Using quality improvement to advance health professions education

2021 ◽  
Author(s):  
Allison Brown ◽  
Joanne Goldman ◽  
Brian M. Wong
Keyword(s):  
Quality Improvement ◽  
Health Professions ◽  
Health Professions Education

scholarly journals Two sides of the same coin? How quality improvement can be used to augment program evaluation in health professions education to promote social accountability

2021 ◽  
Author(s):  
Allison Brown ◽  
Lawrence Grierson
Keyword(s):  
Program Evaluation ◽  
Quality Improvement ◽  
Professional Practice ◽  
Health Professions ◽  
Social Accountability ◽  
Social Needs ◽  
Health Professions Education ◽  
Great Promise ◽  
Educational Programming ◽  
Two Sides

Health professions education is in constant pursuit of new ways of teaching and assessment in order to improve the training of healthcare professionals. Educators are often challenged with designing, implementing, and evaluating programs in the context of their professional practice, particularly those in response to dynamic and emerging social needs. This article explores the synergies and intersections of two approaches – quality improvement and program evaluation – and the potential utility of their combinations within our field to design, evaluate, and most importantly, improve educational programming. We argue that the inclusion of established quality improvement frameworks within program evaluation provides a proven mechanism for driving change, can optimize programming within the multi-contextual education systems, and, ultimately, that these two approaches are complementary to one another. These combinations hold great promise for optimizing programming in alignment with social missions, where it has been difficult for institutions worldwide to generate and capture evidence of social accountability.

A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Darla Spence Coffey ◽  
◽  
Kathrin Elliot ◽  
Elizabeth Goldblatt ◽  
Catherine Grus ◽  
...  
Keyword(s):  
Systems Approach ◽  
Health Professions ◽  
Health Professions Education

'I Teach It Because It Is the Biggest Threat to Health': Integrating a Planetary Health Perspective into Health Professions Education

2020 ◽  
Author(s):  
Gabrielle Brand ◽  
Jorja Collins ◽  
Gitanjali Bedi ◽  
James Bonnamy ◽  
Liza Barbour ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Planetary Health

The application of virtual reality in health professions� digital education: a narrative review (Preprint)

2018 ◽  
Author(s):  
Lorraine Tudor Car ◽  
Bhone Myint Kyaw ◽  
Josip Car
Keyword(s):  
Virtual Reality ◽  
Professional Education ◽  
Health Professions ◽  
Health Professions Education ◽  
Narrative Review ◽  
Current Evidence ◽  
Future Research ◽  
Educational Content ◽  
Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

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