Addressing Biases in Health Care by Promoting Inclusive Teaching Practices Among Faculty in Health Professions Education Programs: “Learning to Say the Right Words at the Right Time”

2020 ◽  
Vol 2020 (162) ◽  
pp. 123-133
Author(s):  
Donald L. Gillian‐Daniel ◽  
Elizabeth M. Petty ◽  
Megan E. Schmid ◽  
Anne Stahr ◽  
Nancy C. Raymond
Keyword(s):  
Health Care ◽  
Teaching Practices ◽  
Health Professions ◽  
Health Professions Education ◽  
Education Programs ◽  
Inclusive Teaching ◽  
The Right

Mobile Learning in Health Professions Education

2013 ◽  
pp. 193-205 ◽  
Author(s):  
Zarrin Seema Siddiqui ◽  
Diana Renee D. Jonas-Dwyer
Keyword(s):  
Professional Development ◽  
Health Care ◽  
Mobile Learning ◽  
Health Professions ◽  
Theoretical Framework ◽  
Continuous Professional Development ◽  
Health Professions Education ◽  
Implementation Framework ◽  
Technological Advances ◽  
The World

Recent technological advances have led to the adoption of mobile learning devices throughout the world and this is reflected in the articles that were reviewed in health professions education. Several criteria were used to review the selected articles, including the target group, phase of learning (undergraduate, postgraduate, or continuous professional development), the theoretical framework used, and the reported outcomes. The majority of the studies fit into Kirkpatrick’s first level of evaluation and report learners’ views of learning experiences. A smaller number of articles incorporated changes in learners’ behaviour, but only one reported benefits to the delivery of health care. To assist educators in using mobile learning as part of their teaching, an implementation framework including infrastructure, training, and ethical elements based on the literature reviewed is provided.

Competencies for improving diagnosis: an interprofessional framework for education and training in health care

Diagnosis ◽  
2019 ◽  
Vol 6 (4) ◽  
pp. 335-341 ◽  
Author(s):  
Andrew Olson ◽  
Joseph Rencic ◽  
Karen Cosby ◽  
Diana Rusz ◽  
Frank Papa ◽  
...  
Keyword(s):  
Diagnostic Errors ◽  
Health Professions ◽  
Health Professions Education ◽  
Transitions Of Care ◽  
Diagnostic Process ◽  
Education Programs ◽  
Group Discussions ◽  
Supportive Culture ◽  
Closing The Loop ◽  
Key Competencies

Abstract Background Given an unacceptably high incidence of diagnostic errors, we sought to identify the key competencies that should be considered for inclusion in health professions education programs to improve the quality and safety of diagnosis in clinical practice. Methods An interprofessional group reviewed existing competency expectations for multiple health professions, and conducted a search that explored quality, safety, and competency in diagnosis. An iterative series of group discussions and concept prioritization was used to derive a final set of competencies. Results Twelve competencies were identified: Six of these are individual competencies: The first four (#1–#4) focus on acquiring the key information needed for diagnosis and formulating an appropriate, prioritized differential diagnosis; individual competency #5 is taking advantage of second opinions, decision support, and checklists; and #6 is using reflection and critical thinking to improve diagnostic performance. Three competencies focus on teamwork: Involving the patient and family (#1) and all relevant health professionals (#2) in the diagnostic process; and (#3) ensuring safe transitions of care and handoffs, and “closing the loop” on test result communication. The final three competencies emphasize system-related aspects of care: (#1) Understanding how human-factor elements influence the diagnostic process; (#2) developing a supportive culture; and (#3) reporting and disclosing diagnostic errors that are recognized, and learning from both successful diagnosis and from diagnostic errors. Conclusions These newly defined competencies are relevant to all health professions education programs and should be incorporated into educational programs.

scholarly journals Five ways to get a grip on evaluating and improving educational continuity in health professions education programs

2020 ◽  
Author(s):  
Ann Shuk On Lee ◽  
Shelley Ross
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Education Programs ◽  
Progressive Development ◽  
Simple Concept

Presence of educational continuity is essential for progressive development of competence. Educational continuity appears to be a simple concept, but in practice, it is challenging to implement and evaluate because of its multifaceted nature. In this Black Ice article, we present some practical tips to help avoid misunderstandings and irregularities in implementation for those involved in evaluating and improving educational continuity in health professions education programs.

Moving Toward a Third Generation of Medical Education

2021 ◽  
pp. 926-939
Author(s):  
Wendy M. Green
Keyword(s):  
Medical Education ◽  
First Generation ◽  
Health Professions ◽  
The United States ◽  
Health Professions Education ◽  
Third Generation ◽  
Education Programs ◽  
The Third ◽  
Transformative Approach ◽  
Issue Health

The number of health professions education programs continues to increase across the United States and globally, but unequal access to healthcare remains a pressing issue. Health professions education has shifted from a first-generation approach, centered on didactic teaching, to a second-generation approach, centered on problem-based learning. In a Lancet paper, Frenk and colleagues argued for the incorporation of a transformative paradigm within health professions education facilitating the move towards the third generation of health professions education. Drawing on Mezirow and Freire, they argued for the incorporation of a transformative paradigm to improve health professions education by better aligning medical education and population needs. This chapter examines how a transformative approach to health professions education could be implemented and where it would be most effective. It also looks at how a transformative paradigm within health professions education could provide an additional lens to understand health disparities, structural inequity, and diversity.

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