Advances in Health Sciences Education最新文献

While it's commonplace in medical education to train learners using simulated patient encounters, task trainers, or by practicing skills on healthy volunteers, little is known about how well learning and skills transfer to patient care. The purpose of this research is to quantify Point-of-Care Ultrasound (POCUS) skill transfer to patient care through performance assessment. A quantitative analysis of aggregated data consisting of image quality of student-performed POCUS examinations from one midwestern Physician Assistant program was performed. Probabilities for scores of 1-2, 3, 4, and 5 were estimated using a multivariable cumulative logit model. Forty-six PA students were included in the study. A total of 6,218 POCUS examinations were included; 4,506 on non-patients, and 1,712 on patients. When evaluating skill transfer from non-patients to patients, the probability of obtaining a high-quality examination decreases significantly, with a more substantial decrease in performance on more complex skills. The probability of a high-quality examination on the twenty-fifth examination was the highest when learning transfer happened earlier. While training medical providers using non-patient experiences is common, educators must understand the significant loss of quality upon skills transfer to patient care. More complex or higher risk skills likely require close monitoring at the point of skill transfer, to support the learner and ensure patient safety. Based on the findings of this research, earlier skill transfer is associated with worse immediate performance but better long-term re-learning outcomes. Increased deliberate practice prior to skill transfer is associated with better first-time performance on actual patients.

Undergraduate interprofessional education aims to prepare health professions students for a future work field characterised by wicked problems demanding interprofessional collaboration (IPC). Interprofessional identity (IPI) has been suggested as key to IPC, but how to foster its formation remains underdeveloped. Therefore, we aimed to identify (1) the main characteristics of IPI and (2) guidelines for educational design fostering interprofessional identity formation (IPIF). Per critical review methodology, we analysed educational sciences, health professions education and management sciences literature. The results of two iterative, non-exhaustive literature searches were analysed through reflexive thematic analysis. The first search focused on conceptualisations of IPI to identify its main characteristics and theories explaining IPIF, the second on the mechanisms of these theories fostering IPIF to derive guidelines for educational design. Analysis of the first search yielded five themes characterising IPI: (1) sense of belonging to an interprofessional team; (2) commitment to working interprofessionally; (3) values, attitudes, beliefs, and ethics related to IPC; (4) knowledge and understanding of roles, responsibilities, and expertise; and (5) IPC skills. We identified five prevalent theories explaining IPIF. Analysis of the second search resulted in guidelines for educational design fostering IPIF targeting the student, interprofessional team, faculty, and curriculum. Fostering IPI alongside IPC competencies is crucial for preparing students for IPC. This critical review highlighted key characteristics of IPI and proposes ED-IPIF, a theory-based framework for fostering IPIF through integrated educational design. Future research should address existing gaps and empirically test the ED-IPIF through longitudinal studies and robust tools for measuring IPI.