Quality in Standardized Patient Training and Delivery: Retrospective Documentary Analysis of Trainer and Instructor Feedback

The increase in life expectancy has highlighted the value of group work interventions as a cost-effective way of helping older persons to deal with life transitions. This article describes a group for senior citizens that continued for 18 years. The aim of the study was to undertake a documentary analysis of the facilitator’s process notes and participans’ reflections to ascertain possible reasons for the group’s longevity. These were attributed to the skill of the facilitator and her creative use of programme material and narrative therapy. Recurring themes included loneliness, the fear of dying, and dilemmas about relinquishing control and independence. Findings have implications for the practice of social group work with older persons.

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The mediating role of medical professionalism on financial self-interest GPs

British Journal of General Practice ◽

10.3399/bjgp18x697193 ◽

2018 ◽

Vol 68 (suppl 1) ◽

pp. bjgp18X697193

Author(s):

David McCaffrey ◽

Chris O’Riordan ◽

Felicity Kelliher

Keyword(s):

General Practitioners ◽

Financial Resources ◽

Medical Professionalism ◽

Fiscal Constraints ◽

Policy Initiatives ◽

Mediating Role ◽

Documentary Analysis ◽

Self Interest ◽

Fluid Interpretation

BackgroundWhile no normative definition exists, medical professionalism emphasises a set of values, behaviours and relationships that underpin public trust in a physician. The empirical setting for this study is the Irish health care system where GPs receive income through a unique mix of private fee income and state funded capitation. GPs’ income per patient has fallen by 33% under state schemes between 2008 and 2013 due to changes in health policy and national fiscal constraints.AimThis paper examines how general practitioners conceptualise and operationalise medical professionalism and financial self-interest in the Irish healthcare system.MethodTo address this research aim, a historical documentary analysis (2009–2016) of national and medical newspapers was used to investigate GPs’ expressions of medical professionalism and financial self-interest.ResultsThe vagueness of language in differing definitions of medical professionalism may lead to a GP having a fluid interpretation depending on the situation. While general practitioners expressed core humanistic values, such as empathy and compassion, the expression of altruistic values were limited when practitioners indicated there was constraint on the financial resources of a practice.ConclusionCentral to the analysis of a medical practitioner’s treatment of patients and receipt of fee income is the tension between medical professionalism and financial self-interest. Developing an understanding of this tension has implications for those undertaking healthcare policy initiatives and the recruitment and retention of general practitioners in primary care.

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Learners’ perceptions of instructor feedback in e-learning courses – findings from HBMSU, United Arab Emirates

Application and Theory of Computer Technology ◽

10.22496/atct.v2i3.74 ◽

2017 ◽

Vol 2 (3) ◽

pp. 35 ◽

Cited By ~ 2

Author(s):

Niyi Awofeso ◽

Moyosola Bamidele

Keyword(s):

Online Learning ◽

United Arab Emirates ◽

Online Courses ◽

Student Perception ◽

Test Reliability ◽

Specific Information ◽

Limited Participation ◽

Instructor Feedback ◽

Learning Programs ◽

Real Person

Instructor feedback is constructive and specific information provided by an instructor to a learner on his or her course work and/or class contributions in relation to the course objectives and expectations. Effective instructor feedback is particularly important in online learning as learners are more likely to withdraw from online learning environments due to delayed, or inadequate feedback, compared with students enrolled in physical classes. Not all learners are equally active, and there are indeed learners who hardly take an active part in online course activities -the so-called lurkers. Courteous instructor feedback to such learners on their limited participation has been shown to improve learners’ participation in online courses. Diligent learners engaged in online learning programs expect feedback to be contextual, supportive, constructive, timely, substantive, summative and formative. This study examined the perceptions of 66 undergraduate and postgraduate learners on feedback provided in eight online courses facilitated by the same instructor at the School of Health and Environmental Studies, Hamdan Bin Mohammed Smart University, Dubai, UAE between August 2014 and December 2015. Data collection from learners was anonymized and participation was voluntary. The survey sought to elicit learners’ perceptions on the extent to which feedback provided in specified courses were motivational, timely, frequent, supportive, and individualized. A polytomous Rasch model was utilized to analyze the data with Winsteps and STATA. Analysis of the 20 survey questions revealed a real person reliability of 0.82 and a Cronbach Alpha test reliability of 0.96, suggesting that the scale discriminates well between the persons. The real item separation reliability of 0.77 suggests that the questions are reliable in measuring the specified items. Descriptive analyses revealed general agreement among the majority of learners on the effectiveness of feedback provided by the instructor, although Infit and Outfit Z-standard deviation statistics revealed two questions with unexpected rare (i.e. “mostly disagree” or “completely disagree”) extremes in several learners’ responses. Unlike single questions related to learner feedback in most Student Perception of Teaching Surveys, this survey instrument comprehensively explores the dimensions of instructor feedback, aspects of which may not be previously known to learners or instructors. Our results indicate that systematic collection and analysis of learners’ feedback comments have a strong potential to enhance feedback competencies of course facilitators, as well as provide a common platform for both learners and course facilitators vis-à-vis the diverse objectives of instructor feedback.

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Where Do We Go After Surviving the Virus? Cross-Country Documentary Analysis of the Social Consequences Faced by COVID-19 Survivors

International Quarterly of Community Health Education ◽

10.1177/0272684x211022176 ◽

2021 ◽

pp. 0272684X2110221

Author(s):

Alfred F. S. Owusu ◽

Alhassan Abdullah ◽

Godfred H. Pinto ◽

Hajara Bentum ◽

Janet Tein Ni Moo ◽

...

Keyword(s):

Health Care Professionals ◽

Health Workers ◽

Interprofessional Collaboration ◽

Social Consequences ◽

Medical Practitioners ◽

News Reports ◽

Documentary Analysis ◽

The Social ◽

Recovery Narratives ◽

Personal Accounts

In this study, we attempted to move beyond the skewed discussions on stigma to unravel other social consequences that are experienced by persons who have recovered from COVID-19. We conducted a documentary review of published news reports from 14 highly ranked news portals in Ghana and Malaysia (published between 1st January 2020 and 30th August 2020) that contained personal accounts from the recovered patients about their lived experiences with the virus and social consequences encountered after recovery. Narratives from the recovered patients were extracted and analyzed following the narrative thematic analysis procedure. Common themes identified from the narratives included: 1) Stigma impacting mental health, 2) Assault and abuse 3) Experiences of treatment. The findings show the need for interprofessional collaboration between social and health care professionals such as social workers, community health workers, medical practitioners and psychologists to prevent and address issues of abuse and other social consequences experienced by COVID-19 survivors.

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Preparing Education Students for an International Future? Connecting Students’ Experience to Institutional Contexts

Journal of Studies in International Education ◽

10.1177/1028315321998498 ◽

2021 ◽

pp. 102831532199849

Author(s):

Nafsika Alexiadou ◽

Zoi Kefala ◽

Linda Rönnberg

Keyword(s):

Teaching Practice ◽

Social Benefit ◽

Social Dimensions ◽

Intercultural Understanding ◽

Social Relevance ◽

Education Students ◽

Documentary Analysis ◽

The Social ◽

Institutional Contexts ◽

Internationalization At Home

This article focuses on “internationalization at home” (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the “intercultural” understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as “national” is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.

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Investigation of Employee Related Airport Ground Access Strategies from a Post-COVID Perspective

Transportation Research Record Journal of the Transportation Research Board ◽

10.1177/03611981211033280 ◽

2021 ◽

pp. 036119812110332

Author(s):

Oguzhan Yilmaz ◽

Matthew Frost ◽

Andrew Timmis ◽

Stephen Ison

Keyword(s):

Public Transport ◽

Active Travel ◽

Strategy Development ◽

Sustainable Transport ◽

Car Sharing ◽

Documentary Analysis ◽

The Future ◽

Private Car ◽

Policy Measures ◽

Access Policies

Until recently, addressing the environmental externalities associated with the use of the private car and single occupancy vehicles has been the focus of the airport ground access policies worldwide. However, with the emerging unprecedented challenges of the COVID-19 pandemic, which have already changed the way we live, work, and travel, encouraging a change in commuter behavior has become even more important. This has necessitated that existing strategies be reconsidered in favor of adapting to a highly uncertain “COVID-19 world.” Historically, there has been a dearth of literature relating to airport employees’ ground access even though as a group employees represent an important segment of airport users with complex access requirements. This paper therefore focuses on airport employee related airport ground access strategies considering an emerging understanding of the future impacts of COVID-19 on global air travel. Pre-COVID strategies are investigated by conducting a documentary analysis of the most recent ground access strategies of 27 UK airports. The findings reveal that airport ground access strategies were mainly focused on setting targets and producing policy measures in favor of reducing car use and increasing the use of more sustainable transport modes including public transport, car sharing, and active travel (walking, cycling). However, measures encouraging public transport and car sharing will be more difficult to implement because of social distancing and fear of proximity to others. Instead, initiatives encouraging remote working, active travel, and improved staff awareness will be at the forefront of the future ground access strategy development.

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