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Descriptors:
Allied Health Occupations Education; College Students; Technology Uses in Education; Video Technology; Clinical Experience; Skill Development; Competence; Reflection; Instructional Effectiveness; Conventional Instruction; Student Attitudes; Learning Experience; Questionnaires

Abstract:
Emerging technologies and student information technology literacy are enabling new methods of teaching and learning for clinical skill performance. Facilitating experiential practice and reflection on performance through student self-video, and exposure to peer benchmarks, may promote greater levels of skill competency. This study examines the impact of student self-video on the attainment of clinical skills. A total of 60 Physiotherapy students (100%) consented to participate in the randomised controlled trial. One group (50%) was taught a complex clinical skill with regular practical tutoring, whilst the other group (50%) supplemented the tutoring with a self-video task aimed at promoting reflection on performance. Student skill performance was measured in an objective structured clinical examination (OSCE). Students also completed an anonymous questionnaire, which explored their perception of their learning experiences. Students received significantly higher scores in the OSCE when the examined clinical skill had been supplemented with a self-video of performance task (P = 0.048). Descriptive analysis of the questionnaires relating to student perceptions on the teaching methods identified that the self-video of performance task utilised contributed to improvement in their clinical performance and their confidence for future clinical practice. Students identified a number of aspects of the submission process that contributed to this perception of educational value. The novel results of this study demonstrate that greater clinical skill competency is achieved when traditional tutoring methods are supplemented with student self-video of performance tasks. Additional benefits included the ability of staff and students to monitor longitudinal performance, and an increase in feedback opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Skill Development; Instructional Effectiveness; Instructional Innovation; Conventional Instruction; Teaching Methods; Allied Health Occupations Education; Undergraduate Students; Satisfaction; Student Attitudes; Pilot Projects; Comparative Analysis; Video Technology; Technology Uses in Education; Questionnaires

Abstract:
Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than "traditional" live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Psychology; Well Being; Psychological Patterns; Theory Practice Relationship; Research and Development; Allied Health Occupations Education

Abstract:
As a growing movement in the larger field of mental health, positive psychology has much to offer the art therapy profession, which in turn is uniquely poised to contribute to the study of optimal functioning. This article discusses the relationship of positive psychology to art therapy and its capacity to mobilize client strengths, to induce experiences of flow and positive emotions, and to express life purpose and meaning as well as positive emotions. Suggested research and practical applications illuminate the potential of positive art therapy to move individuals, groups, and communities beyond solely the relief of suffering to a state of flourishing. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; Health Education; Public Health; Action Research; Professional Education; Transformative Learning; Health Personnel; Foreign Countries; Interdisciplinary Approach; Social Change; Nursing Education; Nutrition; Dietetics; Occupational Therapy; Interviews; Focus Groups; Allied Health Occupations Education; Relevance (Education); Health; Cultural Differences

Abstract:
Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals' capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Demand; Program Effectiveness; Public Health; Needs Assessment; Health Personnel; French; Foreign Countries; Training Objectives; Interviews; Questionnaires; Labor Force Development; Allied Health Occupations Education

Abstract:
In 2006, WHO alerted the world to a global health workforce crisis, demonstrated through critical shortages of health workers, primarily in Sub-Saharan Africa (WHO in World Health Report, 2006). The objective of our study was to assess, in a participative way, the educational needs for public health and health workforce development among potential trainees and training institutions in nine French-speaking African countries. A needs assessment was conducted in the target countries according to four approaches: (1) Review at national level of health challenges. (2) Semi-directed interviews with heads of relevant training institutions. (3) Focus group discussions with key-informants. (4) A questionnaire-based study targeting health professionals identified as potential trainees. A needs assessment showed important public health challenges in the field of health workforce development among the target countries (e.g. unequal HRH distribution in the country, ageing of HRH, lack of adequate training). It also showed a demand for education and training institutions that are able to offer a training programme in health workforce development, and identified training objectives and core competencies useful to potential employers and future trainees (e.g. leadership, planning/evaluation, management, research skill). In combining various approaches our study was able to show a general demand for health managers who are able to plan, develop and manage a nation's health workforce. It also identified specific competencies that should be developed through an education and training program in public health with a focus on health workforce development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cooperation; Workshops; Effect Size; Multiple Regression Analysis; Interprofessional Relationship; Social Work; Interdisciplinary Approach; Allied Health Occupations Education; Health Services; Comparative Analysis; Pretests Posttests; Questionnaires; Quasiexperimental Design; College Students; Student Attitudes; Instructional Effectiveness

Abstract:
Interprofessional education (IPE) for health and social care students may improve attitudes toward IPE and interprofessional collaboration (IPC). The quality of research on the association between IPE and attitudes is mediocre and IPE effect sizes are unknown. Students at a college in Toronto, Canada, attended an IPE workshop. A comparison group of non-attenders was formed. Both groups completed pre- and post-workshop questionnaires and two measurement scales for IPE attitudes--the Interprofessional Education Perceptions Scale and the University of West England questionnaire. Eight multiple linear regressions modeled post-workshop attitude scores as a function of workshop attendance, pre-workshop attitudes, and background factors. Workshop effect sizes and relative importance of variables were estimated. Published results were used to calculate IPE effect sizes in other studies. Pre-workshop measures of post-workshop attitudes were dominant, positive predictors of outcomes; other predictors were subordinate to them. The relationship between workshop attendance and IPE attitudes was positive in seven models, statistically significant in four (P less than 0.05), and not statistically significant in four. In hierarchical regressions the average workshop effect was small, about 0.08 in [delta]R[squared] terms, amounting to about one-quarter of a model's explained variance. The workshop was associated with improved IPE and IPC attitudes in some domains but not others. The results should help educators focus IPE efforts on IPE/IPC attitudes where small, short-term improvements can be obtained. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Computer Simulation; Barriers; Objectives; Graduate Study; College Faculty; Nurses; Physicians; Nursing Education; Medical Education; Simulated Environment; Computer Assisted Instruction; Instructional Design; Training Methods; Interviews; Allied Health Occupations Education; Critical Incidents Method; Professional Continuing Education; Qualitative Research; Models

Abstract:
Introduction: This study describes (a) process goals, (b) success factors, and (c) barriers for optimizing simulation-based learning environments within the simulation setting model developed by Dieckmann. Methods: Seven simulation educators of different experience levels were interviewed using the Critical Incident Technique. Results: (a) The main process goals were to enhance learning, engage participants, and aid the application of what was learned during the course. (b) As success factors, educators stated their own competencies and attitudes, motivation and openness of participants, and a functional environment. (c) As barriers, educators stated a lack of willingness to actively engage in simulation by the participants and time pressure. The results emphasize the need to consider jointly the interrelated elements of simulation-based learning environments to optimize the use of educational simulation. Discussion: The results support the applicability of Dieckmann's setting model to describe simulation-based courses and emphasize the diversity of factors that need to be considered in optimizing simulation practice. This article can serve as a practical aid for educators within health care simulation settings and in other domains. (Contains 1 figure and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Personnel; Prior Learning; Recognition (Achievement); Experiential Learning; Adult Education; Inservice Education; Allied Health Occupations Education; Communication (Thought Transfer); Interviews; Adult Students; Foreign Countries

Abstract:
This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas's theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher's strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum; Geriatrics; Allied Health Occupations Education; Health Occupations; Patients; Semi Structured Interviews; Structured Interviews; Health Services; Older Adults; Case Studies; Competence; Incentives; Gerontology; Stereotypes; Barriers; Educational Improvement; Medical Education

Abstract:
Purpose: Relative to the overall population, older adults consume a disproportionally large percentage of health care resources. Despite advocacy and efforts initiated more than 30 years ago, the number of providers with specialized training in geriatrics is still not commensurate with the growing population of older adults. This contribution provides a contemporary update on the status of geriatric education and explores how geriatric coverage is valued, how geriatric competence is defined, and how students are evaluated for geriatric competencies. Design and Methods: Semi-structured interviews were conducted with curriculum representatives from 7 health profession disciplines in a case study of one academic medical center. Findings: Geriatric training varies across health professions' disciplines. Although participants recognized the unique needs of older patients and valued geriatric coverage, they identified shortage of time in packed curricula, lack of geriatrics-trained educators, absence of financial incentive, and low student demand (resulting from limited exposure to older adults and gerontological stereotyping) as barriers to improving geriatric training. Implications: Progress in including geriatric training within curricula across the health professions continues to lag behind need as a result of the continuing presence of barriers identified several decades ago. There remains an urgent need for institutional commitment to enhance geriatric education as a component of health professions curricula. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Public Health; Leadership; Allied Health Occupations Education; Best Practices; Online Courses; Inservice Education; Health Education; Skill Development; Management Development; Leadership Training; Educational Needs; Blended Learning; Disadvantaged Environment; Program Effectiveness; Performance Factors

Abstract:
As doctors, nurses and public health professionals are promoted into management and leadership positions in resource-poor countries around the world, they are tasked with leading teams and managing drugs and financial and material resources. These responsibilities require a set of skills and knowledge different from that needed for their clinical work, and these skills are rarely taught in medical, nursing or public health school curricula. Health professionals are asking for training in management and leadership (Dwyer et al., 2006) but often have limited time and few resources or opportunities. This article describes effective practices in providing online, in-service training to health professionals in low-resource settings to meet these identified needs. Despite sometimes problematic Internet connectivity because of service interruptions, electricity outages or the lack of availability of computers, more than 4000 health professionals from 77 middle- and low-income countries in Africa, Asia, Latin America, the Middle East and Eastern Europe have successfully participated in virtual management and leadership development programs to strengthen their skills and organizations. This article examines how blended e-learning programs for health professionals can be effectively delivered in settings with problematic connectivity, supporting participants' efforts achieve results in health. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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