Advances in Health Sciences Education最新文献

In this commentary, the authors comment on a recent paper that argued for clear definitions of metacognition, reflection, and metacognitive reflection. Challenging the notion that exclusive definitions are essential to the sciences of health professions education, the authors argue for approaches that define conceptual spaces in which different definitional positions can coexist and scholarship based on similarity rather than identity can be pursued.

The effect of social support on academic procrastination among health professions students and its potential mechanism are yet to be fully explored. A serial mediation model informed by self-determination theory (SDT), was here established to explore that effect, as well as the mediating roles of academic self-efficacy and intrinsic learning motivation. This cross-sectional study involved 596 health professions students enrolled in different majors at a university in Shenyang, China. Data were collected through a questionnaire assessing basic demographic information, social support, academic procrastination, intrinsic learning motivation, and academic self-efficacy. Social support was found to be negatively correlated with academic procrastination. Intrinsic learning motivation and academic self-efficacy were both mediators that partially and jointly mediated the relationship between social support and academic procrastination. These results suggest that multifaceted social and educational interventions aimed at improving social support, intrinsic learning motivation and academic self-efficacy can reduce academic procrastination among health professions students.

The interdisciplinary nature of health professions education requires exploration of problems by interdisciplinary research teams. Drawing on the Dynamics of Cross-disciplinary Research Development conceptual framework, this study explores the processes and experiences of an interdisciplinary research team, identifying elements of successful collaboration. Case study data were collected from a team of nine researchers from six universities. Data included meeting minutes and researcher reflections. Researcher reflection and meeting minute themes converged within the framework constructs: Contexts and inputs, social learning processes, social capital outcomes, and knowledge and human capital outcomes. This study provides a blueprint for interdisciplinary researchers indicating that successful collaboration starts with transparent, distributed leadership. The convergence of data illustrates how social learning processes, social capital outcomes, and knowledge and human capital outcomes facilitate research team outcomes.

The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.

Simulation-based learning (SBL) is an important component in health professions education and serves as effective preparation or a substitution for clinical placements. Despite their widely accepted benefits, students from culturally and linguistically diverse (CALD) backgrounds may not experience the same learning outcomes from engaging in SBL as their local peers due to complex factors. Supporting students from CALD backgrounds in SBL is vital, not only to optimise their learning experiences and outcomes, but also ensure inclusive health professions education. While the literature on the participation of students from CALD backgrounds in SBL activities is emerging, this scoping review was conducted to (1) map the evidence on how SBL impacts the learning outcomes of health professions students from CALD backgrounds; and (2) understand how students from CALD backgrounds perceive their SBL experiences. Following Arskey and O'Malley's framework and Joanna Briggs Institute methodology for scoping reviews, a search was conducted in January 2024 using PubMed, Embase, CINAHL, Scopus, PsycINFO, and ERIC. Ten papers met the inclusion criteria. This review highlighted three themes: (1) diverse learning outcomes of SBL; (2) facing linguistic and cultural challenges that are inherent to SBL; and (3) preparation, reflection, and support to actively participate in SBL activities. This review indicates that SBL could enhance clinical skills and confidence in students from CALD backgrounds. However, well-designed SBL activities to meet the learning needs of students from CALD backgrounds are currently lacking and further research across broader health professions fields is needed.

Human rights training in mental health professions is essential to reduce stigma and facilitate recovery processes. The aim of this study was to understand the relationship between engagement to human rights and stigma towards people with mental disorders, as well as attitudes towards mental illness in medical and social work students of a Latin American context. An analytical, cross-sectional study was carried out with a sample of 243 students in the last two years of study. Community Attitudes Towards the Mentally Ill (CAMI), Mental Illness Clinicians' Attitude Scale (MICA), Human Rights Exposure in Social Work (HRXSW) and Human Rights Engagement in Social Work (HRESW) were used as instruments. To determine how the explanatory variables are related to the engagement to human rights (dependent variable) a binary logistic regression model was used. Correlations were found between the scales and their components. Economic condition, intersectional approach, authoritarianism, benevolence and mental health ideology explained 55.11% of the variance for commitment to the engagement of human rights. Some factors related to the stigma of mental disorders and the focus on human rights in future mental health professionals are highlighted that should be more visible in the training practices of these professions.

The COVID-19 pandemic highlighted how racially minoritized patients and clinicians have suffered racial discrimination. It also made visible the ways in which Asians across the globe experience racial hate and illuminated that the experiences of Asians in medicine are not often spotlighted. In the United States specifically, Asian Americans are not viewed as minoritized in medicine, yet their professional experiences are rarely highlighted. Informed by the discourses of the model minority, the forever foreigner, and ethnic lumping, we used Asian critical theory to explore how Asian American medical providers in Utah understand racial and ethnic identity and how these identities and experiences of racialization inform their professional identities. Using a case study approach, we identified and interviewed 23 physicians, physician assistants, and nurse practitioners (during spring 2022) who live in and practice medicine in Utah. Transcribed interviews were coded using reflective thematic analysis. Findings were organized into three themes: (1) feeling different, (2) experiences with discrimination, and (3) wrestling with the model minority myth. While Asian American medical providers experience not belonging, they also have the agency to disrupt discrimination and stereotypes. Asian American medical providers' racial and ethnic identities influence their professional interactions. Understanding the intersections of their social and professional identities are important to providing support for Asian medical providers, within the United States and beyond.

To adapt to medical school, students need to change their approaches to learning and study. Transformative learning through critical reflection on disorienting learning experiences supports perspective change to direct new activity. We explored how portfolio meetings support changes in students' perspectives towards learning and study during the transition to studying medicine. This qualitative mixed methods study explored changes in medical students' perspectives before and after two portfolio meetings with a mentor during the first year of medicine. Adopting a constructionist approach, we analyzed interview transcripts and written reflections from a diverse sample of students using reflexive thematic analysis. The findings were integrated during analysis. Transformative learning theory was our interpretive lens. Our analysis revealed five themes. Two themes represented students' initial apprehension about portfolio meetings: The Disclosure Dilemma and A Question of Priorities. The theme "Seeing the Big Picture" described new perspectives from reflection on learning while preparing for meetings. Clarity from Dialogue described changed perspectives to learning and study after meetings. In the theme Dialogue Disappointment, meetings perceived as unhelpful led to persisting doubts about the value of portfolio meetings. Transformative learning was evident when students described new insights into their learning leading to goal-setting and new study strategies. When initial meetings were helpful, doubts about portfolio meetings were dispelled, enhancing student engagement in future meetings. Not all meetings were transformative, highlighting the importance of student and mentor preparation and training. Further research is needed to determine whether early portfolio experiences shape later engagement in clinical contexts.