Resources for Teaching and Learning about Immigrant Health Care in Health Professions Education

2019 ◽  
Author(s):  
Nancy Berlinger ◽  
Rachel Zacharias
Keyword(s):  
Health Care ◽  
Immigrant Health ◽  
Teaching And Learning ◽  
Health Professions ◽  
Health Professions Education

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.

scholarly journals Beyond empathy: a qualitative exploration of arts and humanities in pre-professional (baccalaureate) health education

2020 ◽  
Vol 25 (5) ◽  
pp. 1203-1226
Author(s):  
Marcela Costa ◽  
Emilia Kangasjarvi ◽  
Andrea Charise
Keyword(s):  
Health Education ◽  
Narrative Analysis ◽  
Teaching And Learning ◽  
Health Professions ◽  
Health Professions Education ◽  
Structured Interviews ◽  
Health Humanities ◽  
Health Curriculum ◽  
Arts And Humanities ◽  
Health Related

AbstractFor nearly four decades, researchers have explored the integration of arts and humanities content into health professions education (HPE). However, enduring controversies regarding the purpose, efficacy, and implementation of humanities initiatives suggest that the timing and context of trainees’ exposure to such content is a key, but seldom considered, factor. To better understand the affordances of introducing humanities-based health curriculum prior to the HPE admissions gateway, we conducted a qualitative instrumental case study with participants from Canada’s first Health Humanities baccalaureate program. Fully anonymized transcripts from semi-structured interviews (n = 11) and focus groups (n = 14) underwent an open-coding procedure for thematic narrative analysis to reveal three major temporal domains of described experience (i.e., prior to, during, and following their participation in a 12-week semester-long “Introduction to Health Humanities” course). Our findings demonstrate that perceptions of arts- and humanities content in health education are generated well in advance of HPE admission. Among other findings, we define a new concept—epistemological multicompetence—to describe participants’ emergent capability to toggle between (and advocate for the role of) multiple disciplines, arts and humanities particularly, in health-related teaching and learning at the pre-professional level. Improved coordination of baccalaureate and HPE curricula may therefore enhance the development of capabilities associated with arts and humanities, including: epistemological multicompetence, aesthetic sensibility, and other sought-after qualities in HPE candidates. In conclusion, attending to the pre-professional admissions gateway presents a new, capabilities-driven approach to enhancing both the implementation and critical understanding of arts and humanities’ purpose, role, and effects across the “life course” of health professions education.

scholarly journals Leveraging Machine Learning to Understand how Emotions Influence Equity Related Education (Preprint)

2021 ◽  
Author(s):  
Javeed Sukhera ◽  
Syed Hasan Ahmed
Keyword(s):  
Machine Learning ◽  
Social Media ◽  
General Population ◽  
Language Processing ◽  
Health Professionals ◽  
Teaching And Learning ◽  
Social Issues ◽  
Health Professions ◽  
Health Professions Education ◽  
Media Discourse

BACKGROUND Teaching and learning about topics such as bias is challenging due to the emotional nature of bias-related discourse. However, emotions can be challenging to study in health professions education for numerous reasons. With the emergence of Machine Learning (ML) and Natural Language Processing (NLP), sentiment analysis (SA) has potential to bridge the gap. OBJECTIVE To improve our understanding of the role of emotions in bias related discourse, we developed and conducted a SA of bias related discourse among health professionals. METHODS We conducted a 2-stage quasi experimental study. First, we developed a SA (algorithm) within an existing archive of interviews with health professionals about bias. SA refers to a mechanism of analysis that evaluates the sentiment of textual data by assigning scores to textual components and calculating and assigning a sentiment value to the text. Next, we applied our SA algorithm to an archive of social media discourse on Twitter that contained equity related hashtags to compare sentiment among health professionals and the general population. RESULTS When tested on the initial archive, our SA algorithm was highly accurate compared to human scoring of sentiment. An analysis of bias-related social media discourse demonstrated that health professionals were less neutral than the general population when discussing social issues on professionally associated accounts, suggesting that health professionals attach more sentiment to their posts on Twitter than seen in the general population. CONCLUSIONS The finding that health professionals are more likely to show and convey emotions regarding equity related issues on social media has implications for teaching and learning about sensitive topics related in health professions education. Such emotions must therefore be considered in the design, delivery, and evaluation of equity and bias related education. CLINICALTRIAL Not applicable

scholarly journals The role of accreditation in 21st century health professions education: report of an International Consensus Group

2020 ◽  
Vol 20 (S1) ◽  
Author(s):  
Jason R. Frank ◽  
◽  
Sarah Taber ◽  
Marta van Zanten ◽  
Fedde Scheele ◽  
...  
Keyword(s):  
Health Care ◽  
International Health ◽  
Health Professions ◽  
Health Professions Education ◽  
International Consensus ◽  
Health Care Outcomes ◽  
Core Elements ◽  
Care Outcomes ◽  
Education Report ◽  
Google Search

Abstract Background Accreditation is considered an essential ingredient for an effective system of health professions education (HPE) globally. While accreditation systems exist in various forms worldwide, there has been little written about the contemporary enterprise of accreditation and even less about its role in improving health care outcomes. We set out to 1) identify a global, contemporary definition of accreditation in the health professions, 2) describe the relationship of educational accreditation to health care outcomes, 3) identify important questions and recurring issues in twenty-first century HPE accreditation, and 4) propose a framework of essential ingredients in present-day HPE accreditation. Methods We identified health professions accreditation leaders via a literature search and a Google search of HPE institutions, as well as by accessing the networks of other leaders. These leaders were invited to join an international consensus consortium to advance the scholarship and thinking about HPE accreditation. We describe the consensus findings from the International Health Professions Accreditation Outcomes Consortium (IHPAOC). Results We define accreditation as the process of formal evaluation of an educational program, institution, or system against defined standards by an external body for the purposes of quality assurance and enhancement. In the context of HPE, accreditation is distinct from other forms of program evaluation or research. Accreditation can enhance health care outcomes because of its ability to influence and standardize the quality of training programs, continuously enhance curriculum to align with population needs, and improve learning environments. We describe ten fundamental and recurring elements of accreditation systems commonly found in HPE and provide an overview of five emerging developments in accreditation in the health professions based on the consensus findings. Conclusions Accreditation has taken on greater importance in contemporary HPE. These consensus findings provide frameworks of core elements of accreditation systems and both recurring and emerging design issues. HPE scholars, educators, and leaders can build on these frameworks to advance research, development, and operation of high-quality accreditation systems worldwide.

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