indexed: 05/22/2023]
Abstract
Digital storytelling (DST) is an emerging participatory visual method which combines storytelling traditions with computer and video production technology. In this project, at the heart of the HIV epidemic in KwaZulu-Natal, South Africa, we used DST to create a culturally grounded community engagement intervention. Our aim was to use narratives of people living with HIV on antiretroviral therapy (ART) to stimulate dialogue among the wider community and to encourage reflection on the contextual factors that influence ART adherence in this setting. We also wanted to explore whether exposure to the personal narratives might influence health literacy around HIV and ART. We ran two DST workshops, where 20 community participants were supported to create short digital stories about personal experiences of adherence. We then hosted 151 screenings of the digital stories at seven local health facilities and evaluated the impact of the intervention using a three-tiered mixed methods approach. We conducted two independent quantitative surveys of healthcare users (852 respondents during the preintervention round and 860 people during the postintervention round), five focus group discussions and observation of practice. Exposure to the digital stories did stimulate rich dialogue among community members, which broadened from the focus on ART adherence to other aspects around the impact of HIV and its treatment on individuals and the community. In the independently conducted surveys, we found no clear difference in knowledge or understanding of HIV and ART between the people exposed to the digital stories and those who were not exposed. Our findings provide support for the use of DST as an engagement intervention, but highlight some of the challenges in delivering this type of intervention and in evaluating the impact of this approach.
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Affiliation(s)
- Astrid Treffry-Goatley
- Centre for Visual Methodologies for Social Change, University of KwaZulu-Natal School of Education, Durban, South Africa
- African Health Research Institute, Durban, South Africa
| | - Richard John Lessells
- KwaZulu-Natal Research and Innovation Sequencing Platform (KRISP), School of Laboratory Medicine and Medical Science, College of Health Science, University of KwaZulu-Natal, Durban, South Africa
- Centre for the Aids Programme of Research in South Africa, Durban, South Africa
| | - Relebohile Moletsane
- Centre for Visual Methodologies for Social Change, University of KwaZulu-Natal, Durban, South Africa
| | - Tulio de Oliveira
- KwaZulu-Natal Research and Innovation Sequencing Platform (KRISP), School of Laboratory Medicine and Medical Science, College of Health Science, University of KwaZulu-Natal, Durban, South Africa
- Centre for the Aids Programme of Research in South Africa, Durban, South Africa
| | - Bernhard Gaede
- Family Medicine, University of KwaZulu-Natal, Durban, South Africa
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Tsampiras C. Walking up hills, through history and in-between disciplines: MHH and Health Sciences Education at the tip of Africa. Med Humanit 2018; 44:270-280. [PMID: 30482819 DOI: 10.1136/medhum-2018-011494] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/24/2018] [Indexed: 06/09/2023]
Abstract
Celebration, frustration, contestation and imagination all manifest themselves when examining the evolution of the field of Medical and Health Humanities (MHH) at the University of Cape Town (UCT). That this field has been growing at the same time as access to, inclusion in, and social justice issues linked to higher education have come under the spotlight has the potential to shape how we think and plan for the future of the field. Doing this will require treks up hills, journeys through difficult histories and dynamic dances in-between disciplines.This article examines MHH at UCT broadly, referring to projects and programmes that are underway primarily in the humanities and health sciences faculties. From this overview, the article specifically examines the curricula changes introduced in the Faculty of Health Sciences inspired by MHH and the author's interest in historical consciousness. It describes current points of intervention in physiotherapy and MBChB undergraduate curricula; and through short-term special study modules that have allowed those interested in MHH to explore relationships between health and healing and art, music, writing, yoga, PhotoVoice, drama, drawing and complex histories.It discusses some of the challenges of introducing humanities teaching into health sciences curricula; and some of the tensions that result from the meeting of divergent epistemologies and pedagogies. The article considers if, and how, MHH might engage with social (in)justice, and inclusions and exclusions and potentially offer a balm to soothe the bruising effects of oppressive histories and a hegemonically hierarchical present.
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Pentecost M, Gerber B, Wainwright M, Cousins T. Critical orientations for humanising health sciences education in South Africa. Med Humanit 2018; 44:221-229. [PMID: 30482814 PMCID: PMC6288686 DOI: 10.1136/medhum-2018-011472] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/24/2018] [Indexed: 05/25/2023]
Abstract
In this article, the authors make a case for the 'humanisation' and 'decolonisation' of health sciences curricula in South Africa, using integration as a guiding framework. Integration refers to an education that is built on a consolidated conceptual framework that includes and equally values the natural or biomedical sciences as well as the humanities, arts and social sciences, respecting that all of this knowledge has value for the practice of healthcare. An integrated curriculum goes beyond add-on or elective courses in the humanities and social sciences. It is a curriculum that includes previously marginalised sources of knowledge (challenging knowledge hierarchies and decolonising curricula); addresses an appropriate intellectual self-image in health sciences education (challenging the image of the health professional); promotes understanding of history and social context, centring issues of inclusion, access and social justice (cultivating a social ethic) and finally, focuses on care and relatedness as an essential aspect of clinical work (embedding relatedness in practice) The article offers a brief historical overview of challenges in health and health sciences education in South Africa since 1994, followed by a discussion of contemporary developments in critical health sciences pedagogies and the medical and health humanities in South Africa. It then draws on examples from South Africa to outline how these four critical orientations or competencies might be applied in practice, to educate health professionals that can meet the challenges of health and healthcare in contemporary South Africa.
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Affiliation(s)
- Michelle Pentecost
- Department of Global Health and Social Medicine, King’s College London, London, UK
- School of African and Gender Studies, Anthropology and Linguistics, University of Cape Town, Cape Town, South Africa
| | - Berna Gerber
- Division of Speech, Language and Hearing Therapy, Faculty of Medicine and Health Sciences, University of Stellenbosch, Cape Town, South Africa
| | - Megan Wainwright
- Division of Social and Behavioural Sciences, School of Public Health and Family Medicine, University of Cape Town, Cape Town, South Africa
| | - Thomas Cousins
- Institute of Social and Cultural Anthropology, University of Oxford, Oxford, UK
- Department of Sociology and Anthropology, University of Stellenbosch, Stellenbosch, South Africa
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Abstract
The role of fatalism in health behaviour has stirred significant controversy in literature across several disciplines. Some researchers have demonstrated a negative correlation between fatalistic beliefs and healthy behaviours such as cancer screening, arguing that fatalism is a barrier to health-seeking behaviours. Other studies have painted a more complicated picture of fatalistic beliefs and health behaviours that ultimately questions fatalism's causality as a distinct factor. Unpacking this debate raises thought-provoking questions about how epistemological and methodological frameworks present particular pictures about the connections between belief, race, class and behaviour. The discussion surrounding fatalism illuminates larger tensions between structural and cultural determinants of health behaviour. This article argues for a more rigorous delineation of culture and structure and suggests that future theory-informed and ethnographic research may more precisely parse the role of fatalism in health attitudes, beliefs and behaviours.
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40
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Ahlsen B, Mengshoel AM, Bondevik H, Engebretsen E. Physiotherapists as detectives: investigating clues and plots in the clinical encounter. Med Humanit 2018; 44:40-45. [PMID: 28912383 DOI: 10.1136/medhum-2017-011229] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2017] [Indexed: 06/07/2023]
Abstract
This article investigates the clinical reasoning process of physiotherapists working with patients with chronic muscle pain. The article demonstrates how physiotherapists work with clues and weigh up different plots as they seek to build consistent stories about their patient's illness. The material consists of interviews with 10 Norwegian physiotherapists performed after the first clinical encounter with a patient. Using a narrative approach and Lonergan's theory of interpretation, the study highlights how, like detectives, the therapists work with clues by asking a number of interpretive questions of their data. They interrogate what they have observed and heard during the first session, they also question how the patient's story was told, including the contextual and relation aspects of clue production, and they ask why the patient's story was told to them in this particular way at this particular time. The article shows how the therapists configure clues into various plots on the basis of their experience of working with similar cases and how their detective work is pushed forward by uncertainty and persistent questioning of the data.
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Affiliation(s)
- Birgitte Ahlsen
- Department of Physiotherapy, Oslo and Akershus University College of Applied Sciences, Oslo, Norway
- Department of Health Science, University of Oslo, Institute of Health and Society, Oslo, Norway
| | - Anne Marit Mengshoel
- Department of Health Science, University of Oslo, Institute of Health and Society, Oslo, Norway
| | - Hilde Bondevik
- Department of Health Science, University of Oslo, Institute of Health and Society, Oslo, Norway
| | - Eivind Engebretsen
- Department of Health Science, University of Oslo, Institute of Health and Society, Oslo, Norway
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Abstract
Shame in healthcare remains relatively underexplored, yet it is commonplace and its impact is significant. This paper explores shame in healthcare using Nina Raine's 2011 play Tiger Country Three manifestations of shame are explored, namely (1) shame in relation to professional identity and survival in the clinical workplace; (2) shame and illness as experienced by both patients and doctors; and (3) the systemic and organisational influences on shame within healthcare systems. I suggest that the theatre is particularly well-placed to elucidate shame, and that Tiger Country demonstrates the prevalence and impact of shame on clinical work. Shame has a fundamental and overlooked relationship with damaging and well-documented phenomena in healthcare, including moral distress, ethical erosion, compassion fatigue, burnout, stress and ill health. Attention to shame is essential for those interested in medicine and healthcare and must, I propose, include the experiences and perceptions of those who provide care, as well as attending to those who receive care.
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Szucs KA, Benson JD, Haneman B. Using a Guided Journal Club as a Teaching Strategy to Enhance Learning Skills for Evidence-Based Practice. Occup Ther Health Care 2017; 31:143-149. [PMID: 28156173 DOI: 10.1080/07380577.2016.1278296] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Journal clubs are used in both clinical and academic settings in order for clinicians and students to utilize current best-practices, become competent in evidence based practice and develop critical appraisal skills. Journal clubs encourage students to practice searching for relevant research, critically appraising articles, and contributing to open discussions with peers. Establishing the practice of reading and critiquing literature in the classroom can enable the creation of a habit of using current evidence when students enter practice. This article describes a strategy for delivering a structured academic journal club to support the learning of evidence based practice skills and students' perception of the journal club, including their overall satisfaction, knowledge base skills, and presentation skills. Students had an overall positive experience and perception of the guided journal club activity. From the instructor's perspective, this assignment was an excellent opportunity to engage students in learning the process of evidence based practice.
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Affiliation(s)
- Kimberly A Szucs
- a Occupational Therapy , Duquesne University , Pittsburgh , PA , USA
| | - Jeryl D Benson
- a Occupational Therapy , Duquesne University , Pittsburgh , PA , USA
| | - Brianne Haneman
- a Occupational Therapy , Duquesne University , Pittsburgh , PA , USA
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Rosen-Carole C, Waltermaurer E, Goudreault M, Larimer A, Pokharel-Wood M, Rajupet S, Kouba N. Assessing the Efficacy of a Breastfeeding-Friendly Quality Improvement Project in a Large Federally Qualified Health Center Network. J Hum Lact 2016; 32:489-97. [PMID: 26497362 DOI: 10.1177/0890334415610326] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2015] [Accepted: 09/11/2015] [Indexed: 11/17/2022]
Abstract
BACKGROUND Provider attitudes can influence breastfeeding decision making, initiation, and duration, although much of this research has suffered from a "hospital-limited view." OBJECTIVES This study aimed to evaluate the effect of a Breastfeeding-Friendly Initiative (BFI) on knowledge and attitudes of providers and staff, as well as breastfeeding rates of patients within a large Federally Qualified Health Center network with no lactation consultants on staff. METHODS We evaluated breastfeeding rates before and throughout the BFI. In addition, surveys of 136 primary care providers and staff before and after they were exposed to a breastfeeding education module were assessed to measure changes in breastfeeding knowledge and attitudes. RESULTS Breastfeeding initiation and duration improved over the course of the BFI, with mean breastfeeding duration increasing by nearly 1 month following the education module compared with baseline rates (P = .01). Following participation in the breastfeeding education module, we observed a statistically significant improvement in provider and staff knowledge (P < .01) and attitudes (P < .01). These improvements were consistent across employment type, gender, geography, and personal experience as a parent. CONCLUSION Implementing a BFI in a large multispecialty primary care network was found to improve breastfeeding initiation and duration up to 1 year, with a further increase in breastfeeding duration of 1 month following a 45-minute staff education module. After exposure to this module, health care providers and staff across our network improved in breastfeeding knowledge and attitudes. Given that expectant and new mothers regularly come into contact with staff and providers in primary care, sound knowledge and positive attitudes toward breastfeeding appear to have had a favorable effect on mothers that correlates with improved breastfeeding duration.
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Affiliation(s)
- Casey Rosen-Carole
- University of Rochester School of Medicine and Dentistry, Rochester, NY, USA
| | - Eve Waltermaurer
- SUNY New Paltz Center for Research, Regional Education and Outreach, New Paltz, NY, USA
| | | | | | | | - Sritha Rajupet
- Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Nafila Kouba
- Institute for Family Health, Mid-Hudson Family Medicine Residency Program, Kingston, NY, USA
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Zhu E, Lilienthal A, Shluzas LA, Masiello I, Zary N. Design of Mobile Augmented Reality in Health Care Education: A Theory-Driven Framework. JMIR Med Educ 2015; 1:e10. [PMID: 27731839 PMCID: PMC5041345 DOI: 10.2196/mededu.4443] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/19/2015] [Revised: 08/24/2015] [Accepted: 08/24/2015] [Indexed: 05/23/2023]
Abstract
BACKGROUND Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics. OBJECTIVE This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs' rational use of antibiotics. METHODS The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge. RESULTS The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories-situated, experiential, and transformative learning-provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners' personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners' personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories. CONCLUSIONS This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework.
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Affiliation(s)
- Egui Zhu
- Centre for Learning and Knowledge, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden.
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Abstract
I was told by many people that medical school would be a transformative period in my life. As I began my medical education, I started to grasp what this meant; medical school was not only an exhilarating academic experience, but a positive social one as well. However, my classmates and I soon realized that we were trapped in a bubble, one which separated the world of medicine from the world at large. Experiencing strain in some of my personal relationships, I tried to explore how the medical bubble could affect our lives not only as future physicians, but also as friends, family, and spouses. It is my hope that an awareness of the bubble will help those in medicine develop and maintain relationships with both their patients and those in their personal lives.
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Affiliation(s)
- Christopher E Gaw
- Perelman School of Medicine at the University of Pennsylvania, Philadelphia, PA, USA
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Rinewalt D, Williams BW, Reeves AP, Shah P, Hong E, Mulshine JL. Evaluation of an interactive science publishing tool: toward enabling three-dimensional analysis of medical images. Acad Radiol 2015; 22:380-6. [PMID: 25499105 DOI: 10.1016/j.acra.2014.09.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2014] [Revised: 09/20/2014] [Accepted: 09/23/2014] [Indexed: 11/26/2022]
Abstract
RATIONALE AND OBJECTIVES Higher resolution medical imaging platforms are rapidly emerging, but there is a challenge in applying these tools in a clinically meaningful way. The purpose of the current study was to evaluate a novel three-dimensional (3D) software imaging environment, known as interactive science publishing (ISP), in appraising 3D computed tomography images and to compare this approach with traditional planar (2D) imaging in a series of lung cancer cases. MATERIALS AND METHODS Twenty-four physician volunteers at different levels of training across multiple specialties were recruited to evaluate eight lung cancer-related clinical vignettes. The volunteers were asked to compare the performance of traditional 2D versus the ISP 3D imaging in assessing different visualization environments for diagnostic and measurement processes and to further evaluate the ISP tool in terms of general satisfaction, usability, and probable applicability. RESULTS Volunteers were satisfied with both imaging methods; however, the 3D environment had significantly higher ratings. Measurement performance was comparable using both traditional 2D and 3D image evaluation. Physicians not trained in 2D measurement approaches versus those with such training demonstrated better performance with ISP and preferred working in the ISP environment. CONCLUSIONS Recent postgraduates with only modest self-administered training performed equally well on 3D and 2D cases. This suggests that the 3D environment has no reduction in accuracy over the conventional 2D approach, while providing the advantage of a digital environment for cross-disciplinary interaction for shared problem solving. Exploration of more effective, efficient, self-directed training could potentially result in further improvement in image evaluation proficiency and potentially decrease training costs.
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Padgett K, Rhodes C, Lumb M, Morris P, Sherwin S, Symons J, Tate J, Townend K. What matters to users of services? An explorative study to promote shared decision making in health care. Health Expect 2014; 17:418-28. [PMID: 22390320 PMCID: PMC5060734 DOI: 10.1111/j.1369-7625.2012.00767.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Involving service users and carers in decisions about their health care is a key feature of health-care practice. Professional health and social care students need to develop skills and attributes to best enable this to happen. AIMS The aims were to explore service user and carer perceptions of behaviours, attributes and context required to enable shared decision making; to compare these perceptions to those of students and academic staff with a view to utilizing the findings to inform the development of student assessment tools. METHODS A mixed methods approach was used including action learning groups (ALG) and an iterative process alongside a modified Delphi survey. PARTICIPANTS The ALGs were from an existing service user and carer network. The survey was sent to sixty students, sixty academics and 30 service users from 16 different professional disciplines, spanning four Universities in England. RESULTS The collaborative enquiry process and survey identified general agreement that being open and honest, listening, showing respect, giving time and being up to date were important. The qualitative findings identified that individual interpretation was a key factor. An unexpected result was an insight into possible insecurities of students. CONCLUSIONS The findings indicate that distilling rich qualitative information into a format for student assessment tools could be problematic as the individual context could be lost, it is therefore proposed that the information could be better used as a learning rather than assessment tool. Several of those involved identified how they valued the process and found it beneficial.
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Affiliation(s)
| | - Christine Rhodes
- Head of Undergraduate Nursing/Senior Lecturer, Child Nursing, University of Huddersfield, Huddersfield, England
| | - Maureen Lumb
- Patient Voice Group, West Yorkshire Service User and Carer Collaborative, Hosted by Leeds University, Leeds
| | - Penny Morris
- Soon to be appointed Education Lead, Professional support Unit, London Deanery, London, England
| | - Sue Sherwin
- Head of School of Health and Community Studies, Leeds Metropolitan University
| | - Jools Symons
- Patient and Public Involvement Manager, Leeds Institute of Medical Education,\ Leeds University, Leeds, England
| | - Joannie Tate
- Patient Voice Group, West Yorkshire Service User and Carer Collaborative, Hosted by Leeds University, Leeds
| | - Ken Townend
- Patient Voice Group, West Yorkshire Service User and Carer Collaborative, Hosted by Leeds University, Leeds
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Rung A, Warnke F, Mattheos N. Investigating the use of smartphones for learning purposes by Australian dental students. JMIR Mhealth Uhealth 2014; 2:e20. [PMID: 25099261 PMCID: PMC4114424 DOI: 10.2196/mhealth.3120] [Citation(s) in RCA: 41] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2013] [Revised: 03/06/2014] [Accepted: 03/30/2014] [Indexed: 11/23/2022] Open
Abstract
Background Mobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention. Objective The objective of this study was to obtain a deeper insight in the nature of students’ use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions. Method A questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students. Results Of the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05). Conclusion The results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students’ current diverse learning approaches.
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Affiliation(s)
- Andrea Rung
- Griffith University, School of Dentistry, Gold Coast, Australia
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Brett J, Brimhall J, Healey D, Pfeifer J, Prenguber M. Competencies for public health and interprofessional education in accreditation standards of complementary and alternative medicine disciplines. Explore (NY) 2014; 9:314-20. [PMID: 24021473 DOI: 10.1016/j.explore.2013.06.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2013] [Indexed: 11/25/2022]
Abstract
This review examines the educational accreditation standards of four licensed complementary and alternative medicine (CAM) disciplines (naturopathic medicine, chiropractic health care, acupuncture and oriental medicine, and massage therapy), and identifies public health and other competencies found in those standards that contribute to cooperation and collaboration among the health care professions. These competencies may form a foundation for interprofessional education. The agencies that accredit the educational programs for each of these disciplines are individually recognized by the United States Department (Secretary) of Education. Patients and the public are served when healthcare practitioners collaborate and cooperate. This is facilitated when those practitioners possess competencies that provide them the knowledge and skills to work with practitioners from other fields and disciplines. Educational accreditation standards provide a framework for the delivery of these competencies. Requiring these competencies through accreditation standards ensures that practitioners are trained to optimally function in integrative clinical care settings.
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Affiliation(s)
- Jennifer Brett
- University of Bridgeport Acupuncture Institute, Academic Consortium for Complementary and Alternative Health Care
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50
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Qayumi K, Pachev G, Zheng B, Ziv A, Koval V, Badiei S, Cheng A. Status of simulation in health care education: an international survey. Adv Med Educ Pract 2014; 5:457-67. [PMID: 25489254 PMCID: PMC4257018 DOI: 10.2147/amep.s65451] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Simulation is rapidly penetrating the terrain of health care education and has gained growing acceptance as an educational method and patient safety tool. Despite this, the state of simulation in health care education has not yet been evaluated on a global scale. In this project, we studied the global status of simulation in health care education by determining the degree of financial support, infrastructure, manpower, information technology capabilities, engagement of groups of learners, and research and scholarly activities, as well as the barriers, strengths, opportunities for growth, and other aspects of simulation in health care education. We utilized a two-stage process, including an online survey and a site visit that included interviews and debriefings. Forty-two simulation centers worldwide participated in this study, the results of which show that despite enormous interest and enthusiasm in the health care community, use of simulation in health care education is limited to specific areas and is not a budgeted item in many institutions. Absence of a sustainable business model, as well as sufficient financial support in terms of budget, infrastructure, manpower, research, and scholarly activities, slows down the movement of simulation. Specific recommendations are made based on current findings to support simulation in the next developmental stages.
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Affiliation(s)
- Karim Qayumi
- Center of Excellence for Simulation Education and Innovation, Department of Surgery, University of British Columbia, Vancouver, BC, Canada
- Correspondence: Karim Qayumi, Centre of Excellence for Simulation Education and Innovation, Department of Surgery, University of British Columbia, Room 3602, 910 West 10th Avenue, Vancouver, BC, V5Z 4E3, Canada, Tel +1 604 875 4499, Email
| | - George Pachev
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, BC, Canada
| | - Bin Zheng
- Surgical Simulation Research Laboratory, Department of Surgery, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada
| | - Amitai Ziv
- Israel Center for Medical Simulation, Chaim Sheba Medical Center and Sackler Medical School, Tel Aviv University, Tel Aviv, Israel
| | - Valentyna Koval
- Center of Excellence for Simulation Education and Innovation, Department of Surgery, University of British Columbia, Vancouver, BC, Canada
| | - Sadia Badiei
- Centre of Excellence for Simulation Education and Innovation, University of British Columbia, Vancouver, BC, Canada
| | - Adam Cheng
- KidSIM-ASPIRE Simulation Research Program, Alberta Children’s Hospital, University of Calgary, Calgary, AB, Canada
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