Examining health professional educators' adoption of learning-centered pedagogy and instructional technologies

2021 ◽  
Author(s):  
Traci B. Fox
Keyword(s):  
Health Professional ◽  
Instructional Technologies ◽  
Professional Educators ◽  
Learning Centered

scholarly journals Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

2017 ◽  
Vol 3 (2) ◽  
pp. e13 ◽  
Author(s):  
Karan D'Souza ◽  
Lucy Henningham ◽  
Runyu Zou ◽  
Jessica Huang ◽  
Elizabeth O'Sullivan ◽  
...  
Keyword(s):  
Social Media ◽  
Health Professional ◽  
Cross Sectional Study ◽  
Teaching Tool ◽  
Sectional Study ◽  
Cross Sectional ◽  
Professional Educators ◽  
Use Of Social Media

scholarly journals Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates

2021 ◽  
pp. 69-86
Author(s):  
Kwang Cham ◽  
Mary-Louise Edwards ◽  
Lisa Kruesi ◽  
Tania Celeste ◽  
Trent Hennessey
Keyword(s):  
Health Professional ◽  
Digital Health ◽  
Health Sector ◽  
Teaching Staff ◽  
Digital Learning ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Professional Educators ◽  
Digital Skills ◽  
University Support

This study aimed to improve understanding of graduate students’ digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies required for discipline-specific learnings and most were reasonably aware of digital privacy and security. However, only 11% of the students reported having sufficient university support and services to develop their digital skills and competencies, and only 39% of the students believed they have the relevant skills for entering the workforce. To improve their understanding in this area, students attended a digital skills and employability workshop that was developed in partnership with teaching specialists, learning and teaching librarians and career services coordinators. Post-workshop findings show that this learning intervention positively impacted students’ understanding of their own digital capabilities and increased their awareness of the importance of this core skill for both the university and the workforce. Teaching staff can use these findings to improve student digital learning in health professional curricula, which will contribute to knowledge transfer and communication with digital health employers. Implications for practice or policy: Heath professional educators can bridge the gap in digital practices between graduates and the workplace by understanding students’ baseline digital skills and competencies and developing targeted learning opportunities within the curriculum to support students’ digital confidence, experience, attitudes and understandings of digital practices and digital skills and competencies. Students’ digital skills and competencies can be enhanced by facilitating dialogue between universities, employers and accrediting bodies in the health sector to set consistent and realistic expectations.

scholarly journals Refining assessment: Rasch analysis in health professional education and research

2021 ◽  
Vol 22 (2) ◽  
pp. 88-104
Author(s):  
Melanie Farlie ◽  
Christina Johnson ◽  
Tim Wilkinson ◽  
Jennifer Keating
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Rasch Analysis ◽  
Assessment Tool ◽  
Health Professional Education ◽  
Assessment Scores ◽  
Professional Educators ◽  
Rasch Modelling ◽  
Potential Benefits ◽  
Clinical Measurements

Educators want to assess learners using assessment processes that provide valid measures of learner ability. An ideal assessment tool would include items that are appropriate for assessing the target attributes. Ideal assessment results would accurately differentiate learners across the spectrum of ability, determine which learners satisfied the required standard and enable comparison between learner cohorts (e.g., across different years). Similar considerations are relevant to researchers who are designing or revising methods used to gather other kinds of assessment data, such as participant responses to surveys or clinical measurements of performance. Analysing assessment scores using Rasch analysis provides information about scores and the nature of each assessment item, and analysis output guides refinement of assessment. However, few health professional educators have published research that includes Rasch modelling methods. It may be that health professional educators find the language used to describe Rasch analysis to be somewhat impenetrable and that this has, to date, limited engagement in exploring applications for Rasch. In this paper, we lay out an overview of the potential benefits of Rasch analysis in health professional education and research.  

Identifying teaching award criteria for health professional educators

2016 ◽  
Vol 50 (11) ◽  
pp. 1168-1169
Author(s):  
Charmaine Krishnasamy ◽  
Alden Yuanhong Lai ◽  
Lavinia Lim ◽  
Reina Lee
Keyword(s):  
Health Professional ◽  
Professional Educators ◽  
Teaching Award

scholarly journals “It’s a mind-changing game!”: Health professional educators working abroad

MedEdPublish ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Michelle McLean ◽  
Ana L. Da Silva ◽  
Stella Major ◽  
Judy McKimm
Keyword(s):  
Health Professional ◽  
Professional Educators

Creating Awareness for Using a Wiki to Promote Collaborative Health Professional Education

2012 ◽  
Vol 2 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Karishma Sharmin Haque ◽  
Abu Md Akteruzzaman Bhuiyan ◽  
Mou Bhowmick ◽  
Ziauddin Ahmed ◽  
S. N. Sarbadhikari
Keyword(s):  
Health Professional ◽  
Professional Education ◽  
Health Sciences ◽  
Learning Activities ◽  
Web Pages ◽  
Virtual Collaboration ◽  
Professional Educators ◽  
Construction Of Knowledge ◽  
Content Development ◽  
Hands On

A Wiki is an expandable collection of interlinked web pages that allows users to quickly and easily create and edit content. Wikis can be used for obtaining information and knowledge. They can also serve as a method of virtual collaboration to share dialogue and information among participants in group projects or allow learners to engage in learning. Wikis enable such activities and actively involve learners in their own construction of knowledge. In this paper the authors discuss the wiki they created (http://bihs-wiki.wikispaces.com/) for the Bangladesh Institute of Health Sciences. A brief orientation lecture and a hands-on workshop were arranged for all users. Content development for the wiki and learning activities went on concurrently. Students were more enthusiastic in this process and acted as ambassadors. The wiki is an effective platform for sharing information, experiences, and resources among health professional educators and learners.

scholarly journals Let’s talk about discourse analysis for health professional education: What, why and how

2020 ◽  
Vol 21 (2) ◽  
pp. 63-74
Author(s):  
Robyn Woodward-Kron
Keyword(s):  
Discourse Analysis ◽  
Health Professional ◽  
Professional Education ◽  
Genre Theory ◽  
Genre Analysis ◽  
Health Professional Education ◽  
Discursive Practices ◽  
Professional Discourse ◽  
Professional Educators ◽  
Interactional Patterns

Much of healthcare is facilitated through interactive talk and writing: diagnosing, collaboratively making treatment decisions, conducting treatment, coordinating care, handing over care. For junior health professionals, learning the valued patterns of talk and writing—the discursive practices of healthcare—is part of becoming a health professional. Discourse analysis of texts, written and spoken, can make visible to health professional educators what the valued interactional patterns are and how junior members learn the discursive practices through interaction with more senior colleagues. It can also illuminate “troubles” in communication, such as barriers, power imbalances and misalignment. Doing discourse analysis requires an understanding of how texts work and a meaningful, systematic approach to representing and analysing data. This paper introduces genre theory, a form of discourse analysis that distinguishes between text types according to their social purpose and contextual variables, including what the text is about, who is involved and how the text is organised. This paper outlines some principles of genre analysis and practical “how to” guidelines. It also provides suggestions about how findings of genre analysis can inform teaching in health professional education.

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