scholarly journals eHealthMap: A review of eHealth teaching in health and medical degrees in Australia (Preprint)

2019 ◽  
Author(s):  
Melanie Keep ◽  
Anna Janssen ◽  
Deborah McGregor ◽  
Melissa Brunner ◽  
Melissa Therese Baysari ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Technology Use ◽  
Technology Implementation ◽  
Relevant Information ◽  
Curriculum Mapping ◽  
Teaching Resources ◽  
Challenges And Opportunities ◽  
Health Nursing ◽  
The University ◽  
Medical University

BACKGROUND As digital technology use in society increases, so does the need for health professionals to engage in eHealth-enabled clinical practice. To do so, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. OBJECTIVE This study aimed to understand how eHealth is taught at a major Australian University, and the challenges and suggestions for integrating eHealth into allied health, nursing and medical university curricula. METHODS Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups conducted with the corresponding subject unit coordinators (N=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. RESULTS There was no evidence of a standardised approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. CONCLUSIONS Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support including access to relevant information, teaching resources, and curriculum mapping that clearly articulates eHealth capabilities for students across their degree. Degree-wide conversations and collaboration is required between professional bodes, clinical practice, and the universities for overcoming the practical and perceived challenges of integrating eHealth in health curricula.

scholarly journals Mapping eHealth Education: Review of eHealth Content in Health and Medical Degrees at a Metropolitan Tertiary Institute in Australia

10.2196/16440 ◽  
2021 ◽  
Vol 7 (3) ◽  
pp. e16440
Author(s):  
Melanie Keep ◽  
Anna Janssen ◽  
Deborah McGregor ◽  
Melissa Brunner ◽  
Melissa Therese Baysari ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Technology Implementation ◽  
Relevant Information ◽  
Curriculum Mapping ◽  
Teaching Resources ◽  
Challenges And Opportunities ◽  
Health Nursing ◽  
The University ◽  
Medical University ◽  
Professional Degrees

Background With the increasing use of digital technology in society, there is a greater need for health professionals to engage in eHealth-enabled clinical practice. For this, higher education institutions need to suitably prepare graduates of health professional degrees with the capabilities required to practice in eHealth contexts. Objective This study aims to understand how eHealth is taught at a major Australian university and the challenges and suggestions for integrating eHealth into allied health, nursing, and medical university curricula. Methods Cross-disciplinary subject unit outlines (N=77) were reviewed for eHealth-related content, and interviews and focus groups were conducted with the corresponding subject unit coordinators (n=26). Content analysis was used to identify themes around challenges and opportunities for embedding eHealth in teaching. Results There was no evidence of a standardized approach to eHealth teaching across any of the health degrees at the university. Where eHealth content existed, it tended to focus on clinical applications rather than systems and policies, data analysis and knowledge creation, or system and technology implementation. Despite identifying numerous challenges to embedding eHealth in their subjects, unit coordinators expressed enthusiasm for eHealth teaching and were keen to adjust content and learning activities. Conclusions Explicit strategies are required to address how eHealth capabilities can be embedded across clinical health degrees. Unit coordinators require support, including access to relevant information, teaching resources, and curriculum mapping, which clearly articulates eHealth capabilities for students across their degrees. Degree-wide conversations and collaboration are required between professional bodes, clinical practice, and universities to overcome the practical and perceived challenges of integrating eHealth in health curricula.

scholarly journals Science, Humanism, Judgement, Ethics: Person-Centered Medicine as an Emergent Model of Modern Clinical Practice / Наука, Гуманизм, Преценка, Этика, Пациент. Гуманизм В Медицина - Новая Модель В Современн Ой Клинической Практике

Folia Medica ◽  
2013 ◽  
Vol 55 (1) ◽  
pp. 5-24 ◽  
Author(s):  
Andrew Miles
Keyword(s):  
Clinical Practice ◽  
Cultural Context ◽  
Rapid Development ◽  
Modern Medicine ◽  
Ethical Framework ◽  
Full Account ◽  
The Individual ◽  
The University ◽  
Medical University ◽  
Pathological Disease

Abstract The Medical University of Plovdiv (MUP) has as its motto ‘Committed to humanity”. But what does humanity in modern medicine mean? Is it possible to practise a form of medicine that is without humanity? In the current article, it is argued that modern medicine is increasingly being practised in a de-personalised fashion, where the patient is understood not as a unique human individual, a person, but rather as a subject or an object and more in the manner of a complex biological machine. Medicine has, it is contended, become distracted from its duty to care, comfort and console as well as to ameliorate, attenuate and cure and that the rapid development of medicine’s scientific knowledge is, paradoxically, principally causative. Signal occurrences in the ‘patient as a person’ movement are reviewed, together with the emergence of the evidence-based medicine (EBM) and patientcentered care (PCC) movements. The characteristics of a model of medicine evolving in response to medicine’s current deficiencies - person-centered healthcare (PCH) - are noted and described. In seeking to apply science with humanism, via clinical judgement, within an ethical framework, it is contended that PCH will prove to be far more responsive to the needs of the individual patient and his/her personal circumstances than current models of practice, so that neither a reductive anatomico-pathological, disease-centric model of illness (EBM), nor an aggressive patient-directed, consumerist form of care (PCC) is allowed continued dominance within modern healthcare systems. In conclusion, it is argued that PCH will enable affordable advances in biomedicine and technology to be delivered to patients within a humanistic framework of clinical practice that recognises the patient as a person and which takes full account of his/her stories, values, preferences, goals, aspirations, fears, worries, hopes, cultural context and which responds to his/her psychological, emotional, spiritual and social necessities in addition to his/her physical needs. MUP, in assimilating such arguments and introducing person-centered medicine teaching into the University, is engaged in a notable and laudable initiative which will function as a salutary example to other medical schools within Europe and elsewhere.

Comparison of the efficiency of the indexes of Pont and Korkhause with Kernott technique in patients with narrowing of maxilla

2020 ◽  
Vol 20 (3) ◽  
pp. 199-203
Author(s):  
O. I. Admakin ◽  
I. A. Solop ◽  
A. D. Oksentyuk
Keyword(s):  
Dental Treatment ◽  
Standard Analysis ◽  
Clinical Hospital ◽  
Control Models ◽  
Diagnostic Models ◽  
Left And Right ◽  
The Asymmetry ◽  
The Right ◽  
The University ◽  
Medical University

Relevance. The narrowing of the maxilla is one of the most common pathologies in orthodontics. Recent studies show that the narrowing is always asymmetric which is connected to the rotation of the maxilla. To choose the treatment correctly one need a calculation that reveals the asymmetry, which is impossible with using standard indexes.Purpose – to compare efficiency of indexes of Pont and Korkhause with the Kernott's method in patients with narrowing of the maxilla.Materials and methods. The study involved 35 children aged from 8 to 12 years old undergoing dental treatment in the University Children's Clinical Hospital of the First Moscow State Medical University with no comorbidities. For every patient a gypsum model was prepared and after that to carry out the biometrical calculation. In this study two indexes were used: Pont's index and Korkhause's; using this standard analysis the narrowing of the maxilla was revealed. After using Pont's Index and Korkhaus analysis all the models were calculated by the method of Kernott with Kernott's dynamic pentagon.Results. As a result of the analysis of the control diagnostic models a narrowing of the maxilla in 69% of cases (n = 24) was revealed in all cases, the deviation of the size of the dentition was asymmetric. Thus, 65% of the surveyed models showed a narrowing on the right. This narrowing was of a different severity and averaged 15 control models.Conclusions. This shows that for the biometrics of diagnostic models it is necessary to use methods that allow to estimate the width of the dentition rows on the left and on the right separately. To correct the asymmetric narrowing of the dentition, it is preferable to use non-classical expanding devices that act equally on the left and right sides separetly.

scholarly journals Sustainability and Stakeholder Awareness: A Case Study of a Scottish University

2021 ◽  
Vol 13 (8) ◽  
pp. 4186
Author(s):  
Abdulhakeem Raji ◽  
Abeer Hassan
Keyword(s):  
Signaling Theory ◽  
Relevant Information ◽  
Voluntary Exercise ◽  
Communication Tool ◽  
Individual Interviews ◽  
Study Approach ◽  
Research Findings ◽  
Definition Of ◽  
The University

This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.

Combined Model of Technology Use and Medical Adherence in eHealth Technology Implementation

2021 ◽  
Vol 65 (1) ◽  
pp. 776-780
Author(s):  
Bijita Devkota ◽  
Fernando Montalvo ◽  
Daniel S. McConnell ◽  
Janan A. Smither
Keyword(s):  
Human Factors ◽  
Technology Acceptance ◽  
Treatment Adherence ◽  
Technology Use ◽  
Technology Implementation ◽  
Medical Information ◽  
Treatment Protocols ◽  
Lower Treatment ◽  
Relationship Of ◽  
The Relationship

eHealth applications are expected to improve the effectiveness and efficiency of healthcare systems by providing improved medical information flow between medical providers and patients. Although the technology is expected to empower patients, lower treatment costs, and provide real-time collection of health data, individuals may be apprehensive about the use and efficacy of eHealth technologies. Medical professionals are often unaware of human factors technology acceptance or usability models which impact the use of medically focused technology, such as eHealth applications. Similarly, human factors professionals are often unaware of treatment adherence models which map the relationship of illness factors and individual differences to treatment protocols. The present paper presents a theoretical approach through which technology acceptance and usability models should be combined with medical treatment adherence models to ensure that eHealth applications are used properly and effectively.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

University Educational-Practical Centres of the primary medical care – a step to the improvement of the family doctors training

2014 ◽  
Vol 18 (4 (72)) ◽  
Author(s):  
L. P. Sydorchuk ◽  
S. V. Biletskyi ◽  
O. A. Petrynych ◽  
S. I. Ivashchuk ◽  
T. V. Kazantseva ◽  
...  
Keyword(s):  
Medical Care ◽  
Teaching Process ◽  
Primary Medical Care ◽  
Family Doctors ◽  
The Family ◽  
The University ◽  
Medical University

The information about the University Educational-Practical Centres of the primary medical care of Bukovinian State Medical University and the peculiarities of the teaching process in present conditions is given.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1960 ◽  
Vol 26 (5) ◽  
pp. 887-890
Keyword(s):  
Clinical Practice ◽  
Graduate School ◽  
Medical Center ◽  
University Of Pennsylvania ◽  
Basic Principles ◽  
Temple University ◽  
School Of Medicine ◽  
The University ◽  
The Temple ◽  
Tuition Fee

POSTGRADUATE COURSE A continuous course of 2 weeks duration is being offered by the Departments of Allergy and Applied Immunology of the Temple University Medical Center and the Graduate School of Medicine of the University of Pennsylvania. Sessions will be held daily at the Temple University Medical Center from 9:00 A.M. to 5:00 P.M. from February 27 to March 10, 1961. Tuition Fee—$175.00. Enrollment limited. An outstanding faculty has been assembled to review the basic principles of immunology and allergy as applied to clinical practice.

scholarly journals (P1-34) Chinese Undergraduate Nursing Student's Attitude and Understanding of Disaster

2011 ◽  
Vol 26 (S1) ◽  
pp. s109-s110
Author(s):  
H. Yin ◽  
L. Wang ◽  
H. Lu ◽  
X. Yu ◽  
P. Arbon ◽  
...  
Keyword(s):  
Nursing Students ◽  
Disaster Preparedness ◽  
Nursing Curriculum ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Health Response ◽  
Level Of Understanding ◽  
The University ◽  
Medical University ◽  
Student’S Attitude

ObjectiveTo identify attitudes and understanding of Chinese undergraduate nursing students towards disaster, therefore providing information for the development of a disaster nursing curriculum in the Chinese context.MethodsA total 214 undergraduate nursing students (Year 1 to 4) in one medical university in China were surveyed in 2010.ResultsThe majority of undergraduate nursing students (94.9%) were concerned about disaster, 46.7% of them thought they were very knowledgeable about disaster, while 39.3% of them stated they were moderately knowledgeable about disaster. The most popular way for the students to get information about disaster was television (88.3%), followed by internet (67.8%) and newspaper (45.8%). Only 33.6% of them said they gained information from the university. Earthquake (93.7% of students) and flood (36.1% of students) were mentioned by the students as examples of disasters that have occurred in China. The majority of students said the Wenchuan earthquake (2008) was the disaster that had the greatest impression on them. Five aspects were identified from their description of disaster, which included the cause, category, characteristic, impact and type of disaster. 36.4% of students were certain that disaster would happen again in China. A further 50.9% felt disaster was likely. Flood and earthquake were considered the most likely future disasters. 71% of nursing students strongly agreed that being prepared for disaster was important. The main reasons were better preparedness could decrease the damage to property and the incidence of death and injury. However, the level of understanding of the effects of disaster and the exposure of students to education about disaster health response was limited.ConclusionKnowledge and skills for disaster preparedness of nursing students should be strengthened in the medical university.

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