This document summarizes a study that evaluated the use of online learning strategies to develop clinical judgement in students. The study used a mixed methods approach, including pre-post self-assessments of 19 students, interviews with 4 students, and analysis of online discussion posts. Results found students reported the online learning approach was unlike other experiences and improved their clinical practice and judgement. Analysis of discussion posts showed students found the online discussions and peer support valuable to their learning. The study aimed to determine if online strategies could develop critical thinking for clinical judgement and understand students' experiences with such approaches.
The document discusses developing professional competence through integrating experiences in educational and practice settings. It argues that both settings make distinct contributions to training and that purposely integrating these experiences optimizes their impact. Specifically, it emphasizes considering curriculum, pedagogy, and learners' personal epistemologies to effectively utilize experiences in educational and practice settings and promote learning through their integration.
- The document discusses the development of a new medical school in Portugal that aims to be innovative in its integrated curriculum, graduate entry program, and emphasis on primary care.
- Key aspects include using problem-based learning, clinical rotations in various specialties and regions of Portugal beginning in the first year, student-selected modules, and required electives abroad.
- Assessment incorporates progress tests, clinical skills evaluations, attitude assessments, and case-based discussions. Outcome data so far suggests the program is achieving its goal of training physicians for primary care and distributing graduates across Portugal.
This document discusses the importance of public health principles and skills in rural medical practice. It argues that rural physicians play an important role in population health by assessing community needs, orienting their practice to meet those needs, and advocating for community health. Specific public health skills mentioned include applying epidemiological concepts and the scientific method to address issues like disease outbreaks. The document also notes that students initially may view public health skills as less important than hospital-based medicine, but that experience shows public health knowledge is very useful for rural practice.
This document discusses research into continuing medical education (CME) for general practitioners (GPs) in palliative care. It finds that current CME offerings are uncoordinated, have large gaps, and have low attendance. GPs prefer lifelong learning and find current CME inefficient. Workplace learning with palliative home care teams is preferred. When nurses on these teams are trained as facilitators, it can enhance GPs' learning by exploring opportunities, giving feedback, and facilitating reflection. This workplace learning approach views the healthcare team as a complex adaptive system that can adapt and improve its functioning through learning.
The document outlines plans to transform a palliative care center in Flanders, Belgium into an educational platform. The center will have a specialized palliative care unit, home care team, and daycare center to provide clinical expertise. It will also be used to teach undergraduate and graduate students, practicing professionals, and conduct research. The document asks how many trainees can be supported each year without impacting patient care, which teaching techniques are best, and architectural requirements for the educational activities.
This document discusses interprofessional education (IPE) activities at Flinders University Medical Program. It provides definitions of IPE and outlines why it is important. It describes current IPE activities across different years of the MD program in South Australia, including simulations and placements involving nursing, allied health, and Aboriginal health students. Future ideas for IPE activities in the Northern Territory Medical Program are proposed, such as anatomy peer teaching, deteriorating patient simulations, and palliative care problem-based learning cases. Limitations around funding and curriculum constraints are also noted.
The North Coast Medical Education Collaboration involves a partnership between the medical schools at the University of Western Sydney, University of Sydney, and University of Wollongong. It places final year medical students in rural clinical placements to improve rural medical workforce recruitment. While student experiences have been positive, the collaboration seeks to develop an evaluation framework to better understand its long term outcomes, such as its impact on strengthening the rural and non-rural medical workforce over time.
This document summarizes a study that evaluated the use of online learning strategies to develop clinical judgement in students. The study used a mixed methods approach, including pre-post self-assessments of 19 students, interviews with 4 students, and analysis of online discussion posts. Results found students reported the online learning approach was unlike other experiences and improved their clinical practice and judgement. Analysis of discussion posts showed students found the online discussions and peer support valuable to their learning. The study aimed to determine if online strategies could develop critical thinking for clinical judgement and understand students' experiences with such approaches.
The document discusses developing professional competence through integrating experiences in educational and practice settings. It argues that both settings make distinct contributions to training and that purposely integrating these experiences optimizes their impact. Specifically, it emphasizes considering curriculum, pedagogy, and learners' personal epistemologies to effectively utilize experiences in educational and practice settings and promote learning through their integration.
- The document discusses the development of a new medical school in Portugal that aims to be innovative in its integrated curriculum, graduate entry program, and emphasis on primary care.
- Key aspects include using problem-based learning, clinical rotations in various specialties and regions of Portugal beginning in the first year, student-selected modules, and required electives abroad.
- Assessment incorporates progress tests, clinical skills evaluations, attitude assessments, and case-based discussions. Outcome data so far suggests the program is achieving its goal of training physicians for primary care and distributing graduates across Portugal.
This document discusses the importance of public health principles and skills in rural medical practice. It argues that rural physicians play an important role in population health by assessing community needs, orienting their practice to meet those needs, and advocating for community health. Specific public health skills mentioned include applying epidemiological concepts and the scientific method to address issues like disease outbreaks. The document also notes that students initially may view public health skills as less important than hospital-based medicine, but that experience shows public health knowledge is very useful for rural practice.
This document discusses research into continuing medical education (CME) for general practitioners (GPs) in palliative care. It finds that current CME offerings are uncoordinated, have large gaps, and have low attendance. GPs prefer lifelong learning and find current CME inefficient. Workplace learning with palliative home care teams is preferred. When nurses on these teams are trained as facilitators, it can enhance GPs' learning by exploring opportunities, giving feedback, and facilitating reflection. This workplace learning approach views the healthcare team as a complex adaptive system that can adapt and improve its functioning through learning.
The document outlines plans to transform a palliative care center in Flanders, Belgium into an educational platform. The center will have a specialized palliative care unit, home care team, and daycare center to provide clinical expertise. It will also be used to teach undergraduate and graduate students, practicing professionals, and conduct research. The document asks how many trainees can be supported each year without impacting patient care, which teaching techniques are best, and architectural requirements for the educational activities.
This document discusses interprofessional education (IPE) activities at Flinders University Medical Program. It provides definitions of IPE and outlines why it is important. It describes current IPE activities across different years of the MD program in South Australia, including simulations and placements involving nursing, allied health, and Aboriginal health students. Future ideas for IPE activities in the Northern Territory Medical Program are proposed, such as anatomy peer teaching, deteriorating patient simulations, and palliative care problem-based learning cases. Limitations around funding and curriculum constraints are also noted.
The North Coast Medical Education Collaboration involves a partnership between the medical schools at the University of Western Sydney, University of Sydney, and University of Wollongong. It places final year medical students in rural clinical placements to improve rural medical workforce recruitment. While student experiences have been positive, the collaboration seeks to develop an evaluation framework to better understand its long term outcomes, such as its impact on strengthening the rural and non-rural medical workforce over time.
The document discusses a program called Social Equity Evenings run by the University Centre for Rural Health in Australia. The program aims to promote social equity and bring disadvantaged community members into dialogue with students from various disciplines. It involves film screenings, guest speakers, and presentations by community members followed by discussions. Topics have included the refugee journey, addiction, Aboriginal culture and disadvantage, and homelessness. The goal is to establish a safe space for students to discuss important issues with affected groups and gain new perspectives on challenges facing patients. While engaging students is challenging, comments suggest it provides valuable lessons about maintaining trust and dignity with those who have experienced real hardships.
A qualitative study interviewed 15 doctors who had completed a rural longitudinal integrated clerkship as medical students to understand how well the program prepared them for internship. The doctors reported that the clerkship developed their clinical skills like clinical reasoning, common procedures, and handovers. It also increased their autonomy, self-reliance, and prepared them to take on an intern role by the end. Relationships with supervising doctors and being a valued member of the healthcare team enhanced their professional development and confidence starting internship.
The document summarizes a new model of oral health services for remote Aboriginal communities in New South Wales, Australia. It describes partnerships between Aboriginal community health services, local health districts, and universities to deliver comprehensive oral health care across multiple communities. Key aspects of the model include a collaborative regional approach, embracing technology like teledentistry, and a collective impact framework with common goals, shared data collection, and mutually reinforcing activities among partners. Initial outcomes have included establishing clinics, conducting training, providing dental treatments, and promoting oral health education.
This document presents a socio-scientific theory of compassionate, collaborative person-centred practice. It argues that practice exists at the intersection of three interdependent domains: representation (what we "ought" to do based on science/guidelines), sense-making (what is "fitting" based on context/wisdom), and improvisation (what we "can" do through action/experience). It calls for health professional education to value both the scientific and social aspects of practice equally and to develop a "thick" understanding of practice that integrates different ways of knowing.
The document describes the Program for Enhanced Rural and Remote Training (PERRT) which aims to improve access to primary care in rural and remote communities in Newfoundland and Labrador (NL) and Nunavut (NU) by providing enhanced training for family medicine residents. The program establishes longitudinal rural training sites in Grand Falls and Burin in NL as well as Iqaluit in NU, and provides additional supports like faculty development and funding for travel and accommodations. The goal is to train residents to meet the needs of rural communities through a longitudinal integrated curriculum model rather than short block rotations, and to foster relationships between residents and communities.
The document discusses the longitudinal tracking of graduates from James Cook University's College of Medicine and Dentistry in Australia. It outlines how the university developed surveys and databases to track graduates' practice locations and careers. They have been able to collect data on practice location for 99% of graduates. Through ongoing tracking, they have published papers on the impact of graduates on rural workforce needs and factors influencing practice location choices. They plan to continue maintaining the database to monitor graduates' career patterns over the long term.
This document provides guidance on developing program logic models for health initiatives. It explains that program logic models can help provide vision, clarify tasks, identify assumptions, and form an evaluation framework. When developing a logic model, key stakeholders should be involved and it should have a simple but not oversimplified logical structure relating intended results and outcomes. The document includes examples of logic models and provides a workshop plan for using a back-casting approach to develop a logic model focusing on identifying necessary steps, outputs, and activities to achieve outcomes and testing the underlying logic and assumptions.
The document discloses that the faculty presenters have no relationships with commercial interests or conflicts of interest. It received no commercial support and the research assistant who analyzed data is not affiliated with the conference organizers. The annual wilderness medicine conference uses simulations and interprofessional education to improve patient safety. Participants noted that the simulations require using knowledge under urgency and collaborating as a team to succeed in a harsh environment.
This document outlines a session on using storytellers and improvisational exercises to enhance medical education. It introduces Debajehmujig Storytellers, their past work with healthcare professionals, and plans for the session which includes learning objectives focused on cultural understanding and patient-centered care. Students will participate in improv exercises and discussions with storytellers portraying patients to practice communication skills beyond standard simulations.
This document discusses the relationship between community engagement, fundraising, and friendraising. It explores whether community engagement is more about fundraising or building relationships. The document notes that fundraising is the process of soliciting voluntary donations, while friendraising involves engaging supporters in an organization's mission and vision. It poses questions about what kinds of friends are needed, how to engage new friends, who the new friends are, and whether an engaged community guarantees financial support.
This document outlines a case-based learning approach using interprofessional peer review. Students from various health professions participate in teleconferences reviewing real patient cases from rural Texas hospitals. The peer review process allows students to apply their knowledge to real clinical situations and receive constructive feedback from other professionals. Students found this approach improved their confidence in decision making and interprofessional communication skills. Incorporating students exposes them early in their careers to appreciating a team approach and systems-level perspective for improving patient safety.
This document summarizes a 3-day remote health experience program for first-year medical students in the Northern Territory of Australia. The program aims to showcase positive remote healthcare experiences and teach themes like resource-limited care, multidisciplinary teams, isolated practice, and Indigenous health. It involves skills stations, cultural activities, and evaluations that have found the program is well-received and can help students understand remote healthcare contexts.
This document summarizes a collaboration between government, university, training organizations and health services in the Katherine region of Northern Territory, Australia to address workforce development needs. Through the Workplace English Language and Literacy (WELL) program, over 100 participants received foundational skills training over 12 months. Evaluations found the training increased participant confidence, improved daily work, and was seen as culturally safe and addressing learning needs. Collaborators learned that long-term, sustained training is needed and relationships between trainers and participants are key to success. The collaboration aims to continue developing workforce skills.
This document discusses the Northern Territory Medical Program (NTMP), a 4-year medical program run by Flinders University in the Northern Territory. It provides an overview of the program, including its goals of being interprofessional, community-oriented, and contextualized for the NT. It also acknowledges the traditional owners of the land and discusses partnerships and future challenges like the first graduating class in 2014.
The document discusses community engagement and social accountability in the School of Rural Health East Gippsland clinical school program. It describes activities like establishing a Community Advisory Group and collaborating with local schools and organizations. However, it notes tensions between the university's priorities of internationalization and research, and the clinical school's social accountability agenda of serving local communities. It argues for better measuring community engagement and its impacts on recruitment, community development, and health outcomes.
This document discusses the challenges faced by remote academic leaders and provides recommendations. It describes three scenarios involving a newly appointed remote leader who struggles with balancing local needs with university policies while receiving an overwhelming number of requests from students, faculty, and administrators. As a remote leader, it can be difficult to provide support and feedback, address issues outside one's responsibilities, and feel disconnected from decision-makers. The document suggests developing ten tips both for remote leaders on how to effectively lead from a distance and for organizations on how to better support distributed leadership models.
This document discusses the challenges faced by non-health professionals who teach health students. It identifies six "wicked problems and exquisite dilemmas", including feeling like an imposter without medical knowledge, differing experiences in clinical settings, feeling disconnected from their original discipline, students tuning out due to their non-clinical background, uncertainty about career development, and lack of support and training for teaching roles. Research suggests these educators often feel marginalized and isolated. The document calls for discussion on addressing these issues through faculty development, networking opportunities, and further research.
This document summarizes reflections from a community-based research project involving partnerships between an academic institution and two community organizations in Ireland. It describes the process of conducting community-based and participatory research with the organizations, focusing on issues identified by community partners, levels of participation, and outcomes. It also discusses a subsequent phase where participants collaboratively reflected on and analyzed the research process, outcomes, and impacts through facilitated workshops and techniques. Key challenges and lessons learned are provided, including the importance of clarifying roles, appreciating the complexity of change, and sustaining engagement.
1) The document discusses a study comparing the approaches to learning of students in longitudinal integrated clerkships (LICs) versus rotation-based clerkships (RBCs).
2) Students in LICs reported benefits like continuity of patient care, supervision and learning environment that facilitated a deep learning approach.
3) Students found the RBC environment disrupted their learning trajectory and reported watching and listening more, relying on prior experiences, and self-advocating to adapt and continue deep learning.
4) Educators should be aware of how environments impact learning and support learners in deep learning activities to facilitate professional identity formation.
The document discusses a study of medical student cohorts from schools aiming for social accountability. The schools used selection strategies like quotas for underserved populations and evaluating personal attributes. Their student populations more closely matched local populations compared to traditional schools. Students from rural areas were more likely to intend working with underserved groups. Following graduates' actual practice is needed to assess the impact of selection strategies on health workforce distribution.
The document discusses a program called Social Equity Evenings run by the University Centre for Rural Health in Australia. The program aims to promote social equity and bring disadvantaged community members into dialogue with students from various disciplines. It involves film screenings, guest speakers, and presentations by community members followed by discussions. Topics have included the refugee journey, addiction, Aboriginal culture and disadvantage, and homelessness. The goal is to establish a safe space for students to discuss important issues with affected groups and gain new perspectives on challenges facing patients. While engaging students is challenging, comments suggest it provides valuable lessons about maintaining trust and dignity with those who have experienced real hardships.
A qualitative study interviewed 15 doctors who had completed a rural longitudinal integrated clerkship as medical students to understand how well the program prepared them for internship. The doctors reported that the clerkship developed their clinical skills like clinical reasoning, common procedures, and handovers. It also increased their autonomy, self-reliance, and prepared them to take on an intern role by the end. Relationships with supervising doctors and being a valued member of the healthcare team enhanced their professional development and confidence starting internship.
The document summarizes a new model of oral health services for remote Aboriginal communities in New South Wales, Australia. It describes partnerships between Aboriginal community health services, local health districts, and universities to deliver comprehensive oral health care across multiple communities. Key aspects of the model include a collaborative regional approach, embracing technology like teledentistry, and a collective impact framework with common goals, shared data collection, and mutually reinforcing activities among partners. Initial outcomes have included establishing clinics, conducting training, providing dental treatments, and promoting oral health education.
This document presents a socio-scientific theory of compassionate, collaborative person-centred practice. It argues that practice exists at the intersection of three interdependent domains: representation (what we "ought" to do based on science/guidelines), sense-making (what is "fitting" based on context/wisdom), and improvisation (what we "can" do through action/experience). It calls for health professional education to value both the scientific and social aspects of practice equally and to develop a "thick" understanding of practice that integrates different ways of knowing.
The document describes the Program for Enhanced Rural and Remote Training (PERRT) which aims to improve access to primary care in rural and remote communities in Newfoundland and Labrador (NL) and Nunavut (NU) by providing enhanced training for family medicine residents. The program establishes longitudinal rural training sites in Grand Falls and Burin in NL as well as Iqaluit in NU, and provides additional supports like faculty development and funding for travel and accommodations. The goal is to train residents to meet the needs of rural communities through a longitudinal integrated curriculum model rather than short block rotations, and to foster relationships between residents and communities.
The document discusses the longitudinal tracking of graduates from James Cook University's College of Medicine and Dentistry in Australia. It outlines how the university developed surveys and databases to track graduates' practice locations and careers. They have been able to collect data on practice location for 99% of graduates. Through ongoing tracking, they have published papers on the impact of graduates on rural workforce needs and factors influencing practice location choices. They plan to continue maintaining the database to monitor graduates' career patterns over the long term.
This document provides guidance on developing program logic models for health initiatives. It explains that program logic models can help provide vision, clarify tasks, identify assumptions, and form an evaluation framework. When developing a logic model, key stakeholders should be involved and it should have a simple but not oversimplified logical structure relating intended results and outcomes. The document includes examples of logic models and provides a workshop plan for using a back-casting approach to develop a logic model focusing on identifying necessary steps, outputs, and activities to achieve outcomes and testing the underlying logic and assumptions.
The document discloses that the faculty presenters have no relationships with commercial interests or conflicts of interest. It received no commercial support and the research assistant who analyzed data is not affiliated with the conference organizers. The annual wilderness medicine conference uses simulations and interprofessional education to improve patient safety. Participants noted that the simulations require using knowledge under urgency and collaborating as a team to succeed in a harsh environment.
This document outlines a session on using storytellers and improvisational exercises to enhance medical education. It introduces Debajehmujig Storytellers, their past work with healthcare professionals, and plans for the session which includes learning objectives focused on cultural understanding and patient-centered care. Students will participate in improv exercises and discussions with storytellers portraying patients to practice communication skills beyond standard simulations.
This document discusses the relationship between community engagement, fundraising, and friendraising. It explores whether community engagement is more about fundraising or building relationships. The document notes that fundraising is the process of soliciting voluntary donations, while friendraising involves engaging supporters in an organization's mission and vision. It poses questions about what kinds of friends are needed, how to engage new friends, who the new friends are, and whether an engaged community guarantees financial support.
This document outlines a case-based learning approach using interprofessional peer review. Students from various health professions participate in teleconferences reviewing real patient cases from rural Texas hospitals. The peer review process allows students to apply their knowledge to real clinical situations and receive constructive feedback from other professionals. Students found this approach improved their confidence in decision making and interprofessional communication skills. Incorporating students exposes them early in their careers to appreciating a team approach and systems-level perspective for improving patient safety.
This document summarizes a 3-day remote health experience program for first-year medical students in the Northern Territory of Australia. The program aims to showcase positive remote healthcare experiences and teach themes like resource-limited care, multidisciplinary teams, isolated practice, and Indigenous health. It involves skills stations, cultural activities, and evaluations that have found the program is well-received and can help students understand remote healthcare contexts.
This document summarizes a collaboration between government, university, training organizations and health services in the Katherine region of Northern Territory, Australia to address workforce development needs. Through the Workplace English Language and Literacy (WELL) program, over 100 participants received foundational skills training over 12 months. Evaluations found the training increased participant confidence, improved daily work, and was seen as culturally safe and addressing learning needs. Collaborators learned that long-term, sustained training is needed and relationships between trainers and participants are key to success. The collaboration aims to continue developing workforce skills.
This document discusses the Northern Territory Medical Program (NTMP), a 4-year medical program run by Flinders University in the Northern Territory. It provides an overview of the program, including its goals of being interprofessional, community-oriented, and contextualized for the NT. It also acknowledges the traditional owners of the land and discusses partnerships and future challenges like the first graduating class in 2014.
The document discusses community engagement and social accountability in the School of Rural Health East Gippsland clinical school program. It describes activities like establishing a Community Advisory Group and collaborating with local schools and organizations. However, it notes tensions between the university's priorities of internationalization and research, and the clinical school's social accountability agenda of serving local communities. It argues for better measuring community engagement and its impacts on recruitment, community development, and health outcomes.
This document discusses the challenges faced by remote academic leaders and provides recommendations. It describes three scenarios involving a newly appointed remote leader who struggles with balancing local needs with university policies while receiving an overwhelming number of requests from students, faculty, and administrators. As a remote leader, it can be difficult to provide support and feedback, address issues outside one's responsibilities, and feel disconnected from decision-makers. The document suggests developing ten tips both for remote leaders on how to effectively lead from a distance and for organizations on how to better support distributed leadership models.
This document discusses the challenges faced by non-health professionals who teach health students. It identifies six "wicked problems and exquisite dilemmas", including feeling like an imposter without medical knowledge, differing experiences in clinical settings, feeling disconnected from their original discipline, students tuning out due to their non-clinical background, uncertainty about career development, and lack of support and training for teaching roles. Research suggests these educators often feel marginalized and isolated. The document calls for discussion on addressing these issues through faculty development, networking opportunities, and further research.
This document summarizes reflections from a community-based research project involving partnerships between an academic institution and two community organizations in Ireland. It describes the process of conducting community-based and participatory research with the organizations, focusing on issues identified by community partners, levels of participation, and outcomes. It also discusses a subsequent phase where participants collaboratively reflected on and analyzed the research process, outcomes, and impacts through facilitated workshops and techniques. Key challenges and lessons learned are provided, including the importance of clarifying roles, appreciating the complexity of change, and sustaining engagement.
1) The document discusses a study comparing the approaches to learning of students in longitudinal integrated clerkships (LICs) versus rotation-based clerkships (RBCs).
2) Students in LICs reported benefits like continuity of patient care, supervision and learning environment that facilitated a deep learning approach.
3) Students found the RBC environment disrupted their learning trajectory and reported watching and listening more, relying on prior experiences, and self-advocating to adapt and continue deep learning.
4) Educators should be aware of how environments impact learning and support learners in deep learning activities to facilitate professional identity formation.
The document discusses a study of medical student cohorts from schools aiming for social accountability. The schools used selection strategies like quotas for underserved populations and evaluating personal attributes. Their student populations more closely matched local populations compared to traditional schools. Students from rural areas were more likely to intend working with underserved groups. Following graduates' actual practice is needed to assess the impact of selection strategies on health workforce distribution.