scholarly journals Email Use Reconsidered in Health Professions Education: Viewpoint

10.2196/19300 ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. e19300
Author(s):  
Jennie C De Gagne ◽  
Yesol Yang ◽  
Sharron Rushton ◽  
Paula D Koppel ◽  
Katherine Hall

Email has become a popular means of communication in the past 40 years, with more than 200 billion emails sent each day worldwide. When used appropriately, email can be an effective and useful form of correspondence, although improper practices, such as email incivility, can present challenges. Email is ubiquitous in education and health care, where it is used for student-to-teacher, provider-to-provider, and patient-to-provider communications, but not all students, faculty members, and health professionals are skilled in its use. This paper examines the challenges and opportunities posed by email communication in health professions education and reveals important deficiencies in training, as well as steps that can be taken by health professions educators to address them. Recommendations are offered to help health professions educators develop approaches for teaching email professionalism.

2020 ◽  
Author(s):  
Jennie C De Gagne ◽  
Yesol Yang ◽  
Sharron Rushton ◽  
Paula D Koppel ◽  
Katherine Hall

UNSTRUCTURED Email has become a popular means of communication in the past 40 years, with more than 200 billion emails sent each day worldwide. When used appropriately, email can be an effective and useful form of correspondence, although improper practices, such as email incivility, can present challenges. Email is ubiquitous in education and health care, where it is used for student-to-teacher, provider-to-provider, and patient-to-provider communications, but not all students, faculty members, and health professionals are skilled in its use. This paper examines the challenges and opportunities posed by email communication in health professions education and reveals important deficiencies in training, as well as steps that can be taken by health professions educators to address them. Recommendations are offered to help health professions educators develop approaches for teaching email professionalism.


2019 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Kennita Carter ◽  
Darla Spence Coffey ◽  
Elizabeth Goldblatt ◽  
Catherine L. Grus ◽  
...  

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257957
Author(s):  
James Avoka Asamani ◽  
Christmal Dela Christmals ◽  
Gerda Marie Reitsma

Background The health workforce (HWF) is critical in developing responsive health systems to address population health needs and respond to health emergencies, but defective planning have arguably resulted in underinvestment in health professions education and decent employment. Primary Health Care (PHC) has been the anchor of Ghana’s health system. As Ghana’s population increases and the disease burden doubles, it is imperative to estimate the potential supply and need for health professionals; and the level of investment in health professions education and employment that will be necessary to avert any mismatches. Methods Using a need-based health workforce planning framework, we triangulated data from multiple sources and systematically applied a previously published Microsoft® Excel-based model to conduct a fifteen-year projection of the HWF supply, needs, gaps and training requirements in the context of primary health care in Ghana. Results The projections show that based on the population (size and demographics), disease burden, the package of health services and the professional standards for delivering those services, Ghana needed about 221,593 health professionals across eleven categories in primary health care in 2020. At a rate of change between 3.2% and 10.7% (average: 5.5%) per annum, the aggregate need for health professionals is likely to reach 495,273 by 2035. By comparison, the current (2020) stock is estimated to grow from 148,390 to about 333,770 by 2035 at an average growth rate of 5.6%. The health professional’s stock is projected to meet 67% of the need but with huge supply imbalances. Specifically, the supply of six out of the 11 health professionals (~54.5%) cannot meet even 50% of the needs by 2035, but Midwives could potentially be overproduced by 32% in 2030. Conclusion Future health workforce strategy should endeavour to increase the intake of Pharmacy Technicians by more than seven-fold; General Practitioners by 110%; Registered general Nurses by 55% whilst Midwives scaled down by 15%. About US$ 480.39 million investment is required in health professions education to correct the need versus supply mismatches. By 2035, US$ 2.374 billion must be planned for the employment of those that would have to be trained to fill the need-based shortages and for sustaining the employment of those currently available.


2016 ◽  
Vol 28 (3) ◽  
pp. 279-283
Author(s):  
Karen Leslie

Abstract Adolescent medicine across the globe is practiced within a variety of healthcare models, with the shared vision of the promotion of optimal health outcomes for adolescents. In the past decade, there has been a call for transformation in how health professionals are trained, with recommendations that there be adoption of a global outlook, a multiprofessional perspective and a systems approach that considers the connections between education and health systems. Many individuals and groups are now examining how best to accomplish this educational reform. There are tensions between the call for globally accepted standards of education models and practice (a one-size fits all approach) and the need to promote the ability for education practices to be interpreted and transformed to best suit local contexts. This paper discusses some of the key considerations for ‘importing’ training program models for adolescent health and medicine, including the importance of cultural alignment and the utilization of best evidence and practice in health professions education.


Author(s):  
Zarrin Seema Siddiqui ◽  
Diana Renee D. Jonas-Dwyer

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.


Author(s):  
Wenxia Wu ◽  
Brian C. Martin ◽  
Chen Ni

Quality healthcare cannot be achieved without competent health professionals. Competency-based education (CBE) is an educational delivery option that may prove to be effective in meeting that need. Through a systematic literature review using content analysis techniques, this chapter explores the conceptual complexity and operational challenges of using CBE in health professions education. Drawing a picture of how competencies are defined and developed in the context of health professions education, this chapter summarizes current practices of integration, delivery, and assessment of competencies. Challenges, emerging trends, and future research directions are also identified. This review found that, unlike in medical education, there are different sets of competencies for most various healthcare disciplines and sub-disciplines and this review suggests that CBE can be a viable model that will enable health professions education to address the diverse needs of health professionals.


2013 ◽  
Vol 3 (4) ◽  
pp. 24-29
Author(s):  
Chnimay Shah ◽  
Rashmi Vyas

Online learning has been found useful for faculty development programs in health professions education. The purpose of this paper is to report the online journal club discussion on the article “Health Professionals for a new century: transforming education to strengthen health systems in an interdependent world” published in The Lancet in 2010. This online discussion was conducted from 15th – 30th August 2012 in the MEU- India Google group. The discussion was divided into two parts and moderated by the authors of this paper. Sixteen medical educators participated in the discussion and there were 63 posts in the two weeks that the paper was discussed. The discussion indicated that there were gaps between health professions education and health needs. Translation of social accountability into action is an important step to bridge this gap. One of the uses of advances in information –technology is to have an online journal club discussion, which could be an effective tool for faculty development.


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