scholarly journals Use of Social Network Sites for Communication Among Health Professionals: Systematic Review (Preprint)

2017 ◽  
Author(s):  
Windy SY Chan ◽  
Angela YM Leung
Keyword(s):  
Social Network ◽  
Clinical Practice ◽  
Data Protection ◽  
Health Professionals ◽  
Social Network Sites ◽  
Education And Training ◽  
Professional Communication ◽  
Technical Knowledge ◽  
Professional Networks ◽  
And Training

BACKGROUND Although much research has been done investigating the roles of social network sites (SNSs) in linking patients and health professionals, there is a lack of information about their uses, benefits, and limitations in connecting health professions only for professional communication. OBJECTIVE This review aimed to examine the utilization of SNSs for communication among health professionals in (1) frontline clinical practice, (2) professional networks, and (3) education and training to identify areas for future health communication research. METHODS This review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. A systematic search of the literature published in the last 10 years (January 1, 2007, to March 1, 2017) was performed in March 2017, using the following electronic databases: MEDLINE via OvidSP, EMBASE, CINAHL Complete, and InfoSci-Journals. The searches were conducted using the following defined search terms: “social media” OR “social network” OR “social network site” OR “Facebook” OR “Twitter” OR “Linkedin” OR “Instagram” OR “Weibo” OR “Whatsapp” OR “Telegram” OR “WeChat” AND “health” OR “health profession.” RESULTS Of the 6977 papers retrieved, a total of 33 studies were included in this review. They were exploratory in nature, and the majority used surveys (n=25) and interviews (n=6). All retrieved studies stated that SNSs enhanced effective communication and information sharing. SNSs were used for supporting delivering of clinical services, making referrals, and sharing information. They were beneficial to network building and professional collaboration. SNSs were novel tools to enhance educational interactions among peers, students, instructors, and preceptors. The application of SNSs came with restraints in technical knowledge, concerns on data protection, privacy and liability, issues in professionalism, and data protection. CONCLUSIONS SNSs provide platforms facilitating efficient communication, interactions, and connections among health professionals in frontline clinical practice, professional networks, education, and training with limitations identified as technical knowledge, professionalism, and risks of data protection. The evolving use of SNSs necessitates robust research to explore the full potential and the relative effectiveness of SNSs in professional communication.

scholarly journals Paramedics marching toward professionalism

2009 ◽  
Vol 7 (1) ◽  
Author(s):  
Peter OMeara
Keyword(s):  
Clinical Practice ◽  
Professional Identity ◽  
Health Professionals ◽  
Education And Training ◽  
The Past ◽  
And Training ◽  
Participation In Research ◽  
Practice Education

Over the past decade paramedics have seen changes in their level of clinical practice, education and training, and increased their participation in research. This has increasingly placed them alongside other health professionals and helped develop their own sense of professional identity.

eSurgery - Digital Transformation in Surgery, Surgical Edu-cation and Training: Survey Analysis of the Status Quo in Germany. (Preprint)

2021 ◽  
Author(s):  
Juliane Kröplin ◽  
Tobias Huber ◽  
Christian Geis ◽  
Benedikt Braun ◽  
Tobias Fritz
Keyword(s):  
Big Data ◽  
Patient Care ◽  
Data Protection ◽  
Surgical Education ◽  
Education And Training ◽  
Simulator Training ◽  
Special Focus ◽  
Teaching Content ◽  
E Learning ◽  
And Training

UNSTRUCTURED Objective In surgery electronic healthcare systems offer numerous options to improve patient care. Aim of this study was to analyse the current status of digitalisation and its influence in surgery, with a special focus on surgical education and training. Methods An individually created questionnaire was used to analyse the subjective assessment of the digitalisation processes in clinical surgery. The online questionnaire consisted of 16 questions regarding the importance and the corresponding implementation of the teaching contents: big data, health apps, messenger apps, telemedicine, data protection/IT security, ethics, simulator training, economics and e-learning were included. The participation link was sent to members of the German Society of Surgery via the e-mail distribution list. Results In total, 119 surgeons (response rate = 19.8 %) took part in the survey. 18.5 % of them were trainees (TR). 81.5 % had already completed specialist training (SP). 66.4 % confirm a positive influence of digitalisation on the quality of patient care. The presence of a surgical robot was confirmed by 47.9 % of the participants. 22.0 % (n=26) of the participants confirm the possibil-ity of using virtual simulators. According to 79.0 % of the participants, the integration of digital technologies in surgical education for basic and advanced stage surgeons should be aimed for. Data protection (1.7) and e-Learning (1.7) were rated as the most important teaching content. The greatest discrepancy between importance and implementation was seen in the teaching content of big data (mean: 2.2 to 3.8). Conclusion The results of the survey reveal the particular importance of digitalisation content for surgery, surgical education and training. At the same time, the results underline the desire for in-creased integration of digital competence teaching. The data also show an overall more pro-gressive and optimistic perception of TR. In order to meet the challenges of the digital trans-formation, the implementation of suitable curricula, including virtual simulation-based training and blended-learning teaching concepts should be emphasized.

Strengthening radiation protection education and training of health professionals: conclusions from an IAEA meeting

2021 ◽  
Author(s):  
Jenia Vassileva ◽  
Kimberly E Applegate ◽  
Graciano Paulo ◽  
Eliseo Vano ◽  
Ola Holmberg
Keyword(s):  
Radiation Protection ◽  
Health Professionals ◽  
New Technologies ◽  
Holistic Approach ◽  
Education And Training ◽  
Energy Agency ◽  
Train The Trainer ◽  
International Consultation ◽  
Training Programmes ◽  
And Training

Abstract In March 2021 the International Atomic Energy Agency (IAEA) organised an online Technical Meeting on Developing Effective Methods for Radiation Protection Education and Training of Health Professionals with attendance of 230 participants representing 66 Member States and 24 international organizations, professional bodies and safety alliances. By means of a pre-meeting survey, presentations by experts, topical panel discussions and post-meeting feedback to the meeting summary, the meeting identified strengths, common weaknesses and possible solutions and actions for improving radiation protection education and training of health professionals. Available guidelines and resources for radiation protection training were also reviewed. The meeting discussion resulted in a strong consensus for the need of: (a) international guidance on education and training in radiation protection and safety for health professionals, (b) an international description of minimum standards of initial and ongoing competence and qualification in radiation protection for relevant professional groups, considering the available recommendations at international and regional levels. The proposed actions include provisions for train-the-trainer credentialing and facility training accreditation, balance between the online and face-to-face training, improved on-the job training, as well as improved inclusion in training programmes of aspects related to application of new technologies, ethical aspects, development of communication skills, and use of software tools for improving justification and optimisation. The need for making the ongoing training practical, applicable, and useful to the trainee was highlighted. The international consultation initiated by the IAEA was appreciated as a good approach to understand and promote coordination and collaboration at all levels, for best results in education and training in radiation protection of health professionals. Implementing such a holistic approach to education and training in radiation protection would contribute towards qualification and competence of health professionals needed to ensure application of high standards for quality and safety in medical uses of ionizing radiation.

Becoming Licensed Means That I Am Now Competent

2019 ◽  
pp. 7-11
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Education And Training ◽  
Hard Work ◽  
Mental Health Clinicians ◽  
Clinical Experiences ◽  
Graduate Coursework ◽  
And Training ◽  
Over Time

Mental health clinicians invest in many years of hard work to develop their clinical competence through graduate coursework and through supervised clinical experiences. All this is done with the ultimate goal of becoming independently licensed to practice in one’s profession. Because licensure is such an important event, signifying the culmination of so much education and training, it may be natural to believe that becoming licensed means that one is now clinically competent. This chapter addresses how clinical competence and licensure should be viewed and understood. Licensure assesses one’s competence to enter the profession, but it cannot guarantee competence in all areas of clinical practice at the time of licensure or in the future. How to maintain, update, and expand one’s competence over time is addressed. Risks and threats to competence are discussed, and recommendations are provided for ensuring one’s ongoing competence over time.

Why do patients attend and what do they want from the consultation?

2020 ◽  
pp. 14-19
Author(s):  
Des Spence
Keyword(s):  
Clinical Practice ◽  
Healthcare System ◽  
Healthcare Professionals ◽  
Medical Profession ◽  
Education And Training ◽  
Health Seeking Behaviour ◽  
Health Seeking ◽  
Do No Harm ◽  
Developed World ◽  
And Training

Contrary to traditional thinking and teaching, it is not illness that dictates the health-seeking behaviour of a population but the healthcare system itself, and—most importantly—our actions as healthcare professionals. A scourge affecting clinical practice in the developed world today is the medicalization of all interactions, accompanied by overinvestigation, overdiagnosis, and overtreatment. The medical profession retains its traditional duty, wherever possible, to diagnose disease and treat or cure illness appropriately, also to comfort the sick, irrespective of the ability to cure. At the same time, a long-held principle of medicine at all levels is to do no harm, while at the same time supporting the maintenance of health and protecting those who are well. This chapter explains how maintaining the balance between these apparent conflicting precepts is a scarce skill that needs to be taught by example during the education and training of the modern doctor.

Leaving Lake Wobegon: firearm-related education and training for medical and mental health professionals is an essential competence

2019 ◽  
Vol 11 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Gianni Pirelli ◽  
Liza Gold
Keyword(s):  
Mental Health ◽  
Cultural Competence ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Education And Training ◽  
Gun Violence ◽  
Self Report ◽  
Average Effect ◽  
Content Type ◽  
And Training

Purpose Firearm-involved violence and suicide in the USA, often collectively referred to as “gun violence,” has been labeled a public health problem and an epidemic, and even an endemic by some. Many lawmakers, community groups, mainstream media outlets and professional organizations regularly address gun-related issues and frequently associate firearm violence with mental health. As a result, these groups often set forth positions, engage in discussions and promote policies that are at least partially based on the widely held but incorrect assumption that medical and mental health professionals are either inherently equipped or professionally trained to intervene with their patients and reduce gun deaths. The paper aims to discuss this issue. Design/methodology/approach Furthermore, notable proportions of medical and mental health professionals self-report a level of comfort engaging in firearm-specific interventions that is often disproportionate to their actual education and training in the area. This type of overconfidence bias has been referred to as the Lake Wobegon Effect, illusory superiority, the above average effect, the better-than average effect or the false uniqueness bias. While medical and mental health professionals need to serve on the front line of firearm-involved violence and suicide prevention initiatives, the vast majority have not actually received systematic, formal training on firearm-specific issues. Findings Therefore, many lack the professional and cultural competence to meet current and potential future in regard to addressing gun violence. In this paper, the authors discuss empirical studies that illustrate this reality and a novel model (i.e. the Know, Ask, Do framework) that medical and mental health professionals can use when firearm-related issues arise. In addition, the authors set forth considerations for clinicians to develop and maintain their professional and cultural competence related to firearms and firearm-related subcultures. Originality/value This paper provides empirical and conceptual support for medical and mental health programs to develop formal education and training related to guns, gun safety and gun culture. A framework is provided that can also assist medical and mental health professionals to develop and maintain their own professional and cultural competence.

Confronting Chronic Neglect: The Education and Training of Health Professionals on Family Violence

2003 ◽  
Vol 32 (5) ◽  
pp. 645
Author(s):  
Terry Fulmer ◽  
Felicia Cohn ◽  
Marla E. Salmon ◽  
John D. Stobo
Keyword(s):  
Family Violence ◽  
Health Professionals ◽  
Education And Training ◽  
And Training

Education and training of public health professionals in the European Region: variation and convergence

2012 ◽  
Vol 58 (6) ◽  
pp. 801-810 ◽  
Author(s):  
Vesna Bjegovic-Mikanovic ◽  
Dejana Vukovic ◽  
Robert Otok ◽  
Katarzyna Czabanowska ◽  
Ulrich Laaser
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Education And Training ◽  
European Region ◽  
Public Health Professionals ◽  
And Training

scholarly journals Transforming future public health professionals through open and distance learning (ODeL)

2016 ◽  
Vol 11 (2) ◽  
pp. 149-165
Author(s):  
Satwinder Rehal
Keyword(s):  
Global Health ◽  
Transformative Learning ◽  
Professional Education ◽  
Health Professionals ◽  
International Health ◽  
Education And Training ◽  
The Philippines ◽  
Transformative Education ◽  
Content Type ◽  
And Training

Purpose Open and distance e-learning (ODeL) practices have substantial contributions to make in achieving societal development goals. The challenge however remains with enhancing skilling, training and educating professionals who will contribute to this progress. The purpose of this paper is to illustrate how transformative education and training in global health can be undertaken through ODeL in increasing the quality, quantity and relevance of health professional education and training. Design/methodology/approach This paper is based on a descriptive qualitative case study of the International Health and Development Course offered by the University of the Philippines Open University and is thus limited in its scope from other courses in the program. Findings Transformative education and training through ODeL has the potential of increasing the quality, quantity and relevance of health professionals training. However more critical assessment of transformative learning outcomes is needed via rigorous methods of objectifying such outcomes. Achieving transformative health education and training requires rigorous engagement in constructivist-oriented experiential learning that allow learners to be accustomed to significant interactions achieved by involvement in problem-based methods accomplished through small group e-tivities in order to demonstrate applicability in the real work context. Originality/value The outcome of this paper is relevant to institutions in Asia that offer ODeL-based global health programs through open knowledge systems in order to produce graduates who are more responsive to the evolving health needs amid twenty-first century global health challenges.

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