A review of Aboriginal and Torres Strait Islander content within an accredited paramedicine degree curriculum was undertaken as part of major course review and ongoing evaluation of the program. The aim of which was to ensure the course content was appropriate and relevant to Aboriginal and Torres Strait Islander communities. All content and teaching activities were audited where specific content was explored and noted. Findings were presented to a review team where good practice was highlighted and areas for development were addressed. This has encouraged staff to seek opportunities to embed content in both clinical and non-clinical skills, knowledge teaching and experiences. In addition to encouraging further review of other diverse communities.
{"title":"The review of Aboriginal and Torres Strait Islander content within an undergraduate paramedicine degree curriculum","authors":"L. Holmes, Leanne Vance, E. Rust","doi":"10.33966/hepj.6.1.16675","DOIUrl":"https://doi.org/10.33966/hepj.6.1.16675","url":null,"abstract":"A review of Aboriginal and Torres Strait Islander content within an accredited paramedicine degree curriculum was undertaken as part of major course review and ongoing evaluation of the program. The aim of which was to ensure the course content was appropriate and relevant to Aboriginal and Torres Strait Islander communities. All content and teaching activities were audited where specific content was explored and noted. Findings were presented to a review team where good practice was highlighted and areas for development were addressed. This has encouraged staff to seek opportunities to embed content in both clinical and non-clinical skills, knowledge teaching and experiences. In addition to encouraging further review of other diverse communities.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"47 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabrielle Van Balen, Mitchell Smith, Laura Parish, R. M. Gallagher
AbstractPurposeRural workforce shortages are a national issue. One strategy is the use of secondments from larger healthcare sites to staff rural sites on a rotational basis. The purpose of this evaluation is to explore the impact of the development, implementation of an educational, training and supervision package for junior Physiotherapists undertaking rural secondments in Northern NSW.Design/methodology/approachPre post evaluation of a training, education and supervision package to support junior Physiotherapists undertaking rural secondments across Northern NSW. A baseline survey of Physiotherapists who had undertaken a secondment in the previous 12 months defined current practice and limitations. From this a targeted education, training and supervision package was developed. Post implementation surveying for a period of 12 months was undertaken to evaluate the packages implementation.FindingsStatistically significant improvements in staff reporting they felt supported and were aware of escalation processes for patients under their care were reported. Additionally improvements were seen in staff reported access to and completing competencies relevant to their secondment.Research implicationsThese findings provide guidance in regards to junior Physiotherapists working on rural secondments and the importance of structured education, training and support mechanisms.Practical implicationsThe findings from this work support the development and implementation of structured education, training and supervision plans prior to undertaking rural secondments.Originality/valueThese findings provide evidence and support the need for structured and target training, education and supervision for staff undertaking rural secondments to ensure staff are confident to work in a rural setting.LimitationsLarger response rates for post implementation survey results may result in different outcomes being reported in comparison to pre implementation results.
{"title":"Development and Evaluation of Strategies to Support Rural Secondments for Junior Physiotherapists","authors":"Gabrielle Van Balen, Mitchell Smith, Laura Parish, R. M. Gallagher","doi":"10.33966/hepj.5.1.15619","DOIUrl":"https://doi.org/10.33966/hepj.5.1.15619","url":null,"abstract":"AbstractPurposeRural workforce shortages are a national issue. One strategy is the use of secondments from larger healthcare sites to staff rural sites on a rotational basis. The purpose of this evaluation is to explore the impact of the development, implementation of an educational, training and supervision package for junior Physiotherapists undertaking rural secondments in Northern NSW.Design/methodology/approachPre post evaluation of a training, education and supervision package to support junior Physiotherapists undertaking rural secondments across Northern NSW. A baseline survey of Physiotherapists who had undertaken a secondment in the previous 12 months defined current practice and limitations. From this a targeted education, training and supervision package was developed. Post implementation surveying for a period of 12 months was undertaken to evaluate the packages implementation.FindingsStatistically significant improvements in staff reporting they felt supported and were aware of escalation processes for patients under their care were reported. Additionally improvements were seen in staff reported access to and completing competencies relevant to their secondment.Research implicationsThese findings provide guidance in regards to junior Physiotherapists working on rural secondments and the importance of structured education, training and support mechanisms.Practical implicationsThe findings from this work support the development and implementation of structured education, training and supervision plans prior to undertaking rural secondments.Originality/valueThese findings provide evidence and support the need for structured and target training, education and supervision for staff undertaking rural secondments to ensure staff are confident to work in a rural setting.LimitationsLarger response rates for post implementation survey results may result in different outcomes being reported in comparison to pre implementation results.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124144731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Romany Martin, Andrew M. Phan, Shaun Tan, A. Mandrusiak, R. Forbes
Purpose: Discharge planning constitutes a large part of a physiotherapist's role when working in hospital settings. The challenges of decision-making relating to discharge planning have been identified by experienced physiotherapists. Despite known challenges associated with the transition from student to clinician, the experiences of new-graduates undertaking discharge planning are largely unknown. Therefore, this study aimed to explore:1) new-graduate physiotherapists' experiences of discharge planning in hospital settings, and2) the influence of pre-professional training on their perceived preparedness for discharge planning.Design: A qualitative general inductive approach using semi-structured interviews. New-graduate physiotherapists (n = 14) working in hospital settings were recruited.Finding: Four themes were generated: 1) responding to the pressures associated with discharging patients, 2) complex decision-making, 3) the role of the interprofessional team, and 4) desiring additional context and complexity from pre-professional training.Practice Implications: The study has identified that new-graduates underestimate the extent to which discharge planning features in their roles within hospital settings, and are unaware of the interprofessional practice required. Whilst they felt that their pre-professional training provides the technical skills required for their roles, they felt that they were not prepared for their role within the broader healthcare system, nor the complexity of clinical practice. This study encourages education providers to emphasise the role of physiotherapists within the broader health care system, through highlighting contexts where physiotherapy knowledge can be applied (i.e., discharge planning) and understanding the role of the physiotherapist within the interprofessional team.Limitations: Important perspectives of mentors and other members of the interprofessional team involved in discharge planning have not been included in this study which may have impacted the interpretation of the results.
{"title":"Hospital discharge planning: a qualitative study of new-graduate physiotherapists' experiences","authors":"Romany Martin, Andrew M. Phan, Shaun Tan, A. Mandrusiak, R. Forbes","doi":"10.33966/hepj.5.1.15759","DOIUrl":"https://doi.org/10.33966/hepj.5.1.15759","url":null,"abstract":"Purpose: Discharge planning constitutes a large part of a physiotherapist's role when working in hospital settings. The challenges of decision-making relating to discharge planning have been identified by experienced physiotherapists. Despite known challenges associated with the transition from student to clinician, the experiences of new-graduates undertaking discharge planning are largely unknown. Therefore, this study aimed to explore:1) new-graduate physiotherapists' experiences of discharge planning in hospital settings, and2) the influence of pre-professional training on their perceived preparedness for discharge planning.Design: A qualitative general inductive approach using semi-structured interviews. New-graduate physiotherapists (n = 14) working in hospital settings were recruited.Finding: Four themes were generated: 1) responding to the pressures associated with discharging patients, 2) complex decision-making, 3) the role of the interprofessional team, and 4) desiring additional context and complexity from pre-professional training.Practice Implications: The study has identified that new-graduates underestimate the extent to which discharge planning features in their roles within hospital settings, and are unaware of the interprofessional practice required. Whilst they felt that their pre-professional training provides the technical skills required for their roles, they felt that they were not prepared for their role within the broader healthcare system, nor the complexity of clinical practice. This study encourages education providers to emphasise the role of physiotherapists within the broader health care system, through highlighting contexts where physiotherapy knowledge can be applied (i.e., discharge planning) and understanding the role of the physiotherapist within the interprofessional team.Limitations: Important perspectives of mentors and other members of the interprofessional team involved in discharge planning have not been included in this study which may have impacted the interpretation of the results.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132449868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. S. Prasad, S. Keely, N. Talley, K. Duncanson, T. Kairuz, Michael P. Jones, M. Walker
Purpose: Inflammatory bowel disease (IBD) management is complex and challenging, and therefore, requires a multidisciplinary approach. Whilst pharmacists may play a key role as the first point of contact for patients with initial symptoms or disease relapse, there is scant literature on pharmacists’ knowledge in IBD management. We conducted a survey to explore pharmacists’ knowledge and their perception of pharmacists and other healthcare professionals’ roles in managing patients with IBD.Design and Methodology: An online survey was distributed to pharmacists through professional organisations. The survey included questions about demographic information, concepts related to IBD management and the roles of pharmacists and healthcare professionals in managing patients with IBD.Findings: Fifty two respondents completed the survey. The overall knowledge score for the majority of respondents was categorised as ‘low’ (25-50%) to ‘average’ (51-75%). IBD concept that demonstrated the highest level of accuracy in knowledge scores among pharmacists was the importance of vaccination in IBD (94.2%). Pharmacists who had exposure to patients with IBD demonstrated better knowledge scores compared to those who did not have any exposure to IBD patients in their practice (p = 0.005). Furthermore, General Practitioners (GPs) were perceived as the key care providers to IBD patients, whilst pharmacists considered themselves as important in providing medication related information to patients. Conclusion: This study indicated that pharmacists’ knowledge of IBD and its’ management was suboptimal, but with education and training there are opportunities for pharmacists to play a more active role in managing patients with IBD.
{"title":"Primary care pharmacists’ knowledge and perception of Inflammatory Bowel Disease: a cross-sectional study in Australia.","authors":"S. S. Prasad, S. Keely, N. Talley, K. Duncanson, T. Kairuz, Michael P. Jones, M. Walker","doi":"10.33966/hepj.5.1.15437","DOIUrl":"https://doi.org/10.33966/hepj.5.1.15437","url":null,"abstract":"Purpose: Inflammatory bowel disease (IBD) management is complex and challenging, and therefore, requires a multidisciplinary approach. Whilst pharmacists may play a key role as the first point of contact for patients with initial symptoms or disease relapse, there is scant literature on pharmacists’ knowledge in IBD management. We conducted a survey to explore pharmacists’ knowledge and their perception of pharmacists and other healthcare professionals’ roles in managing patients with IBD.Design and Methodology: An online survey was distributed to pharmacists through professional organisations. The survey included questions about demographic information, concepts related to IBD management and the roles of pharmacists and healthcare professionals in managing patients with IBD.Findings: Fifty two respondents completed the survey. The overall knowledge score for the majority of respondents was categorised as ‘low’ (25-50%) to ‘average’ (51-75%). IBD concept that demonstrated the highest level of accuracy in knowledge scores among pharmacists was the importance of vaccination in IBD (94.2%). Pharmacists who had exposure to patients with IBD demonstrated better knowledge scores compared to those who did not have any exposure to IBD patients in their practice (p = 0.005). Furthermore, General Practitioners (GPs) were perceived as the key care providers to IBD patients, whilst pharmacists considered themselves as important in providing medication related information to patients. Conclusion: This study indicated that pharmacists’ knowledge of IBD and its’ management was suboptimal, but with education and training there are opportunities for pharmacists to play a more active role in managing patients with IBD.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114153906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Magin, G. Cooke, A. Tapley, S. Wearne, E. Holliday, Simon Morgan, Jean Ball, N. Spike, M. V. van Driel
Purpose: To explore the association of Australian general practitioner (GP) registrars’ responses to uncertainty with their in-consultation information-, advice- and assistance-seeking.Design/methodology/approach: A cross-sectional analysis of data from the Registrar Clinical Encounters in Training (ReCEnT) cohort study in four Australian states. In ReCEnT, GP registrars record details of 60 consecutive consultations, six-monthly, three times during training.Outcome factors in logistic regression models included whether the registrar sought in-consultation information or assistance from (i) their supervisor or (ii) an electronic or paper-based source. Independent variables were the four independent subscales of the Physicians’ Reaction to Uncertainty (PRU) instrument, as well as registrar, practice and consultation variables.Findings: 589 registrars contributed details of 70,412 consultations.On multivariable analysis, scores on the two ‘affective’ PRU subscales ‘anxiety regarding diagnosis/management’ (OR 1.03; 95% confidence intervals [CIs] [1.01, 1.05], p = 0.003) and ‘concern about a bad outcome’ (OR 1.03; 95% CIs [1.01, 1.06], p = 0.008) were significantly associated with seeking supervisor assistance. There was no association with ‘behavioural’ subscales ‘reluctance to disclose uncertainty to patients’ and ‘reluctance to disclose mistakes to physicians’.None of the PRU subscales were significantly associated with information-seeking from electronic or hard copy sources.Research implications: Further research is required to explore the role of uncertainty within registrar–supervisor interactions and to define the role of supervisors in registrars’ functional adaptation to clinical uncertainty (including how best to support and train supervisors in this role).Practical implications: GP registrars’ ‘affective’ responses to clinical uncertainty are associated with assistance-seeking from clinical supervisors. While in-consultation assistance-seeking may promote registrars’ tolerance of uncertainty, it may also contribute to supervisor workload.Originality/value: This is the first study to examine trainees’ levels of uncertainty and their seeking of information and assistance.Limitations: We have not investigated whether registrars’ seeking assistance resolved or attenuated, for the index problem, their anxiety or concern.
目的:探讨澳大利亚全科医生(GP)注册商协会对咨询信息、建议和寻求帮助的不确定性的反应。设计/方法/方法:对澳大利亚四个州注册医师临床培训(近期)队列研究数据的横断面分析。最近，全科医生登记员记录了60个连续咨询的详细信息，六个月一次，培训期间三次。逻辑回归模型中的结果因素包括注册商是否从(i)其主管或(ii)电子或纸质来源寻求咨询信息或协助。自变量为医师不确定反应量表(PRU)的四个独立分量表，以及注册者、执业者和会诊者变量。调查结果:589家注册商提供了70,412次咨询的详细信息。在多变量分析中，两个“情感”PRU子量表“关于诊断/管理的焦虑”的得分(OR 1.03;95%置信区间[ci] [1.01, 1.05]， p = 0.003)和“对不良结果的担忧”(OR 1.03;95% ci [1.01, 1.06]， p = 0.008)与寻求主管协助显著相关。与“行为”子量表“不愿向患者透露不确定性”和“不愿向医生透露错误”没有关联。没有一个PRU分量表与从电子或硬拷贝来源获取信息有显著关联。研究意义:需要进一步的研究来探索不确定性在注册者-监管者互动中的作用，并定义监管者在注册者对临床不确定性的功能适应中的作用(包括如何最好地支持和培训这一角色的监管者)。实际意义:全科医生注册者对临床不确定性的“情感”反应与临床主管的寻求援助有关。虽然在咨询中寻求帮助可能会促进注册商对不确定性的容忍度，但它也可能会增加主管的工作量。原创性/价值:这是第一个研究受训者的不确定程度和他们寻求信息和帮助的研究。局限性:我们没有调查注册商寻求帮助是否解决或减轻了他们对索引问题的焦虑或担忧。
{"title":"General practice registrars’ clinical uncertainty, and in-consultation information- and assistance-seeking","authors":"P. Magin, G. Cooke, A. Tapley, S. Wearne, E. Holliday, Simon Morgan, Jean Ball, N. Spike, M. V. van Driel","doi":"10.33966/HEPJ.4.1.14765","DOIUrl":"https://doi.org/10.33966/HEPJ.4.1.14765","url":null,"abstract":"Purpose: To explore the association of Australian general practitioner (GP) registrars’ responses to uncertainty with their in-consultation information-, advice- and assistance-seeking.Design/methodology/approach: A cross-sectional analysis of data from the Registrar Clinical Encounters in Training (ReCEnT) cohort study in four Australian states. In ReCEnT, GP registrars record details of 60 consecutive consultations, six-monthly, three times during training.Outcome factors in logistic regression models included whether the registrar sought in-consultation information or assistance from (i) their supervisor or (ii) an electronic or paper-based source. Independent variables were the four independent subscales of the Physicians’ Reaction to Uncertainty (PRU) instrument, as well as registrar, practice and consultation variables.Findings: 589 registrars contributed details of 70,412 consultations.On multivariable analysis, scores on the two ‘affective’ PRU subscales ‘anxiety regarding diagnosis/management’ (OR 1.03; 95% confidence intervals [CIs] [1.01, 1.05], p = 0.003) and ‘concern about a bad outcome’ (OR 1.03; 95% CIs [1.01, 1.06], p = 0.008) were significantly associated with seeking supervisor assistance. There was no association with ‘behavioural’ subscales ‘reluctance to disclose uncertainty to patients’ and ‘reluctance to disclose mistakes to physicians’.None of the PRU subscales were significantly associated with information-seeking from electronic or hard copy sources.Research implications: Further research is required to explore the role of uncertainty within registrar–supervisor interactions and to define the role of supervisors in registrars’ functional adaptation to clinical uncertainty (including how best to support and train supervisors in this role).Practical implications: GP registrars’ ‘affective’ responses to clinical uncertainty are associated with assistance-seeking from clinical supervisors. While in-consultation assistance-seeking may promote registrars’ tolerance of uncertainty, it may also contribute to supervisor workload.Originality/value: This is the first study to examine trainees’ levels of uncertainty and their seeking of information and assistance.Limitations: We have not investigated whether registrars’ seeking assistance resolved or attenuated, for the index problem, their anxiety or concern.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114424628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria T. Mackay, Padmini Pai, S. Emslie, Andrea Knezevic, Jacinta Mackay
This paper aims to share a program that took a whole-hospital approach in considering the wellbeing of staff at a time of recovery following the 2019–2020 bushfires. The SEED Program enlisted a person-centred participatory methodology that was embedded within a transformational learning approach. This methodology included collaboration, authentic participation, critical reflection, critical dialogue and listening where the staff voice was the driving factor in the development of strategies for recovery. The SEED Program resulted in the development of five initiatives that included four strategies and a celebration event where staff celebrated their New Year’s Eve in February 2020. The four strategies included the establishment of a quiet room, coffee buddies, Wellness Warriors and 24/7 Wellness. The outcomes from the SEED Program resulted in the development of a more person-centred culture and transformation of staff perspectives in how they understood their role in their learning and learning of others in recovery and support at a time of crisis. The key learnings were the effect of authentic collaboration, the benefit from enabling authentic leadership at all levels within a hospital, and the power of a staff connection to the ‘CORE’ values of the hospital and Local Health District. In conclusion, the staff involved hold the hope that others may benefit from their experience of transformational learning in creating more person-centred workplace cultures while supporting each other to move forward during a crisis. The limitation of the SEED Program was that it was a bespoke practice innovation designed in the moment, responding to an identified need for the staff following a crisis in the local community rather than a formal research approach to meeting the needs of this group of staff.
{"title":"SEED Program: The development of a program that has enabled the learning and growth of staff in the response to a community crisis.","authors":"Maria T. Mackay, Padmini Pai, S. Emslie, Andrea Knezevic, Jacinta Mackay","doi":"10.33966/hepj.4.1.14691","DOIUrl":"https://doi.org/10.33966/hepj.4.1.14691","url":null,"abstract":"This paper aims to share a program that took a whole-hospital approach in considering the wellbeing of staff at a time of recovery following the 2019–2020 bushfires. The SEED Program enlisted a person-centred participatory methodology that was embedded within a transformational learning approach. This methodology included collaboration, authentic participation, critical reflection, critical dialogue and listening where the staff voice was the driving factor in the development of strategies for recovery. The SEED Program resulted in the development of five initiatives that included four strategies and a celebration event where staff celebrated their New Year’s Eve in February 2020. The four strategies included the establishment of a quiet room, coffee buddies, Wellness Warriors and 24/7 Wellness. The outcomes from the SEED Program resulted in the development of a more person-centred culture and transformation of staff perspectives in how they understood their role in their learning and learning of others in recovery and support at a time of crisis. The key learnings were the effect of authentic collaboration, the benefit from enabling authentic leadership at all levels within a hospital, and the power of a staff connection to the ‘CORE’ values of the hospital and Local Health District. In conclusion, the staff involved hold the hope that others may benefit from their experience of transformational learning in creating more person-centred workplace cultures while supporting each other to move forward during a crisis. The limitation of the SEED Program was that it was a bespoke practice innovation designed in the moment, responding to an identified need for the staff following a crisis in the local community rather than a formal research approach to meeting the needs of this group of staff.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122295202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Providing health care to rural populations is a major issue in Australia. Disease burdenand health risk factorsincrease with remoteness, but the access to appropriate service decrease. The introduction of Rural Clinical Schools, rural locations for internship and residency, and decentralisation of the Australian General Practitioner Training Programaim to address this disparity. This systematic review aimed at determining if rural placements throughout medical training are associated with future rural general practice in Australia.Methods: Medline (Ovid), Pubmed, CINAHL and Science Direct were searched for the period January 2000 to July 2019. Included studies related specifically to rural general practitioners in Australia and studies were excluded if they reported only on intention to practice rurally. Evidence was assessed using the Standards for Quality Improvement Reporting Excellence Guidelines.Results: Eleven articles met the inclusion criteria. Three studies examined the effect of rural placements in medical school on future rural general practice. Three studies looked at placements as a junior doctor on future rural general practice. Four studies looked at the effect of rural general practitioner training on future rural general practice. One study reported on the effect of rural placements during both medical school and junior doctor years on future rural general practice. The studies supported an association between rural placements and future rural general practice, particularly for Australian born doctors, Australian graduates and individuals from rural backgrounds.Discussion: This review suggests that rural placements during medical training increase the likelihood of future rural general practice. The interplay of personal and professional life influence whether rural intention is sufficient to result in rural practice. Addressing human factors that influence rural practice will contribute to achieving equitable rural health care.
{"title":"The effect of rural placements on future rural general practice","authors":"Alexandra Macdonald, K. Duncanson","doi":"10.33966/hepj.4.1.14798","DOIUrl":"https://doi.org/10.33966/hepj.4.1.14798","url":null,"abstract":"Background: Providing health care to rural populations is a major issue in Australia. Disease burdenand health risk factorsincrease with remoteness, but the access to appropriate service decrease. The introduction of Rural Clinical Schools, rural locations for internship and residency, and decentralisation of the Australian General Practitioner Training Programaim to address this disparity. This systematic review aimed at determining if rural placements throughout medical training are associated with future rural general practice in Australia.Methods: Medline (Ovid), Pubmed, CINAHL and Science Direct were searched for the period January 2000 to July 2019. Included studies related specifically to rural general practitioners in Australia and studies were excluded if they reported only on intention to practice rurally. Evidence was assessed using the Standards for Quality Improvement Reporting Excellence Guidelines.Results: Eleven articles met the inclusion criteria. Three studies examined the effect of rural placements in medical school on future rural general practice. Three studies looked at placements as a junior doctor on future rural general practice. Four studies looked at the effect of rural general practitioner training on future rural general practice. One study reported on the effect of rural placements during both medical school and junior doctor years on future rural general practice. The studies supported an association between rural placements and future rural general practice, particularly for Australian born doctors, Australian graduates and individuals from rural backgrounds.Discussion: This review suggests that rural placements during medical training increase the likelihood of future rural general practice. The interplay of personal and professional life influence whether rural intention is sufficient to result in rural practice. Addressing human factors that influence rural practice will contribute to achieving equitable rural health care.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127801023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to the 4th Volume, 1st Issue of Health Education in Practice: Journal of Research for Professional Learning. We have a very interesting series of articles in this volume.
欢迎来到第四卷，第一期健康教育实践:专业学习研究杂志。我们在这本书里有一系列非常有趣的文章。
{"title":"From The Editor","authors":"K. Nair","doi":"10.33966/hepj.4.1.15495","DOIUrl":"https://doi.org/10.33966/hepj.4.1.15495","url":null,"abstract":"Welcome to the 4th Volume, 1st Issue of Health Education in Practice: Journal of Research for Professional Learning. We have a very interesting series of articles in this volume.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116320139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Bissett, Nicole Freene, I. Nahon, J. Witchalls, P. Copeman, E. Preston
Introduction: MASK-EDTM simulation is a novel educational approach in which a clinically experienced educator dons a high-fidelity silicone mask and plays the role of a patient. MASK-EDTM simulation has not yet been evaluated in physiotherapy education. The purpose of this study was to describe physiotherapy students’ perceptions of the value of MASK-EDTM simulation and its effect on perceived preparedness for clinical placements.Methods: Design: Mixed-methods cohort study, using questionnaires and focus groups over 12 months.Setting: Entry-level Physiotherapy course at an Australian university.Participants: Eighty-one physiotherapy students enrolled in their first unit of cardiorespiratory Physiotherapy.Intervention: MASK-EDTM simulation in five tutorials across two semesters, practising skills including history-taking and secretion clearance techniques.Main outcome measures: Questionnaires pre- and post clinical placement; thematic analysis of focus group data following clinical placement exposure.Results: One hundred per cent of students described MASK-EDTM as helpful in developing manual handling skills (mean 3.8/4.0, SD 0.4), establishing rapport and empathy with patients (mean 3.7/4.0, SD 0.5), and communicating with an older patient (mean 3.4/4.0, SD 0.6). Following exposure to clinical placement, students perceived MASK-EDTM as slightly less helpful in enhancing readiness for clinical placement (MD –0.20 out of 5, 95% CI –0.54 to –0.04) compared with before clinical exposure. However, they still considered MASK-EDTM somewhat helpful (mean 3.2/4.0). Three themes were identified: the safety of the learning environment with MASK-EDTM, the importance of communication in MASK-EDTM simulation and the performative aspects of MASK-EDTM simulation. All three themes were underpinned by the importance of authenticity in learning and practice.Conclusions: Physiotherapy students perceive MASK-EDTM simulation as valuable in enhancing learning relating to clinical practice, particularly prior to clinical placement.
{"title":"Student Perceptions of MASK-EDTM Simulation in Physiotherapy Education: A Mixed Methods Cohort Study","authors":"B. Bissett, Nicole Freene, I. Nahon, J. Witchalls, P. Copeman, E. Preston","doi":"10.33966/HEPJ.4.1.14854","DOIUrl":"https://doi.org/10.33966/HEPJ.4.1.14854","url":null,"abstract":"Introduction: MASK-EDTM simulation is a novel educational approach in which a clinically experienced educator dons a high-fidelity silicone mask and plays the role of a patient. MASK-EDTM simulation has not yet been evaluated in physiotherapy education. The purpose of this study was to describe physiotherapy students’ perceptions of the value of MASK-EDTM simulation and its effect on perceived preparedness for clinical placements.Methods: Design: Mixed-methods cohort study, using questionnaires and focus groups over 12 months.Setting: Entry-level Physiotherapy course at an Australian university.Participants: Eighty-one physiotherapy students enrolled in their first unit of cardiorespiratory Physiotherapy.Intervention: MASK-EDTM simulation in five tutorials across two semesters, practising skills including history-taking and secretion clearance techniques.Main outcome measures: Questionnaires pre- and post clinical placement; thematic analysis of focus group data following clinical placement exposure.Results: One hundred per cent of students described MASK-EDTM as helpful in developing manual handling skills (mean 3.8/4.0, SD 0.4), establishing rapport and empathy with patients (mean 3.7/4.0, SD 0.5), and communicating with an older patient (mean 3.4/4.0, SD 0.6). Following exposure to clinical placement, students perceived MASK-EDTM as slightly less helpful in enhancing readiness for clinical placement (MD –0.20 out of 5, 95% CI –0.54 to –0.04) compared with before clinical exposure. However, they still considered MASK-EDTM somewhat helpful (mean 3.2/4.0). Three themes were identified: the safety of the learning environment with MASK-EDTM, the importance of communication in MASK-EDTM simulation and the performative aspects of MASK-EDTM simulation. All three themes were underpinned by the importance of authenticity in learning and practice.Conclusions: Physiotherapy students perceive MASK-EDTM simulation as valuable in enhancing learning relating to clinical practice, particularly prior to clinical placement.","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116559936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Welcome to the 3rd Volume, 2nd Issue of Health Education in Practice: Journal of Research for Professional Learning
欢迎来到第三卷，第二期健康教育实践:专业学习研究杂志
{"title":"From The Editor","authors":"K. Nair","doi":"10.33966/hepj.3.2.14939","DOIUrl":"https://doi.org/10.33966/hepj.3.2.14939","url":null,"abstract":"Welcome to the 3rd Volume, 2nd Issue of Health Education in Practice: Journal of Research for Professional Learning","PeriodicalId":119792,"journal":{"name":"Health Education in Practice: Journal of Research for Professional Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116999198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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