Pub Date : 2019-04-10DOI: 10.20421/IGHPE2019.01.20
Pi-Hua Tsai
Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.
第一届中东医学人文国际会议论文集摘要2018年11月17日至18日:卡塔尔多哈。
{"title":"Preparing medical students for the writing of history of present illness: Marching from short story reading and the practice of visual art","authors":"Pi-Hua Tsai","doi":"10.20421/IGHPE2019.01.20","DOIUrl":"https://doi.org/10.20421/IGHPE2019.01.20","url":null,"abstract":"Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130015504","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}
Pub Date : 2019-04-10DOI: 10.20421/IGHPE2019.01.08
Cherif Amor, M. O'Boyle, Debajyoti Pati
Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.
第一届中东医学人文国际会议论文集摘要2018年11月17日至18日:卡塔尔多哈。
{"title":"Impact of fluorescent color temperature on attention deficit hyperactivity disorder (ADHD) subjects: A FMRI study","authors":"Cherif Amor, M. O'Boyle, Debajyoti Pati","doi":"10.20421/IGHPE2019.01.08","DOIUrl":"https://doi.org/10.20421/IGHPE2019.01.08","url":null,"abstract":"Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125202410","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}
Pub Date : 2019-04-10DOI: 10.20421/IGHPE2019.01.11
N. Elhassan, Ahmed Al Safi, Abdalla A. B. Khairi
Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.
第一届中东医学人文国际会议论文集摘要2018年11月17日至18日:卡塔尔多哈。
{"title":"The Zar (Bori) Cult: A proposed integrated psychotherapy module","authors":"N. Elhassan, Ahmed Al Safi, Abdalla A. B. Khairi","doi":"10.20421/IGHPE2019.01.11","DOIUrl":"https://doi.org/10.20421/IGHPE2019.01.11","url":null,"abstract":"Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133663982","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}
Pub Date : 2019-04-10DOI: 10.20421/IGHPE2019.01.15
Osama Ibrahim, W. Hassanen, Syed Zaffar
Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.
第一届中东医学人文国际会议论文集摘要2018年11月17日至18日:卡塔尔多哈。
{"title":"Ethics of occupational medicine in Qatargas","authors":"Osama Ibrahim, W. Hassanen, Syed Zaffar","doi":"10.20421/IGHPE2019.01.15","DOIUrl":"https://doi.org/10.20421/IGHPE2019.01.15","url":null,"abstract":"Abstract from the Proceedings of the 1st International Conference on Medical Humanities in the Middle East; 2018 Nov 17-18: Doha, Qatar.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124751695","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}
A limitation of training is the gap between the knowledge learned in training and the behavior put into practice. Skills checklists are helpful for reducing errors and increasing adherence to safety and may be one tool useful for bridging that gap. There is little research examining the role of skills checklists with self-reflection completed independently, or “self-monitoring checklists,” for increasing knowledge and improving skills in areas requiring attentional behavior in healthcare. Two randomized controlled studies incorporated self-monitoring checklists along with online training in cultural competence and integrated care, respectively, for health professionals. At least ninety percent of participants in both studies found self-monitoring checklists to be helpful. Healthcare educators and practitioners should consider self-monitoring checklists as an additional tool for online training when developing educational strategies for healthcare professionals.
{"title":"Self-monitoring checklists: A tool for connecting training to practice","authors":"M. Hughes, Emaley B. McCulloch, Elise G. Valdes","doi":"10.20421/IGHPE2018.04","DOIUrl":"https://doi.org/10.20421/IGHPE2018.04","url":null,"abstract":"A limitation of training is the gap between the knowledge learned in training and the behavior put into practice. Skills checklists are helpful for reducing errors and increasing adherence to safety and may be one tool useful for bridging that gap. There is little research examining the role of skills checklists with self-reflection completed independently, or “self-monitoring checklists,” for increasing knowledge and improving skills in areas requiring attentional behavior in healthcare. Two randomized controlled studies incorporated self-monitoring checklists along with online training in cultural competence and integrated care, respectively, for health professionals. At least ninety percent of participants in both studies found self-monitoring checklists to be helpful. Healthcare educators and practitioners should consider self-monitoring checklists as an additional tool for online training when developing educational strategies for healthcare professionals.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123501200","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}
Bebhinn Dillane, Ivanka Ezhova, S. Ryan, S. Tee, A. Rafferty
Patient stories have been identified as a powerful tool to improve quality of care. Healthtalk.org is a digital resource (specific health-related website) presenting patients’ experiences of illness and healthcare through trigger films, videos and articles. Data have been generated from narrative interviews conducted by experienced researchers, based at the Health Experiences Research Group (HERG), University of Oxford. Our project explored the potential use of secondary analysis of digital sources as a methodological innovation to develop as a tool for teaching compassion to nursing students. For that, a purposive sample of transcripts from the HERG archive were selected for secondary analysis. Patients expressed both positive and negative experiences of care. Positive themes included: continuity of care and attentiveness to the fundamentals of care. Negative themes were related to poor quality of care; ignoring patient and family needs; and not being available for patients and family when needed. We concluded that secondary analysis of narrative interviews provides a powerful resource for identifying positive and negative patient experiences for learning and teaching. These can be designed into a digital toolkit and used as a learning and teaching resource to develop staff and students’ reflexivity in relation to the values and leadership behaviours associated with compassionate care and positive practice.
{"title":"Cameos of Compassion: Exploring compassionate care using secondary analysis of digital patients’ stories","authors":"Bebhinn Dillane, Ivanka Ezhova, S. Ryan, S. Tee, A. Rafferty","doi":"10.20421/IGHPE2018.03","DOIUrl":"https://doi.org/10.20421/IGHPE2018.03","url":null,"abstract":"Patient stories have been identified as a powerful tool to improve quality of care. Healthtalk.org is a digital resource (specific health-related website) presenting patients’ experiences of illness and healthcare through trigger films, videos and articles. Data have been generated from narrative interviews conducted by experienced researchers, based at the Health Experiences Research Group (HERG), University of Oxford. Our project explored the potential use of secondary analysis of digital sources as a methodological innovation to develop as a tool for teaching compassion to nursing students. For that, a purposive sample of transcripts from the HERG archive were selected for secondary analysis. Patients expressed both positive and negative experiences of care. Positive themes included: continuity of care and attentiveness to the fundamentals of care. Negative themes were related to poor quality of care; ignoring patient and family needs; and not being available for patients and family when needed. We concluded that secondary analysis of narrative interviews provides a powerful resource for identifying positive and negative patient experiences for learning and teaching. These can be designed into a digital toolkit and used as a learning and teaching resource to develop staff and students’ reflexivity in relation to the values and leadership behaviours associated with compassionate care and positive practice.","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125462201","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}
Many residency programs struggle with effective and efficient methods for their program to synthesize and analyze data to create robust milestones-based assessment of residents. Residents and faculty in the Pediatric Residency at Dartmouth-Hitchcock Medical Center collaborated to design an innovative iterative process for resident assessment using rotation-based Milestones reports, faculty sub-committees, and discussion with the resident. Time spent and frequency of Milestones determinations made at each phase of assessment process were tabulated and feedback summarized from faculty, residents, and administrators. Our new process integrated milestones determinations into our existing committee review structure without any additional time added to the process. Faculty perceived that the system was efficient and provided more insight about each resident. The program director used the sub-committee summaries for semi-annual reviews and letters of reference. Residents appreciated the fairness of all residents being reviewed by the same faculty. Milestones determinations were made by: evaluations alone (69%), CCC sub-committee (18%), full CCC (7%), and additional data or PD decision (6%). The full CCC was needed more frequently for professionalism and systems-based practice Milestones determinations. Iterative assessment systems have the potential to save valuable faculty time without compromising the quality of assessments.
{"title":"The Power of an Iterative Approach to Clinical Competence Assessment","authors":"K. Gifford, J. Benson, Juli Kim","doi":"10.20421/IGHPE2018.02","DOIUrl":"https://doi.org/10.20421/IGHPE2018.02","url":null,"abstract":"Many residency programs struggle with effective and efficient methods for their program to synthesize and analyze data to create robust milestones-based assessment of residents. Residents and faculty in the Pediatric Residency at Dartmouth-Hitchcock Medical Center collaborated to design an innovative iterative process for resident assessment using rotation-based Milestones reports, faculty sub-committees, and discussion with the resident. Time spent and frequency of Milestones determinations made at each phase of assessment process were tabulated and feedback summarized from faculty, residents, and administrators. Our new process integrated milestones determinations into our existing committee review structure without any additional time added to the process. Faculty perceived that the system was efficient and provided more insight about each resident. The program director used the sub-committee summaries for semi-annual reviews and letters of reference. Residents appreciated the fairness of all residents being reviewed by the same faculty. Milestones determinations were made by: evaluations alone (69%), CCC sub-committee (18%), full CCC (7%), and additional data or PD decision (6%). The full CCC was needed more frequently for professionalism and systems-based practice Milestones determinations. Iterative assessment systems have the potential to save valuable faculty time without compromising the quality of assessments. ","PeriodicalId":133169,"journal":{"name":"Innovations in Global Health Professions Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133589319","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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