Pub Date : 2023-12-22DOI: 10.7196/ajhpe.2023.v15i4.1694
C. T. Nxumalo, G. G. Mchunu, M. Maphalala
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{"title":"Implementation of a decentralised clinical training programme (DCTP) at a university of technology in South Africa: Implications for health science education and clinical practice","authors":"C. T. Nxumalo, G. G. Mchunu, M. Maphalala","doi":"10.7196/ajhpe.2023.v15i4.1694","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i4.1694","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"7 4","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994191","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i4.570
F Coetzee, S Van Schalkwyk, I Couper
Background. Longitudinal integrated clerkships (LICs) are increasingly being implemented across the globe for their educational benefits and the recruitment of rural medical practitioners. As new LICs are established, it is important to explore the extent to which these benefits manifest, and the influence of LICs on the career journeys of graduates. Stellenbosch University’s LIC has been running for 11 years, and to date the career outcomes of graduates have not been described.Objectives. To explore factors that influence the career journeys of graduates from Stellenbosch University’s LIC.Methods. An interpretivist, qualitative study was performed. Semi-structured interviews that were recorded and transcribed were conducted (8 graduates, ≥5 years after graduation). Inductive thematic analysis was done. Participants were asked to depict their career journeys. These pictures and an interview guide were used as prompts during the interviews.Results. Three themes were generated from the data: (i) feeling prepared for the career journey; (ii) acquiring a new motivation and career goals; and (iii) unexpected influences on career journeys. The availability of posts and transformative influences are important factors in the career journeys of LIC graduates. These graduates were enabled by their undergraduate training to explore non-traditional career options and preferred working in rural environments. Although individual priorities caused many participants to work in urban settings, they indicated a desire to return to rural environments.Conclusions. The LIC training at Stellenbosch University acts as a significant influence on the early career journeys of such graduates, which are possibly achieved in two ways. Firstly, LIC supports the development of professional identities among its graduates. Secondly, LIC supports transformative learning within a safe learning environment that leads to changes in perspectives regarding the graduates’ responsibility towards patients and communities.
{"title":"Early Online: Issue 4","authors":"F Coetzee, S Van Schalkwyk, I Couper","doi":"10.7196/ajhpe.2023.v15i4.570","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i4.570","url":null,"abstract":"Background. Longitudinal integrated clerkships (LICs) are increasingly being implemented across the globe for their educational benefits and the recruitment of rural medical practitioners. As new LICs are established, it is important to explore the extent to which these benefits manifest, and the influence of LICs on the career journeys of graduates. Stellenbosch University’s LIC has been running for 11 years, and to date the career outcomes of graduates have not been described.Objectives. To explore factors that influence the career journeys of graduates from Stellenbosch University’s LIC.Methods. An interpretivist, qualitative study was performed. Semi-structured interviews that were recorded and transcribed were conducted (8 graduates, ≥5 years after graduation). Inductive thematic analysis was done. Participants were asked to depict their career journeys. These pictures and an interview guide were used as prompts during the interviews.Results. Three themes were generated from the data: (i) feeling prepared for the career journey; (ii) acquiring a new motivation and career goals; and (iii) unexpected influences on career journeys. The availability of posts and transformative influences are important factors in the career journeys of LIC graduates. These graduates were enabled by their undergraduate training to explore non-traditional career options and preferred working in rural environments. Although individual priorities caused many participants to work in urban settings, they indicated a desire to return to rural environments.Conclusions. The LIC training at Stellenbosch University acts as a significant influence on the early career journeys of such graduates, which are possibly achieved in two ways. Firstly, LIC supports the development of professional identities among its graduates. Secondly, LIC supports transformative learning within a safe learning environment that leads to changes in perspectives regarding the graduates’ responsibility towards patients and communities.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841799","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.1677
S Sobuwa
Background. The Bachelor of Emergency Medical Care (BEMC) uses clinical simulation for teaching, learning and assessing students. The voices of staff and students in understanding how simulation affects academic performance in paramedic students have not been studied before.Objective. To understand the aspects of clinical simulation assessments that might lead to underperformance in the BEMC degree.Methods. An exploratory qualitative approach was used in this study. Twelve focus groups and eight semi-structured interviews were conducted with students and academic staff, respectively, at the four universities that offer the BEMC in South Africa. The data were thematically analysed using NVivo 11.Results. Five themes emerged from the study: These included: (i) environmental realism; (ii) stress during simulations; (iii) cognitive process dimension; (iv) classroom-based v. field-based practicals; and (v) static evolution of simulation practice.Conclusion. While clinical simulation is a useful educational tool for training health professions students in patient management, there are pitfalls that result in student underperformance
{"title":"Perceptions of staff and students of the role of clinical simulation on students’ ability to perform academically","authors":"S Sobuwa","doi":"10.7196/ajhpe.2023.v15i3.1677","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.1677","url":null,"abstract":"Background. The Bachelor of Emergency Medical Care (BEMC) uses clinical simulation for teaching, learning and assessing students. The voices of staff and students in understanding how simulation affects academic performance in paramedic students have not been studied before.Objective. To understand the aspects of clinical simulation assessments that might lead to underperformance in the BEMC degree.Methods. An exploratory qualitative approach was used in this study. Twelve focus groups and eight semi-structured interviews were conducted with students and academic staff, respectively, at the four universities that offer the BEMC in South Africa. The data were thematically analysed using NVivo 11.Results. Five themes emerged from the study: These included: (i) environmental realism; (ii) stress during simulations; (iii) cognitive process dimension; (iv) classroom-based v. field-based practicals; and (v) static evolution of simulation practice.Conclusion. While clinical simulation is a useful educational tool for training health professions students in patient management, there are pitfalls that result in student underperformance","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841793","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.1626
W N T Sogobile, S H Khunou
Background. The midwifery register forms part of basic nursing education. Notably, student midwives struggle with completion of the prescribed midwifery register.Objective. To explore and describe the experiences of student midwives regarding their completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa.Methods. This qualitative study had an exploratory, descriptive, contextual design, and in-depth individual interviews were held. Tesch’s method was used to analyse data.Results. Three themes emerged, i.e. positive experiences related to completion of the midwifery register; negative experiences regarding completion of the midwifery register; and factors that contributed to the lack of completion of the midwifery register.Conclusion. The study findings recommend greater collaboration between different stakeholders to improve skills acquisition and completion of the midwifery register.
{"title":"Exploring student midwives’ experiences regarding completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa","authors":"W N T Sogobile, S H Khunou","doi":"10.7196/ajhpe.2023.v15i3.1626","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.1626","url":null,"abstract":"Background. The midwifery register forms part of basic nursing education. Notably, student midwives struggle with completion of the prescribed midwifery register.Objective. To explore and describe the experiences of student midwives regarding their completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa.Methods. This qualitative study had an exploratory, descriptive, contextual design, and in-depth individual interviews were held. Tesch’s method was used to analyse data.Results. Three themes emerged, i.e. positive experiences related to completion of the midwifery register; negative experiences regarding completion of the midwifery register; and factors that contributed to the lack of completion of the midwifery register.Conclusion. The study findings recommend greater collaboration between different stakeholders to improve skills acquisition and completion of the midwifery register.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"245 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841795","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.1637
N I Mngomezulu, X L Mhlongo, S M Zuma
Background. As a strategy to promote access to quality health services, including psychiatric nursing, compulsory community service for nurses wasintroduced in January 2008.Objective. To determine the factors impacting the KwaZulu-Natal College of Nursing (KZNCN) student nurses’ selection of psychiatric hospitals as theirplacement areas for community service.Methods. A quantitative, exploratory, descriptive research design was adopted. Convenience sampling was used to select 125 respondents from sixcampuses of KZNCN. An electronic 5-point Likert scale-based self-administered questionnaire was used to collect data. SPSS version 26 (IBM Corp.,USA) was used for data analysis.Results. The study found that the following factors impacted the selection of psychiatric hospitals for community service: insufficient time allocated forthe practice of psychiatry during training; fear of exposure to threat; poor infrastructure and scarce facilities; and insufficient danger allowance.Conclusion. A positive practice environment should be created in psychiatric hospitals to attract student nurses and retain them in the psychiatricenvironment after community service.
背景。作为一项促进获得优质保健服务的战略，包括精神科护理，2008年1月对护士实行了强制性社区服务。探讨影响夸祖鲁-纳塔尔护理学院(KZNCN)护生选择精神病院作为社区服务安置地的因素。采用定量、探索性、描述性研究设计。采用方便抽样的方法，从KZNCN的六个校区中抽取125名受访者。采用电子李克特5分自填问卷收集数据。采用SPSS version 26 (IBM Corp.，USA)进行数据分析。研究发现，影响精神科社区服务医院选择的因素主要有:培训期间精神科实习时间分配不足;害怕受到威胁;基础设施差，设施稀缺;危险余量不足。结论。精神病院应营造积极的实习环境，吸引实习护士，使其在社区服务后留在精神科环境中。
{"title":"Factors impacting the selection of psychiatric hospitals for community service placement of nurses","authors":"N I Mngomezulu, X L Mhlongo, S M Zuma","doi":"10.7196/ajhpe.2023.v15i3.1637","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.1637","url":null,"abstract":"Background. As a strategy to promote access to quality health services, including psychiatric nursing, compulsory community service for nurses wasintroduced in January 2008.Objective. To determine the factors impacting the KwaZulu-Natal College of Nursing (KZNCN) student nurses’ selection of psychiatric hospitals as theirplacement areas for community service.Methods. A quantitative, exploratory, descriptive research design was adopted. Convenience sampling was used to select 125 respondents from sixcampuses of KZNCN. An electronic 5-point Likert scale-based self-administered questionnaire was used to collect data. SPSS version 26 (IBM Corp.,USA) was used for data analysis.Results. The study found that the following factors impacted the selection of psychiatric hospitals for community service: insufficient time allocated forthe practice of psychiatry during training; fear of exposure to threat; poor infrastructure and scarce facilities; and insufficient danger allowance.Conclusion. A positive practice environment should be created in psychiatric hospitals to attract student nurses and retain them in the psychiatricenvironment after community service.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841796","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i4.1687
T Putter, D Van Staden, A J Munsamy
Background. Optometry graduates are a key source of new recruits for private practice employers, the largest employer of South African (SA) optometry graduates. Universities should ensure that graduates are employable to compete in the labour market and to practise.Objective. To gain an understanding of the practice readiness of optometry graduates who qualified from SA institutions between 2016 and 2020, from the perspective of private practice employers and mentors (EMs).Methods. Using non-probability convenience sampling, private optometry EMs of recent graduates were invited to complete an online questionnaire designed around the core competencies for health professionals in SA. Quantitative data retrieved from a five-point Likert scale were analysed employing SPSS software, using the one-sample t-test, factor analysis and Cronbach’s alpha.Results. EMs (N=28) felt that graduates showed satisfactory competence in theoretical knowledge, communication, collaboration and professional skills, but weaknesses in aspects of clinical skills, leadership and management skills, and health-advocacy skills. The specific areas of weaknesses identified were dispensing skills, leadership, handling of criticism, handling of stress, implementing processes to improve services, industry awareness and practice management. All questions, except two questions for scholarly and professional skills, had an acceptable level of reliability.Conclusion. Practice readiness was viewed favourably by EMs for optometry graduates, but the specific weaknesses identified in the curriculum include stakeholder involvement from private employers. Increasing the diversity of clinical hours, including rotations in private practices, as well as facilitating and promoting work-based learning may strengthen practice readiness.
{"title":"Early Online: Issue 4","authors":"T Putter, D Van Staden, A J Munsamy","doi":"10.7196/ajhpe.2023.v15i4.1687","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i4.1687","url":null,"abstract":"Background. Optometry graduates are a key source of new recruits for private practice employers, the largest employer of South African (SA) optometry graduates. Universities should ensure that graduates are employable to compete in the labour market and to practise.Objective. To gain an understanding of the practice readiness of optometry graduates who qualified from SA institutions between 2016 and 2020, from the perspective of private practice employers and mentors (EMs).Methods. Using non-probability convenience sampling, private optometry EMs of recent graduates were invited to complete an online questionnaire designed around the core competencies for health professionals in SA. Quantitative data retrieved from a five-point Likert scale were analysed employing SPSS software, using the one-sample t-test, factor analysis and Cronbach’s alpha.Results. EMs (N=28) felt that graduates showed satisfactory competence in theoretical knowledge, communication, collaboration and professional skills, but weaknesses in aspects of clinical skills, leadership and management skills, and health-advocacy skills. The specific areas of weaknesses identified were dispensing skills, leadership, handling of criticism, handling of stress, implementing processes to improve services, industry awareness and practice management. All questions, except two questions for scholarly and professional skills, had an acceptable level of reliability.Conclusion. Practice readiness was viewed favourably by EMs for optometry graduates, but the specific weaknesses identified in the curriculum include stakeholder involvement from private employers. Increasing the diversity of clinical hours, including rotations in private practices, as well as facilitating and promoting work-based learning may strengthen practice readiness.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841798","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.890
K Baatjes, W Conradie, J M Edge, E Archer
Background
Varied assessment strategies are required in the process of deciding whether a surgeon is competent to graduate. Despite doubts about the reliability of the oral examination and the challenges of standardising examiner practices, it remains an important assessment method in surgical exit examinations. Structured orals may facilitate the measurement of course outcomes.
Objectives
This study explored the experiences of surgical trainees and examiners using a video-assisted, mock structured oral examination (SOE) as an assessment tool.
Methods
This descriptive study incorporated procedural videos in a case-based SOE format. One group of trainees had face-to-face contact with the examiner, and the other was assessed on an online platform, e.g., Microsoft Teams™, with a remote examiner. After the SOE, a focus group interview was conducted with surgical trainees and individual interviews with examiners.
Results
Themes were developed from the interview transcripts. These centred around the utility of videos in this examination format and technical issues during the SOE. Further themes highlighted the standardization of questions and preparation of examiners.
Conclusion
Overall, procedural videos as part of the mock SOE were experienced as valuable. Adding video recordings to the online platform posed administrative and technical challenges. However, the trainees and the examiners could log in from peripheral clinical training sites, which was experienced as an advantage. This study provides a glimpse into the application of procedural videos during SOEs as an assessment tool, from the perspective of surgical trainees and examiners. Efforts should focus on standardization of the examination format, optimizing technical issues, and improving examiner preparation.
{"title":"Surgical videos used for face-to-face and virtual oral assessment: experiences of examiners and trainees.","authors":"K Baatjes, W Conradie, J M Edge, E Archer","doi":"10.7196/ajhpe.2023.v15i3.890","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.890","url":null,"abstract":"Background
 Varied assessment strategies are required in the process of deciding whether a surgeon is competent to graduate. Despite doubts about the reliability of the oral examination and the challenges of standardising examiner practices, it remains an important assessment method in surgical exit examinations. Structured orals may facilitate the measurement of course outcomes.
 Objectives 
 This study explored the experiences of surgical trainees and examiners using a video-assisted, mock structured oral examination (SOE) as an assessment tool.
 Methods
 This descriptive study incorporated procedural videos in a case-based SOE format. One group of trainees had face-to-face contact with the examiner, and the other was assessed on an online platform, e.g., Microsoft Teams™, with a remote examiner. After the SOE, a focus group interview was conducted with surgical trainees and individual interviews with examiners.
 Results 
 Themes were developed from the interview transcripts. These centred around the utility of videos in this examination format and technical issues during the SOE. Further themes highlighted the standardization of questions and preparation of examiners.
 Conclusion 
 Overall, procedural videos as part of the mock SOE were experienced as valuable. Adding video recordings to the online platform posed administrative and technical challenges. However, the trainees and the examiners could log in from peripheral clinical training sites, which was experienced as an advantage. This study provides a glimpse into the application of procedural videos during SOEs as an assessment tool, from the perspective of surgical trainees and examiners. Efforts should focus on standardization of the examination format, optimizing technical issues, and improving examiner preparation.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841794","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.1673
C M Kell, F Haffejee, J F Ducray
Background. Engagement between higher education institutions and underprivileged communities holds valuable potential for mutual benefit. In a country of vast inequalities such as South Africa (SA), community engagement also has the potential, via health promotion of local communities, to alleviate some of the burden placed on the public healthcare system, while simultaneously strengthening the personal and professional development of student participants.
Objective. To explore the experiences, perceptions and insights of student volunteers (SVs) who assisted with a collaborative health-promotion project. Methods. This qualitative study used thematic analysis of semi-structured interviews to explore the experiences of six SVs in the Faculty of Health Sciences, Durban University of Technology, SA, who assisted in educating local vulnerable women on various aspects of female reproductive health at a wellness day for such women.
Results. The SVs described the experience as positive and humbling, enhancing their professional and personal development. They reported that the community engagement helped them to define themselves and to grow skills they will need as future practitioners. The exposure to the challenges faced by vulnerable groups helped them to develop a sense of empathy and compassion, while igniting an eagerness to empower these groups through improved health literacy.
Conclusion. The insights provided by this qualitative exploration strongly support the use of community engagement to develop culturally sensitive, empathetic healthcare practitioners.
{"title":"Enhancing education through community engagement: Perspectives of student volunteers","authors":"C M Kell, F Haffejee, J F Ducray","doi":"10.7196/ajhpe.2023.v15i3.1673","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.1673","url":null,"abstract":"
 
 
 
 Background. Engagement between higher education institutions and underprivileged communities holds valuable potential for mutual benefit. In a country of vast inequalities such as South Africa (SA), community engagement also has the potential, via health promotion of local communities, to alleviate some of the burden placed on the public healthcare system, while simultaneously strengthening the personal and professional development of student participants.
 Objective. To explore the experiences, perceptions and insights of student volunteers (SVs) who assisted with a collaborative health-promotion project. Methods. This qualitative study used thematic analysis of semi-structured interviews to explore the experiences of six SVs in the Faculty of Health Sciences, Durban University of Technology, SA, who assisted in educating local vulnerable women on various aspects of female reproductive health at a wellness day for such women.
 Results. The SVs described the experience as positive and humbling, enhancing their professional and personal development. They reported that the community engagement helped them to define themselves and to grow skills they will need as future practitioners. The exposure to the challenges faced by vulnerable groups helped them to develop a sense of empathy and compassion, while igniting an eagerness to empower these groups through improved health literacy.
 Conclusion. The insights provided by this qualitative exploration strongly support the use of community engagement to develop culturally sensitive, empathetic healthcare practitioners.
 
 
 
","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841797","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 : 2023-08-08DOI: 10.7196/ajhpe.2023.v15i3.661
E Archer, N Chhabra, S Chhabra, S Chhabra
Background
Empathy is a crucial component of clinical practice and professionalism. Quantitative studies have reported empathy erosion in medical students. However, studies investigating medical students' perspectives on their understanding and behavioral expressions of empathy with patients are limited.
Objective
This study aimed to explore medical students' perspectives on the nature, significance, and expressions of empathy during their undergraduate training.
Methods
The study used a qualitative phenomenological approach. Twenty-five medical students (out of a total of 45) were invited to participate. Semi-structured online interviews were conducted to elicit experiential details from participants. The recorded interviews were transcribed verbatim, and data were analyzed using Braun and Clarke's thematic analysis method.
Results
Students described their beliefs and understanding about empathy and reflected on the process of empathizing with patients. Most students defined empathy as having four interrelated and overlapping dimensions: cognitive, affective, behavioral, and moral. In addition, they believed that empathizing with patients was a bidirectional relational process, necessitating empathic inclination, adequate time, a non-judgmental approach, and effective communication and listening skills.
Conclusion
Empathy is more than a personal attribute; it is a multi-faceted, dynamic, and bidirectional relational process. Adequate time, support, stress management strategies, formal training, and encouragement from experienced teachers are crucial elements to fostering genuine or deep empathy in medical students. In addition, students should be trained in developing emotional regulation and maintaining an appropriate balance between professional detachment and empathic connections.
{"title":"How do medical students without formal training in empathy development understand empathy in the context of patient care?","authors":"E Archer, N Chhabra, S Chhabra, S Chhabra","doi":"10.7196/ajhpe.2023.v15i3.661","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i3.661","url":null,"abstract":"Background
 Empathy is a crucial component of clinical practice and professionalism. Quantitative studies have reported empathy erosion in medical students. However, studies investigating medical students' perspectives on their understanding and behavioral expressions of empathy with patients are limited.
 Objective
 This study aimed to explore medical students' perspectives on the nature, significance, and expressions of empathy during their undergraduate training.
 Methods
 The study used a qualitative phenomenological approach. Twenty-five medical students (out of a total of 45) were invited to participate. Semi-structured online interviews were conducted to elicit experiential details from participants. The recorded interviews were transcribed verbatim, and data were analyzed using Braun and Clarke's thematic analysis method.
 Results
 Students described their beliefs and understanding about empathy and reflected on the process of empathizing with patients. Most students defined empathy as having four interrelated and overlapping dimensions: cognitive, affective, behavioral, and moral. In addition, they believed that empathizing with patients was a bidirectional relational process, necessitating empathic inclination, adequate time, a non-judgmental approach, and effective communication and listening skills.
 Conclusion
 Empathy is more than a personal attribute; it is a multi-faceted, dynamic, and bidirectional relational process. Adequate time, support, stress management strategies, formal training, and encouragement from experienced teachers are crucial elements to fostering genuine or deep empathy in medical students. In addition, students should be trained in developing emotional regulation and maintaining an appropriate balance between professional detachment and empathic connections.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841792","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 : 2023-05-22DOI: 10.7196/ajhpe.2023.v15i2.1395
I. Moodley
Universities, in particular, the health professional graduates they produce, contribute significantly to a workforce that aim to meet the healthcare needs of societies. The core competencies for a newly graduated health professional include compassion and care, effective communication, awareness of multiculturalism in patient care, collaboration with other health professionals and leadership in change management.[1] To achieve this end, many institutions of higher education have integrated community-based education into their health sciences programs.
{"title":"How does COVID‑19 affect community-based clinical training for Undergraduate dental therapy programs?","authors":"I. Moodley","doi":"10.7196/ajhpe.2023.v15i2.1395","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1395","url":null,"abstract":"Universities, in particular, the health professional graduates they produce, contribute significantly to a workforce that aim to meet the healthcare needs of societies. The core competencies for a newly graduated health professional include compassion and care, effective communication, awareness of multiculturalism in patient care, collaboration with other health professionals and leadership in change management.[1] To achieve this end, many institutions of higher education have integrated community-based education into their health sciences programs.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71265432","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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