scholarly journals Simulated and standardized patients in health profession education

2016 ◽  
Author(s):  
C.A.B. Schlegel
Keyword(s):  
Standardized Patients ◽  
Health Profession ◽  
Health Profession Education

scholarly journals The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

Boom or Bust: Future of Health Profession Education

1983 ◽  
Vol 53 (8) ◽  
pp. 494-498
Author(s):  
Diana Garza ◽  
Dale W. Evans
Keyword(s):  
Health Profession ◽  
Health Profession Education

scholarly journals Health professionalism and health profession education in the 21st century

MedEdPublish ◽  
2021 ◽  
Vol 11 ◽  
pp. 3
Author(s):  
Chanuttha Ploylearmsang
Keyword(s):  
21St Century ◽  
Clinical Education ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Emerging Infectious Diseases ◽  
Health Profession ◽  
Health Profession Education ◽  
Health Security ◽  
Competency Based ◽  
Epidemiological Transitions

The dramatic, rapid and uncertain changes from the 20th to the 21st century are called global megatrends. Such trends are the emerging and re-emerging infectious diseases, an aging society, environmental hazards, behavioural risks, and more complicated lifestyles of humans in the digital age with advanced information technology (IT) that impact much on epidemiological transitions, health security and healthcare.  Health professionals are the key persons for dealing with these challenging healthcare trends. The next generation of health professionals should be equipped with high professionalism especially for the components of humanism that artificial intelligence (AI) cannot replicate. Moreover, interprofessional collaborative teamwork among health professionals is a required skill for working in dynamic transitions such as the coronavirus disease 2019 (COVID-19) pandemic. Interprofessional education (IPE) is one of the essential strategies for enhancing teamwork skills in learners. Six previously reported trends in health profession education for the 21st century are summarized, including interprofessional education, longitudinal integrated clinical education, understanding partnerships and social determination of health in patients, life-long learning, competency-based skills changeable over time, and AI and IT integrated in education. The connection among megatrends, trends in healthcare, health professionalism and health professional’s education will be important issues in academia for both health educators and health professionals.

scholarly journals Status of Information and Communication Technology (ICT) in Health Profession Education in Kenya

2014 ◽  
Vol 5 (2) ◽  
pp. 633-640
Author(s):  
John A. McNulty ◽  
Antony Otieno ◽  
Steven Gachoka ◽  
Edalia Hillary ◽  
Faith Juma ◽  
...  
Keyword(s):  
Health Care ◽  
Health Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Smart Phone ◽  
Health Profession ◽  
Health Profession Education ◽  
Computer Instruction ◽  
The Status ◽  
Information And Communication

Because ICT is an integral component of health care and education, we evaluated the status of ICT among health profession students (n=310) at 5 universities in Kenya.   Most students owned a computer (73%) or smart phone (60%). Ownership of ICT devices was significantly associated with familiarity of technology and Internet accessibility.  Most students (54%) agreed that computer instruction (CAI) was available in their curriculum, but only 39% used it routinely.  Males were more familiar with ICT than females, which was the only important gender difference.  These data and the variability in responses across universities provide important information for the continued development of policies to promote ICT in health education.

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