Education for Health: Change in Learning and Practice

Background: Prosthodontics involves replacing lost dentofacial structures using artificial substitutes. Due to availability of many materials and techniques, clinician's clinical decision-making regarding appropriate selection of prosthesis requires critical thinking abilities and is demanding. Especially during graduate training years, learners do not receive the exposure to a variety of cases, thus their clinical reasoning skills are not developed optimally. Therefore, using the trend of incorporating technology in education, we developed a mobile learning app for this purpose. The aim of this study was to evaluate learners' perceptions of this app's utility and impact on their clinical decision-making skills. Methods: After taking informed consent, interns of the Department of Prosthodontics of VSPM Dental College, Nagpur, India, during the academic year May 2015–May 2016 were sent the link for the app to be installed in their Android smartphones. Their perceptions were recorded on a feedback questionnaire using 5-point Likert scale. The script concordance test (SCT) was used to check for changes in clinical reasoning abilities. Results: Out of 120 students who were sent the link, 102 downloaded the link and 92 completed the feedback questionnaire and appeared for the SCT (response rate: 76%). The overall response to the app was positive for more than two-thirds of interns, who reported a greater confidence in their clinical decision-making around prostheses through this app and 94% of the students felt that this app should be regularly used along with conventional teaching techniques. Mean SCT scores were pretest 41.5 (±1.7) and posttest 63 (±2.4) (P < 0.005). Discussion: Clinical decision-making in prosthodontics, a mobile learning app, is an effective way to improve clinical reasoning skills for planning prosthodontic rehabilitation. It is well received by students.

Saee Deshpande

Jaishree Chahande

Akhil Rathi

Education for Health

Educ Health

Mobile learning app: A novel method to teach clinical decision making in prosthodontics

Background: Like many Chinese universities, Ningbo University (NBU) has two undergraduate medical courses – one taught in Mandarin for domestic students, and one taught in English for international students. This study examines the experiences of medical students who recently completed the English language program that has a particular focus on clinical placements. Methods: In-depth, face-to-face, semi-structured interviews were conducted with 10 final year medical students at NBU in April 2019. Transcripts were analyzed using inductive thematic analysis. Results: All medical student participants were non native English speakers and had a limited grasp of Chinese. Their clinical teachers were all fluent in Chinese and had variable command of English. The large majority of patients in the teaching hospitals where placements took place spoke only in Chinese. Despite the obvious challenges arising from this, students still had predominantly positive experiences of clinical placements. Although students recognized that their clinical teachers' English proficiency was variable, they felt that other attributes, such as enthusiasm, interactivity, and a desire to teach were more important factors to their learning experiences. Discussion: Despite challenging linguistic circumstances, non native English-speaking students were able to navigate the challenges of studying clinical medicine from teachers with limited English language skills and with patients who spoke virtually no English. Further studies should explore the perceptions of teachers of the program, and graduate outcomes when these students enter the workplace. Educators involved in supporting international medical students should note that non technical curricular areas such as professionalism may require greater attention where language barriers exist.

MohammedAhmed Rashid

Leiting Xu

John-George Nicholson

Deborah Gill

“Doctor, teacher, translator:” International medical students' experiences of clinical teaching on an English language undergraduate medical course in China

CONTEXT
There have been recent calls for a renewed worldwide focus on primary health care. The Thai-Australian Health Alliance addresses this call by developing health care management capability in primary health care professionals in rural Thailand.


OBJECTIVES
This paper describes the history and current activities of the Thai-Australian Health Alliance and its approaches to developing health care management capacity for primary care services through international collaborations in research, education and training over a sustained time period.


METHODS
The Alliance's approach is described herein as a distributed network of practices with access to shared knowledge through collaboration. Its research and education approaches involve action research, multi-methods projects, and evaluative studies in the context of workshops and field studies. WHO principles underpin this approach, with countries sharing practical experiences and outcomes, encouraging leadership and management resource networks, creating clearing houses/knowledge centres, and harmonising and aligning partners with their country's health systems.


FINDINGS
Various evaluations of the Alliance's activities have demonstrated that a capacity building approach that aligns researchers, educators and health practitioners in comparative and reflective activities can be effective in transferring knowledge and skills among a collaboration's partners. Project participants, including primary health care practitioners, health policy makers and academics embraced the need to acquire management skills to sustain primary care units. Participants believe that the approaches described herein were crucial to developing the management skills needed of health care professionals for rural and remote primary health care. The implementation of this initiative was challenged by pre-existing low opinions of the importance of the management role in health care, but with time the Alliance's activities highlighted for all the importance of health care management. Acceptance of its activities and goals are evidenced by the establishment of a Centre of Leadership Expertise in Health Management and the endorsement of the Phitsanulok Declaration by more than 470 primary health care practitioners, academics and policy makers.


DISCUSSION AND CONCLUSION
Problems with the primary health care delivery system in rural Thailand continue, but the Alliance has successfully implemented a cross cultural strategic collaboration through a continuity of activities to augment practice management capacities in primary care practices.

DS Briggs

P Tejativaddhana

M Cruickshank

J Fraser

S Campbell

The Thai-Australian Health Alliance: Developing Health Management Capacity and Sustainability for Primary Health Care Services

Not Available Not Available

Education for Health: Change in Learning & Practice

The World Health Report 2002 - Reducing Risks, Promoting Healthy Life

Background: Efforts to address shortages of health workers in low-resource settings have focused on rapidly increasing the number of higher education programs for health workers. This study examines selected competencies achieved by graduating Bachelor of Science and nurse anesthetist students in Ethiopia, a country facing a critical shortage of anesthesia professionals. Methods: The study, conducted in June and July 2013, assessed skills and knowledge of 122 students graduating from anesthetist training programs at six public universities and colleges in Ethiopia; these students comprise 80% of graduates from these institutions in the 2013 academic year. Data was collected from direct observations of student performance, using an objective structured clinical examination approach, and from structured interviews regarding the adequacy of the learning environment. Results: Student performance varied, with mean percentage scores highest for spinal anesthesia (80%), neonatal resuscitation (74%), endotracheal intubation (73%), and laryngeal mask airway insertion check (71%). Average scores were lowest for routine anesthesia machine check (37%) and preoperative screening assessment (48%). Male graduates outscored female graduates (63.2% versus 56.9%, P = 0.014), and university graduates outscored regional health science college graduates (64.5% versus 55.5%, P = 0.023). Multivariate linear regression found that competence was associated with being male and attending a university training program. Less than 10% of the students believed that skills labs had adequate staff and resources, and only 57.4% had performed at least 200 endotracheal intubations at clinical practicum sites, as required by national standards. Discussion: Ethiopia has successfully expanded higher education for anesthetists, but a focus on quality of training and assessment of learners is required to ensure that graduates have mastered basic skills and are able to offer safe services.

Sharon Kibwana

Damtew Woldemariam

Awoke Misganaw

Mihereteab Teshome

Leulayehu Akalu

Adrienne Kols

YoungMi Kim

Samuel Mengistu

Jos van Roosmalen

Jelle Stekelenburg

Preparing the health workforce in Ethiopia: A Cross-sectional study of competence of anesthesia graduating students

Background: Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. Methods: The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Results: Teaching–learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching–learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. Discussion: The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

SyedIlyas Shehnaz

Mohamed Arifulla

Jayadevan Sreedharan

KadayamGuruswami Gomathi

What do faculty feel about teaching in this school? assessment of medical education environment by teachers

Background: Teacher and students' stress has been a challenge in education. An approach to stress reduction is mindfulness training. The Mindfulness-based stress reduction (MBSR) has been used to improve the condition of individuals with various health outcomes. The aim of this study was to examine whether MBSR may improve depression, well-being, and perceived stress of Brazilian college faculty and students. Methods: MBSR was performed with college faculty and students from Centro Universitario de Belo Horizonte (UniBH). Participants answered questionnaires (Psychological General Well-Being Index, Perceived Stress Scale, and Beck Depression Index) at the beginning and end of the intervention. A control group of teachers also answered the questionnaires but did not participate in the MBSR intervention. Statistical analyses were performed using paired Student's t-test (P < 0.05 significance). Results: The MBSR intervention positively impacted all conditions measured in the questionnaires in faculty and students who attended the intervention. Faculty and students in the control group had shown conditions being maintained or worsened. Discussion: The MBSR was effective as faculty and students from the experimental group exhibited improvement in general well-being, depression levels, and perceived stress after attending the intervention.

ClaraAraujo Veloso

Sarade Pinho Cunha Paiva

FernandaFreire Campos Nunes

BraulioRoberto Gonçalves Marinho Couto

LucasPires Trindade

LidiaChristina Guimaraes Pereira

TalitaSantos de Almeida

CarolinaTornovsky Bridi

Leidianeda Silva Caldeira

Mindfulness-based intervention for college faculties and students in Brazil

Background: Medical school poses many pressures and challenges for individuals aspiring to health careers. Only some students, however, experience high stress and exhaustion, whereas others adaptively respond to schooling demands and engage in lifelong learning practices. By drawing on three motivation theories – self-determination theory, self-theories of ability, and achievement goal theory – this study examined the relations among motivational constructs, stress, exhaustion, and lifelong learning in medical students. Methods: All medical students in a 4-year program were invited to complete a questionnaire containing measures of psychological need satisfaction, self-theories of ability, achievement goals, stress, exhaustion, lifelong learning, and background characteristics. Using structural equation modeling, we tested a structural model that combined the three motivation theories to explain stress, exhaustion, and lifelong learning in medical students. Results: A total of 267 medical students participated in the study (response rate 42%). The results largely confirmed the hypothesized relations, revealing that unmet psychological needs and a fixed mind-set were associated with maladaptive cognitions (i.e., the pursuit of avoidance goals) and psychological distress (i.e., high stress and exhaustion). In contrast, psychological need satisfaction and a growth mind-set had distinct pathways to beneficial cognitions (i.e., mastery approach goals) and lifelong learning practices in medical students. Discussion: Adaptive motivations, cultivated through personal and environmental factors, may help to protect medical students from psychological distress and enhance their growth as lifelong learners. Understanding the mechanisms and pathways to desirable and undesirable outcomes in medical students is critical for creating learning environments that will serve these students well.

短名	Educ Health
Journal Impact	0.82
国际分区	EDUCATION, SCIENTIFIC DISCIPLINES(Q3)

ISSN	1357-6283, 1469-5804
h-index	40

涉及主题	心理学医学政治学法学医学教育经济社会学经济增长计算机科学教育学生物数学护理部哲学医疗保健业务地理课程病理历史
出版信息	出版商: Wolters Kluwer Medknow Publications，出版周期: ，期刊类型: journal，开源期刊: 非开源
基本数据	创刊年份: 1997，原创研究文献占比: 90.00%，自引率:0.00%， Gold OA占比: 25.53%

Education for Health: Change in Learning and Practice

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Mindfulness-based intervention for college faculties and students in Brazil

“Doctor, teacher, translator:” International medical students' experiences of clinical teaching on an English language undergraduate medical course in China

Medical student well-being and lifelong learning: A motivational perspective

Mobile learning app: A novel method to teach clinical decision making in prosthodontics

What do faculty feel about teaching in this school? assessment of medical education environment by teachers

Preparing the health workforce in Ethiopia: A Cross-sectional study of competence of anesthesia graduating students

The Thai-Australian Health Alliance: Developing Health Management Capacity and Sustainability for Primary Health Care Services

The World Health Report 2002 - Reducing Risks, Promoting Healthy Life

Mobile learning app: A novel method to teach clinical decision making in prosthodontics

“Doctor, teacher, translator:” International medical students' experiences of clinical teaching on an English language undergraduate medical course in China

The Thai-Australian Health Alliance: Developing Health Management Capacity and Sustainability for Primary Health Care Services

The World Health Report 2002 - Reducing Risks, Promoting Healthy Life

Preparing the health workforce in Ethiopia: A Cross-sectional study of competence of anesthesia graduating students

What do faculty feel about teaching in this school? assessment of medical education environment by teachers

Mindfulness-based intervention for college faculties and students in Brazil

Medical student well-being and lifelong learning: A motivational perspective