The Digital revolution is set to influence medicine significantly in the coming days. Healthcare professionals should embrace the positive potential of social media (SM) and social networking sites (SNSs) and take advantage of these technologies and tools for their personal and professional development but also be aware of the potential impact of their online behaviors.Moorhead et al identified six arching domains of social media use by the general public, patients, and health professionals. These include Information provision and answering questions on various conditions; facilitation of dialogue between patients, and patients and healthcare professionals; data collection on patient experiences and opinions; SM use for health intervention;health promotion and health education; reduction of stigma & online consultations (Moorhead et al., 2013). Social media has various advantages, such as reaching an extensive audience, low cost, peer/social/emotional support, helping students to keep updated the latest health trends, helping them to formally and informally learn the material, prompt communication & potential to influence health policy (Moorhead et al., 2013; Mostaghimi &Crotty, 2011). At the same time, there are various limitations of social media use in healthcare. These include lack of reliability, information overload, lack of confidentiality & privacy, risks associated with providing incorrect advice using social media, concerns about the correct application of online information to one’s personal health & adverse health consequences. Furthermore, in some cases, social media may restrict patients from visiting health professionals (Moorhead et al., 2013).
在未来的日子里，数字革命将对医学产生重大影响。医疗保健专业人员应该接受社交媒体(SM)和社交网站(sns)的积极潜力，并利用这些技术和工具促进个人和专业发展，但也要意识到他们的在线行为的潜在影响。Moorhead等人确定了公众、患者和卫生专业人员使用社交媒体的六个主要领域。这包括提供信息和回答各种条件下的问题;促进患者之间以及患者与医护人员之间的对话;收集患者经验和意见的数据;SM用于健康干预;健康促进和健康教育;减少耻辱和在线咨询(Moorhead et al.， 2013)。社交媒体具有各种优势，例如受众广泛，成本低，同伴/社会/情感支持，帮助学生保持最新的健康趋势，帮助他们正式和非正式地学习材料，促进沟通和影响健康政策的潜力(Moorhead等人，2013;Mostaghimi &Crotty, 2011)。与此同时，社交媒体在医疗保健领域的使用也存在各种限制。其中包括缺乏可靠性、信息过载、缺乏保密性和隐私、使用社交媒体提供不正确建议的风险、对正确应用在线信息对个人健康的担忧以及对健康的不良后果。此外，在某些情况下，社交媒体可能会限制患者访问卫生专业人员(Moorhead等人，2013年)。
{"title":"E-Professionalism: challenges of being social in social media in health profession","authors":"N. Imran, Masood Jawaid","doi":"10.53708/hpej.v4i1.1301","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.1301","url":null,"abstract":"The Digital revolution is set to influence medicine significantly in the coming days. Healthcare professionals should embrace the positive potential of social media (SM) and social networking sites (SNSs) and take advantage of these technologies and tools for their personal and professional development but also be aware of the potential impact of their online behaviors.Moorhead et al identified six arching domains of social media use by the general public, patients, and health professionals. These include Information provision and answering questions on various conditions; facilitation of dialogue between patients, and patients and healthcare professionals; data collection on patient experiences and opinions; SM use for health intervention;health promotion and health education; reduction of stigma & online consultations (Moorhead et al., 2013). Social media has various advantages, such as reaching an extensive audience, low cost, peer/social/emotional support, helping students to keep updated the latest health trends, helping them to formally and informally learn the material, prompt communication & potential to influence health policy (Moorhead et al., 2013; Mostaghimi &Crotty, 2011). At the same time, there are various limitations of social media use in healthcare. These include lack of reliability, information overload, lack of confidentiality & privacy, risks associated with providing incorrect advice using social media, concerns about the correct application of online information to one’s personal health & adverse health consequences. Furthermore, in some cases, social media may restrict patients from visiting health professionals (Moorhead et al., 2013).","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114719503","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}
Introduction: Student motivation plays a vital role in how well they perform academically. It is particularly important in dental students due to intense studies and tiring clinical duties. Research has been done to find out the relationship of qualitative and quantitative motivation with academic performance, but with contradictory results.Objective: To find the correlation between the strength of motivation and academic performance among dental students of the University College of Medicine and Dentistry (UCMD).Method: A correlational research design was applied. The strength of motivation was calculated using the SMMS-R questionnaire. The questionnaire was sent on WhatsApp to the 1st, 2nd, 3rd, and final year students. One hundred and forty-four responses were recorded. Out of these, 4 students did not allow to access their results, thus they were excluded from the study. For the rest of the 140 students, their academic scores of Combined Block Assessment 1 (CBA-1) were provided by the administration department. Data analysis was done using the SPSS 25.Results: Strength of motivation and academic performance showed a positive relationship; Pearson’s correlation coefficient (r) was 0.6 with a p-value of 0.01. With an increase in strength of motivation, the academic performance also increased.Conclusion: A positive relationship was found between the students’ strength of motivation and their academic performance as calculated by the SMMS-R questionnaire. KEYWORDS: Motivation, academic performance.
{"title":"Correlation between academic performance and strength of motivation among dental students of University College of Medicine and Dentistry","authors":"A. Zafar, Fadia Asghar","doi":"10.53708/hpej.v4i1.29","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.29","url":null,"abstract":"Introduction: Student motivation plays a vital role in how well they perform academically. It is particularly important in dental students due to intense studies and tiring clinical duties. Research has been done to find out the relationship of qualitative and quantitative motivation with academic performance, but with contradictory results.Objective: To find the correlation between the strength of motivation and academic performance among dental students of the University College of Medicine and Dentistry (UCMD).Method: A correlational research design was applied. The strength of motivation was calculated using the SMMS-R questionnaire. The questionnaire was sent on WhatsApp to the 1st, 2nd, 3rd, and final year students. One hundred and forty-four responses were recorded. Out of these, 4 students did not allow to access their results, thus they were excluded from the study. For the rest of the 140 students, their academic scores of Combined Block Assessment 1 (CBA-1) were provided by the administration department. Data analysis was done using the SPSS 25.Results: Strength of motivation and academic performance showed a positive relationship; Pearson’s correlation coefficient (r) was 0.6 with a p-value of 0.01. With an increase in strength of motivation, the academic performance also increased.Conclusion: A positive relationship was found between the students’ strength of motivation and their academic performance as calculated by the SMMS-R questionnaire. \u0000KEYWORDS: Motivation, academic performance.","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131031095","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}
Introduction: To become an ethical physician and a good professional is the fundamental duty of a doctor. The complaints regarding medical professional behaviors are usually related to doctor practice management, doctor’s manner, medical reports/records, and inappropriate behavior.Objective: This review aims to see the concerning unprofessional behaviors and unethical conduct of physicians toward patients. The literature was reviewed to identify the common unprofessional behaviors among doctors.Methods: A Narrative review was done, and databases explored were PubMed, Google Scholar, PsycINFO, Science direct, ERIC & Pak Medinet. A literature search was done regarding unprofessional behaviors by doctors at the workplace. Selected studies related to professional ethics, unprofessional workplace behaviors by doctors, professionalism, and patient experiences during their treatment were identified.Results: Various items reported as unprofessional behaviors were identified and are classified into five themes: dishonesty, substandardpractice, unethical behavior, disrespect & behaviors related to doctor manners.Conclusion: Unprofessional behaviors are reported in different health care settings. Professionalism holds a central position to fulfillthe expectations of the patients and for addressing disrespectful behaviors. KEYWORDS: Unprofessional behaviors, Workplace, Physicians
成为一名有道德的医生和一名优秀的专业人士是医生的基本职责。对医疗职业行为的投诉通常与医生的执业管理、医生的态度、医疗报告/记录以及不当行为有关。目的:综述有关医生对患者的不职业行为和不道德行为。回顾文献，找出医生常见的不专业行为。方法:采用叙述性综述，检索PubMed、谷歌Scholar、PsycINFO、Science direct、ERIC & Pak Medinet等数据库。对医生在工作场所的不专业行为进行了文献检索。选定的研究与职业道德、医生不专业的工作场所行为、专业精神和患者治疗期间的经历有关。结果:确定了各种报告的不专业行为，并将其分为五个主题:不诚实，不规范行为，不道德行为，不尊重和与医生礼仪相关的行为。结论:在不同的卫生保健机构中报告了不专业行为。专业精神在满足患者的期望和解决不尊重行为方面处于中心地位。关键词:不专业行为，工作场所，医生
{"title":"A narrative review of the unprofessional behaviors of physicians at workplace","authors":"Nighat Majeed","doi":"10.53708/hpej.v4i1.123","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.123","url":null,"abstract":"Introduction: To become an ethical physician and a good professional is the fundamental duty of a doctor. The complaints regarding medical professional behaviors are usually related to doctor practice management, doctor’s manner, medical reports/records, and inappropriate behavior.Objective: This review aims to see the concerning unprofessional behaviors and unethical conduct of physicians toward patients. The literature was reviewed to identify the common unprofessional behaviors among doctors.Methods: A Narrative review was done, and databases explored were PubMed, Google Scholar, PsycINFO, Science direct, ERIC & Pak Medinet. A literature search was done regarding unprofessional behaviors by doctors at the workplace. Selected studies related to professional ethics, unprofessional workplace behaviors by doctors, professionalism, and patient experiences during their treatment were identified.Results: Various items reported as unprofessional behaviors were identified and are classified into five themes: dishonesty, substandardpractice, unethical behavior, disrespect & behaviors related to doctor manners.Conclusion: Unprofessional behaviors are reported in different health care settings. Professionalism holds a central position to fulfillthe expectations of the patients and for addressing disrespectful behaviors. \u0000KEYWORDS: Unprofessional behaviors, Workplace, Physicians","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128708689","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}
Nasiri Ahmad, Aabish Mehreen Khan, M. Asghar, N. Nasir
Introduction: Patient safety is a vital part of healthcare. It is vital for the medical students that the concepts of the “Do no harm” theory must be understood. Those that do not understand this ultimately perform poorly in healthcare practice. Therefore, it is very important that medical students must be tutored for the concept of good medical practice.Objective: To assess the patient safety perception among medical students in a public sector Medical College.Methods: A sample size of 179 medical students (n=179) from the final year were selected. A questionnaire tool was used to calculate the understanding of medical students. Participants' responses were recorded and computed into SPSS 19 for descriptive analysis.Results: About 55% of participants indicated a lack of knowledge regarding patient safety.25% of the medical students could not understand the type and nature of the iatrogenic error in providing good healthcare and exercising good medical practice. Also, 57% and 48 % of medical students were unable to understand that how to explain the iatrogenic error to patients, their attendants,s and their superiors respectively and 59% did not know that patient safety can be improved by targeted medical practice.Conclusion: The majority of the medical students in final year MBBS were unaware of patient safety and how to improve it. However, they showed keen interest in understanding it and applying the concept of good medical practice to ensure patient safety. KEYWORDS: Patient safety, undergraduates, knowledge, attitude
{"title":"Perception of patient safety among Final year MBBS students at King Edward Medical University Lahore","authors":"Nasiri Ahmad, Aabish Mehreen Khan, M. Asghar, N. Nasir","doi":"10.53708/hpej.v4i1.7","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.7","url":null,"abstract":"Introduction: Patient safety is a vital part of healthcare. It is vital for the medical students that the concepts of the “Do no harm” theory must be understood. Those that do not understand this ultimately perform poorly in healthcare practice. Therefore, it is very important that medical students must be tutored for the concept of good medical practice.Objective: To assess the patient safety perception among medical students in a public sector Medical College.Methods: A sample size of 179 medical students (n=179) from the final year were selected. A questionnaire tool was used to calculate the understanding of medical students. Participants' responses were recorded and computed into SPSS 19 for descriptive analysis.Results: About 55% of participants indicated a lack of knowledge regarding patient safety.25% of the medical students could not understand the type and nature of the iatrogenic error in providing good healthcare and exercising good medical practice. Also, 57% and 48 % of medical students were unable to understand that how to explain the iatrogenic error to patients, their attendants,s and their superiors respectively and 59% did not know that patient safety can be improved by targeted medical practice.Conclusion: The majority of the medical students in final year MBBS were unaware of patient safety and how to improve it. However, they showed keen interest in understanding it and applying the concept of good medical practice to ensure patient safety. \u0000KEYWORDS: Patient safety, undergraduates, knowledge, attitude","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"94 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133557444","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}
The struggle towards evidence based medicine can only be achieved if all the healthcare workers are ready to contribute for research and for best practices. One of the most critical components of learning is the seeking of knowledge through research. There is a need of hour that our youngsters into medical fields participate enthusiastically towards research in order to collect a data of their own population so that their specific health problems could be addressed appropriately. There is general perception that research culture in undergraduate MBBS students is lacking. This study focused on to study the awareness of our young undergraduate medical students towards research. A total of 206 medical students were enrolled of which questionnaire of 200 were found within inclusion criteria. Results: overall less than 40% of the students are aware of basics of the research and less than 5% have participated in research related activity. Majority of the students are motivated for doing research. More than 50% students think that lack of training, lack of guidance by faculty, lack of institutional support and lack of funding are important barriers in doing research
{"title":"Awareness of medical students about research; current practices and future","authors":"M. Naveed, Z. Latif, S. Hussain","doi":"10.53708/hpej.v4i1.102","DOIUrl":"https://doi.org/10.53708/hpej.v4i1.102","url":null,"abstract":"The struggle towards evidence based medicine can only be achieved if all the healthcare workers are ready to contribute for research and for best practices. One of the most critical components of learning is the seeking of knowledge through research. There is a need of hour that our youngsters into medical fields participate enthusiastically towards research in order to collect a data of their own population so that their specific health problems could be addressed appropriately. There is general perception that research culture in undergraduate MBBS students is lacking. This study focused on to study the awareness of our young undergraduate medical students towards research. A total of 206 medical students were enrolled of which questionnaire of 200 were found within inclusion criteria. Results: overall less than 40% of the students are aware of basics of the research and less than 5% have participated in research related activity. Majority of the students are motivated for doing research. More than 50% students think that lack of training, lack of guidance by faculty, lack of institutional support and lack of funding are important barriers in doing research","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122195935","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}
Interprofessional education arose as a solution to the increasing healthcare challenges occurring worldwide, however, its practice is mostly lacking in developing countries like Pakistan where the concept of IPE has yet to be formally established. The objective of this study was to assess the readiness of dental and medical postgraduates for interprofessional education and explore whether there is a difference in readiness with respect to discipline, gender, and training level. It was a cross-sectional survey was conducted at Fatima Memorial Hospital, College of Medicine and Dentistry, from August 2019 to September 2019, using the ‘readiness for interprofessional learning scale (RIPLS) which was to be scored on a 5 point Likert scale. Participants included all 178 postgraduate trainees enrolled in different FCPS programs at the institute. Data were interpreted using descriptive, parametric, and nonparametric statistics.
{"title":"Interprofessional Education: Are we ready for it?","authors":"Rabbia Qadeer Mian","doi":"10.53708/hpej.v3i2.93","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.93","url":null,"abstract":"Interprofessional education arose as a solution to the increasing healthcare challenges occurring worldwide, however, its practice is mostly lacking in developing countries like Pakistan where the concept of IPE has yet to be formally established. \u0000The objective of this study was to assess the readiness of dental and medical postgraduates for interprofessional education and explore whether there is a difference in readiness with respect to discipline, gender, and training level. \u0000It was a cross-sectional survey was conducted at Fatima Memorial Hospital, College of Medicine and Dentistry, from August 2019 to September 2019, using the ‘readiness for interprofessional learning scale (RIPLS) which was to be scored on a 5 point Likert scale. Participants included all 178 postgraduate trainees enrolled in different FCPS programs at the institute. Data were interpreted using descriptive, parametric, and nonparametric statistics. \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117215543","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}
Educational Institutions across the world have shifted fromcampus-based teaching and learning to online system of deliveryof education. During this transition phase, much emphasis hasbeen laid on the administrative and technological aspects of theonline teaching and learning. This includes resource building,faculty development, online student engagement and training.Importance has also been given to the challenges of onlineassessment which includes but is not limited to online cheating,implementation of online proctoring, and assessment of clinicalskills. However, in this process, one of the aspects that has notbeen given due diligence is the digital wellbeing of the end usersi.e., teachers and students.A new system of teaching and learning with its share ofchallenges puts stress both for students and teachers and affectstheir well-being. Well-being is more than just being happy. Aswell as feeling happy, well-being means developing as aperson, being satisfied, and making a contribution to thecommunity (Dodge & Huyton). The digital wellbeing takesinto consideration the effect of technologies and digital serviceson people’s mental, physical, and emotional health. It meansunderstanding and identifying the positive and negative impactsof engaging with digital activities and being aware of ways tomanage and control these to improve wellbeing (Shah, A., 2019).To ensure the well-beings of the teachers and students,the enhancement of well-being should be planned by theinstitutions for short-, mid- and long-term durations. To dothis, the institutions should consider the challenges faced bythe teachers and students in using the technology to teach andlearn, respectively. Institutional leaders should be aware of thepros and cons of the online teaching and learning.To ensure digital well-being, the process of using technology hasto be simple and friendly. It requires training of both teachersand students, selection of user-friendly applications, effectivelyengaging students in online sessions (Khan, Atta, Sajjad, &Jawaid, 2021), managing technology enhanced assessment,listening to the issue of teachers and students. If this is notdone in an effective manner, the results would be catastrophicresulting into disinterest in the delivery and acquisition ofknowledge. This would also cause extra stress and burden forstudents who will end with more extrinsic and cognitive loadand less germane load.Apart from the institutional level, it is important to managedigital well-being at the personal level as well. The time spenton technology should be effectively balanced. Derive moreoutput in lesser time (Gazzaley, & Samuel, 20121). Minimizethe distractions and take adequate breaks and find time for yourfamily (Allen, & Bhuyan, 2021). Monitor the time spent on usingthe technology (Samuel, & Gazzaley, 2021). This can be donemanually. However, applications are available that automaticallymonitor the technology usage. Daily or weekly reflections on useof technology and how it
{"title":"Digital Well-Being","authors":"R. Khan","doi":"10.53708/hpej.v3i2.1059","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.1059","url":null,"abstract":"Educational Institutions across the world have shifted fromcampus-based teaching and learning to online system of deliveryof education. During this transition phase, much emphasis hasbeen laid on the administrative and technological aspects of theonline teaching and learning. This includes resource building,faculty development, online student engagement and training.Importance has also been given to the challenges of onlineassessment which includes but is not limited to online cheating,implementation of online proctoring, and assessment of clinicalskills. However, in this process, one of the aspects that has notbeen given due diligence is the digital wellbeing of the end usersi.e., teachers and students.A new system of teaching and learning with its share ofchallenges puts stress both for students and teachers and affectstheir well-being. Well-being is more than just being happy. Aswell as feeling happy, well-being means developing as aperson, being satisfied, and making a contribution to thecommunity (Dodge & Huyton). The digital wellbeing takesinto consideration the effect of technologies and digital serviceson people’s mental, physical, and emotional health. It meansunderstanding and identifying the positive and negative impactsof engaging with digital activities and being aware of ways tomanage and control these to improve wellbeing (Shah, A., 2019).To ensure the well-beings of the teachers and students,the enhancement of well-being should be planned by theinstitutions for short-, mid- and long-term durations. To dothis, the institutions should consider the challenges faced bythe teachers and students in using the technology to teach andlearn, respectively. Institutional leaders should be aware of thepros and cons of the online teaching and learning.To ensure digital well-being, the process of using technology hasto be simple and friendly. It requires training of both teachersand students, selection of user-friendly applications, effectivelyengaging students in online sessions (Khan, Atta, Sajjad, &Jawaid, 2021), managing technology enhanced assessment,listening to the issue of teachers and students. If this is notdone in an effective manner, the results would be catastrophicresulting into disinterest in the delivery and acquisition ofknowledge. This would also cause extra stress and burden forstudents who will end with more extrinsic and cognitive loadand less germane load.Apart from the institutional level, it is important to managedigital well-being at the personal level as well. The time spenton technology should be effectively balanced. Derive moreoutput in lesser time (Gazzaley, & Samuel, 20121). Minimizethe distractions and take adequate breaks and find time for yourfamily (Allen, & Bhuyan, 2021). Monitor the time spent on usingthe technology (Samuel, & Gazzaley, 2021). This can be donemanually. However, applications are available that automaticallymonitor the technology usage. Daily or weekly reflections on useof technology and how it","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126048573","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}
Orthodontics is an important part of the 4 year BDS program. According to the American Association of Orthodontists, orthodontics and dentofacial orthopedics are defined as the area of dentistry that includes the diagnosis, prevention, interception, guidance, and correction of mal-relationships of the developing or mature orofacial structures. (“2012 AAO Glossary_0,” n.d.) This branch of dentistry deals with irregularities of teeth and improper jaw relationships. Malocclusion is known as the improper positioning of teeth when the jaws are closed. The goals of orthodontic therapy are to improve the smile and facial appearance (resulting in improvement in an individual’s social well-being and quality of life), obtain optimal occlusion, and establish normal oral function (Ackerman 2012). Due to a growing esthetic awareness among the general population orthodontics is gaining popularity as a profession. Hence dentists need to be trained well in this field to cater to the growing needs of the general population. There are 2 types of training offered in the field of orthodontics, Postgraduate training, and undergraduate training. A graduate must be competent enough to diagnose and treat minor orthodontic cases as well as know when is the right time for referral to a specialist. If a general dental practitioner is well trained in the field of orthodontics, specialists only have to deal with complex ones which decreases the workload of the specialist. The level of the graduate thus should be such that they must be able to deal with minor orthodontic cases as a general dental practitioner. There was a study conducted at the University of Missouri Kansas city about how well fresh graduates are prepared to deal with orthodontic cases. (“No Title,” 2016). There has been no such study done in Pakistan. However, there have been studies conducted on how confident graduates felt about practicing unsupervised. The researches revealed that orthodontics was the field where the students felt least confident. (“Preparedness for practice,” 2011). No such research has been done in Pakistan. The purpose of this research is to find out if the fresh dental graduates of Pakistan are competent enough to deal with orthodontic cases without supervision. The level of training of the undergraduates is accessed to check if it is according to the international standards and if Pakistani graduates meet the international competency need in the subject of orthodontics. This research would help identify the voids in the training of graduates which would create a basis for further research on this topic and the revision of the dental curriculum.
{"title":"Knowledge Skill and Attitude among fresh dental graduates about orthodontics","authors":"Shan Zohra","doi":"10.53708/hpej.v3i2.11","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.11","url":null,"abstract":"Orthodontics is an important part of the 4 year BDS program. According to the American Association of Orthodontists, orthodontics and dentofacial orthopedics are defined as the area of dentistry that includes the diagnosis, prevention, interception, guidance, and correction of mal-relationships of the developing or mature orofacial structures. (“2012 AAO Glossary_0,” n.d.) This branch of dentistry deals with irregularities of teeth and improper jaw relationships. Malocclusion is known as the improper positioning of teeth when the jaws are closed. The goals of orthodontic therapy are to improve the smile and facial appearance (resulting in improvement in an individual’s social well-being and quality of life), obtain optimal occlusion, and establish normal oral function (Ackerman 2012). Due to a growing esthetic awareness among the general population orthodontics is gaining popularity as a profession. Hence dentists need to be trained well in this field to cater to the growing needs of the general population. \u0000There are 2 types of training offered in the field of orthodontics, Postgraduate training, and undergraduate training. A graduate must be competent enough to diagnose and treat minor orthodontic cases as well as know when is the right time for referral to a specialist. If a general dental practitioner is well trained in the field of orthodontics, specialists only have to deal with complex ones which decreases the workload of the specialist. The level of the graduate thus should be such that they must be able to deal with minor orthodontic cases as a general dental practitioner. \u0000There was a study conducted at the University of Missouri Kansas city about how well fresh graduates are prepared to deal with orthodontic cases. (“No Title,” 2016). There has been no such study done in Pakistan. However, there have been studies conducted on how confident graduates felt about practicing unsupervised. The researches revealed that orthodontics was the field where the students felt least confident. (“Preparedness for practice,” 2011). No such research has been done in Pakistan. \u0000The purpose of this research is to find out if the fresh dental graduates of Pakistan are competent enough to deal with orthodontic cases without supervision. The level of training of the undergraduates is accessed to check if it is according to the international standards and if Pakistani graduates meet the international competency need in the subject of orthodontics. This research would help identify the voids in the training of graduates which would create a basis for further research on this topic and the revision of the dental curriculum. \u0000 \u0000 \u0000 ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"94 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128865588","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}
It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewarding, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role? As Adam Urbanski once said, “Anybody who believes that all you have to do to be a good teacher is to love to teach also has to believe that all you have to do to become a good surgeon is to love to cut.” (1946 - American Federation of Teachers) Unfortunately, most (if not all) postgraduate programs in Pakistan are designed in such a way that they focus more on the core specialty and tend not to provide dedicated training on how to conduct evidence-based teaching practices. Evidence-based teaching refers to a process in which teachers use findings of empirical and concrete research evidence to inform their teaching practices (Thomas & Bussières, 2021). This process of applying research to practice is not haphazard but systematic, and it typically follows five essential steps: ask, acquire, appraise, apply, assess. Ask refers to asking a question related to a teaching problem; acquire refers to searching and retrieving the literature evidence; appraise refers to critically appraising the quality of the acquired evidence; apply refers to extracting valid and reliable findings from the literature and applying to own teaching setting; and assess refers to assessing whether or not the application of evidence to one’s teaching helped solve the problem (Thomas et al., 2011). As most novice teachers in our education system lack an understanding of educational theory or pedagogical practices, they learn on the job and use the hit and trial method to improve their teaching practices (Iqbal et al., 2020). Consequently, these health professionals cum teachers often use those teaching strategies that are not supported by evidence to positively influence student learning. Some of the known ill-informed teaching strategies include didactic lectures, teacher-dominated small group learning, borrowed teaching strategies from foreign education systems, and misuse of learning styles in instruction. These teaching malpractices result in wastage of limited educational resources, student demotivation, failure to achieve curricular goals, and a poor reflection on the personal and institutional portfolio. More importantly, it affects the overall healthcare system as these teachers are responsible for producing safe and high-quality healthcare providers for tomorrow. As of Ernest Leroy, “A poor surgeon hurts 1 perso
众所周知，大多数卫生专业人员在毕业后，由于各种个人和/或专业偏好，目标是在教学机构获得学术职位。对教学的个人兴趣、鼓舞人心的人物/榜样驱动的职业选择、固定的工作时间、经济回报、社会尊重和相对容易的职业道路是卫生专业人员加入学术界的一些主要动机(Huda & Yousuf, 2006)。事实上，这是一个健康专业人士的个人选择，他/她是否选择学术职业道路。然而，你要问自己一个严肃的问题:我准备好了吗?正如亚当·厄班斯基曾经说过的:“任何相信只要热爱教学就能成为一名好老师的人，也必须相信只要热爱切割就能成为一名好外科医生。”(1946 -美国教师联合会)不幸的是，巴基斯坦大多数(如果不是全部的话)研究生课程的设计方式是，他们更多地关注核心专业，而不是提供如何进行循证教学实践的专门培训。循证教学是指教师利用实证和具体研究证据的发现来指导其教学实践的过程(Thomas & bussi<e:1>， 2021)。将研究应用于实践的过程不是偶然的，而是系统的，它通常遵循五个基本步骤:询问、获取、评估、应用、评估。Ask指提出与教学问题有关的问题;获取是指检索和检索文献证据;评价是指批判性地评价所获得证据的质量;应用是指从文献中提取有效可靠的发现，并应用到自己的教学环境中;评估是指评估证据在教学中的应用是否有助于解决问题(Thomas et al.， 2011)。由于我们教育系统中的大多数新手教师缺乏对教育理论或教学实践的理解，他们在工作中学习，并使用hit and trial方法来改进他们的教学实践(Iqbal et al.， 2020)。因此，这些卫生专业人员和教师经常使用那些没有证据支持的教学策略来积极影响学生的学习。一些已知的信息不灵通的教学策略包括说教式讲课，教师主导的小组学习，借鉴国外教育系统的教学策略，以及在教学中滥用学习方式。这些教学弊端导致有限的教育资源被浪费，学生失去动力，无法实现课程目标，以及对个人和机构组合的不良反思。更重要的是，它会影响整个医疗保健系统，因为这些教师负责为明天培养安全和高质量的医疗保健提供者。正如Ernest Leroy所说，“一个糟糕的外科医生一次伤害一个人，但一个糟糕的老师会伤害130个(学生)，从而伤害数百个病人。”可能的解决方案是什么?在这里，人们想知道这个可怕问题的可能解决方案是什么。下面，我将描述一些可以大致分为三个领域的解决方案。教师的责任:首先，承担教学角色的卫生专业人员应该消耗他们的时间、精力和可用资源，通过正式和结构化的培训来获得教学能力，以便他们能够实践循证教学。此外，由于COVID-19大流行正在持续，许多国际大学现在都提供虚拟专业发展课程。教师可以利用这些机会发展他们在教育理论和实践方面的知识和技能。其次，他们应该定期查阅文献证据，学习并将教学策略纳入教学中，这些策略已知有助于知识保留和图式形成。其中一些策略是:评估先前的知识并将新信息与之联系起来，在教育活动结束时总结信息，提供认知或动手排练的机会，提供学习的建设性反馈，培养学习者的元认知等等。第三，他们应该使教学方法与期望的课程成果相一致。例如，如果一名最后一年的医科学生被期望熟练地检查、诊断和管理糖尿病患者，那么教学方法应该更多地侧重于通过临床或基于模拟的教学来发展他们的认知和精神运动技能，而不是通过说教式的讲座来传授认知知识。
{"title":"Evidence-based teaching practices: A road less traveled in Pakistan?","authors":"Z. Iqbal","doi":"10.53708/hpej.v3i2.1036","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.1036","url":null,"abstract":"It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewarding, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role? As Adam Urbanski once said, “Anybody who believes that all you have to do to be a good teacher is to love to teach also has to believe that all you have to do to become a good surgeon is to love to cut.” (1946 - American Federation of Teachers) Unfortunately, most (if not all) postgraduate programs in Pakistan are designed in such a way that they focus more on the core specialty and tend not to provide dedicated training on how to conduct evidence-based teaching practices. Evidence-based teaching refers to a process in which teachers use findings of empirical and concrete research evidence to inform their teaching practices (Thomas & Bussières, 2021). This process of applying research to practice is not haphazard but systematic, and it typically follows five essential steps: ask, acquire, appraise, apply, assess. Ask refers to asking a question related to a teaching problem; acquire refers to searching and retrieving the literature evidence; appraise refers to critically appraising the quality of the acquired evidence; apply refers to extracting valid and reliable findings from the literature and applying to own teaching setting; and assess refers to assessing whether or not the application of evidence to one’s teaching helped solve the problem (Thomas et al., 2011). As most novice teachers in our education system lack an understanding of educational theory or pedagogical practices, they learn on the job and use the hit and trial method to improve their teaching practices (Iqbal et al., 2020). Consequently, these health professionals cum teachers often use those teaching strategies that are not supported by evidence to positively influence student learning. Some of the known ill-informed teaching strategies include didactic lectures, teacher-dominated small group learning, borrowed teaching strategies from foreign education systems, and misuse of learning styles in instruction. These teaching malpractices result in wastage of limited educational resources, student demotivation, failure to achieve curricular goals, and a poor reflection on the personal and institutional portfolio. More importantly, it affects the overall healthcare system as these teachers are responsible for producing safe and high-quality healthcare providers for tomorrow. As of Ernest Leroy, “A poor surgeon hurts 1 perso","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126863104","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: Pakistan is a proud country with its rich cultural values. A perfect woman is considered the one who is a good subordinate and most skillful in the kitchen, making round chapatis is the highlight of those skills. Although as a nation, stereotypical norms have shifted and females are encouraged to get medical education and become doctors, their academic contribution and representation in higher academic rank seems scarce. Methodology: In this study, we investigate gender differences in academic ranks and research in renowned Medical Institutions of Pakistan. Websites of three institutions were used to identify male and female faculty members, their respective publications were counted using “Pakmedinet.com” and “Scholar.google.com”. Results: A one-way ANOVA showed significant difference in the male female ratio at higher academic ranks. This ratio drastically increases at Full Professor level where males are three times more than female Professors. ANOVA results also show that publications by male faculty members is significantly higher than females. Even on the same rank, women have not published their work in the same capacity as men. Conclusion: The results are in alignment with several previous studies that indicate gender disparities between males and females especially as they climb up the academic ladder. Publications are a measure of academic productivity. This study suggests that although female representation as faculty members have increased over the years, their lack of frequent publications might be a factor that hinders women in advancing in academic ranks. Continued studies are required to explore more reasons for this gender inequality and highlight methods to address the imbalance.
{"title":"Gender Disparities in Academic Rank and Writing amongst Medical Faculty Members","authors":"A. Fahim","doi":"10.53708/hpej.v3i2.98","DOIUrl":"https://doi.org/10.53708/hpej.v3i2.98","url":null,"abstract":"Background: Pakistan is a proud country with its rich cultural values. A perfect woman is considered the one who is a good subordinate and most skillful in the kitchen, making round chapatis is the highlight of those skills. Although as a nation, stereotypical norms have shifted and females are encouraged to get medical education and become doctors, their academic contribution and representation in higher academic rank seems scarce. \u0000Methodology: In this study, we investigate gender differences in academic ranks and research in renowned Medical Institutions of Pakistan. Websites of three institutions were used to identify male and female faculty members, their respective publications were counted using “Pakmedinet.com” and “Scholar.google.com”. \u0000Results: A one-way ANOVA showed significant difference in the male female ratio at higher academic ranks. This ratio drastically increases at Full Professor level where males are three times more than female Professors. ANOVA results also show that publications by male faculty members is significantly higher than females. Even on the same rank, women have not published their work in the same capacity as men. \u0000Conclusion: The results are in alignment with several previous studies that indicate gender disparities between males and females especially as they climb up the academic ladder. Publications are a measure of academic productivity. This study suggests that although female representation as faculty members have increased over the years, their lack of frequent publications might be a factor that hinders women in advancing in academic ranks. Continued studies are required to explore more reasons for this gender inequality and highlight methods to address the imbalance. ","PeriodicalId":338468,"journal":{"name":"Health Professions Educator Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122314657","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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