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Author: Ali Alshareef Alkhawaji
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Interactive and collaborative human anatomy learning provides an infrastructure for health professional education and forms a backbone for healthcare delivery. Yet, there is a growing trend among institutions to modernize student learning environments using innovative teaching alternatives. The adoption of new teaching methods in health professional education has altered the traditional way students learn human anatomy; therefore, it is important to capture student perceptions and attitudes to better appreciate the impact of changes of anatomy education. Since the success of student collaboration depends on the ability to effectively communicate and work as part of a group or team, examining student feedback on interaction with peers is key to explore and promote effective collaborative learning. The work in this thesis sought to understand how different modes of teaching and course design influenced student perceptions and attitudes about interaction and collaboration. The specific objectives were intended to use student feedback on learning in two different environments, namely technology-based (TBAE) and cadaver-based anatomy education (CBAE), to analyze the potential of those environments to foster the shared learning necessary for interprofessional education (IPE). The results of the first study revealed that the flexibility of the TBAE environment promoted personalized and independent learning, impacting student perceived need for social interactions: both interaction with their instructors and peers. Based on student feedback, the study provides recommendations intended to promote peer interaction and collaboration as a basis for shared learning in introductory technology-based anatomy courses. The results of the second study showed that the CBAE environment, using either dissection or prosections, provided a foundation for collaborative and hands-on learning. The difference between students' backgrounds and prior anatomical knowledge influenced the dynamics of their teamwork and collaboration during interprofessional dissections-based activities. Based on the feedback received, the study highlights a set of recommendations that could help optimize the implementation of collaborative cadaver-based pedagogies as a means for shared learning in gross anatomy courses. In conclusion, two issues related to instructional resources and course design appear to limit TBAE and CBAE learning environments as supportive of IPE. These issues are discussed as implications for interprofessional curriculum design and implementation.
Author: Ali Alshareef Alkhawaji
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Interactive and collaborative human anatomy learning provides an infrastructure for health professional education and forms a backbone for healthcare delivery. Yet, there is a growing trend among institutions to modernize student learning environments using innovative teaching alternatives. The adoption of new teaching methods in health professional education has altered the traditional way students learn human anatomy; therefore, it is important to capture student perceptions and attitudes to better appreciate the impact of changes of anatomy education. Since the success of student collaboration depends on the ability to effectively communicate and work as part of a group or team, examining student feedback on interaction with peers is key to explore and promote effective collaborative learning. The work in this thesis sought to understand how different modes of teaching and course design influenced student perceptions and attitudes about interaction and collaboration. The specific objectives were intended to use student feedback on learning in two different environments, namely technology-based (TBAE) and cadaver-based anatomy education (CBAE), to analyze the potential of those environments to foster the shared learning necessary for interprofessional education (IPE). The results of the first study revealed that the flexibility of the TBAE environment promoted personalized and independent learning, impacting student perceived need for social interactions: both interaction with their instructors and peers. Based on student feedback, the study provides recommendations intended to promote peer interaction and collaboration as a basis for shared learning in introductory technology-based anatomy courses. The results of the second study showed that the CBAE environment, using either dissection or prosections, provided a foundation for collaborative and hands-on learning. The difference between students' backgrounds and prior anatomical knowledge influenced the dynamics of their teamwork and collaboration during interprofessional dissections-based activities. Based on the feedback received, the study highlights a set of recommendations that could help optimize the implementation of collaborative cadaver-based pedagogies as a means for shared learning in gross anatomy courses. In conclusion, two issues related to instructional resources and course design appear to limit TBAE and CBAE learning environments as supportive of IPE. These issues are discussed as implications for interprofessional curriculum design and implementation.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309372852
Category : Medical
Languages : en
Pages : 183
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Book Description
Interprofessional teamwork and collaborative practice are emerging as key elements of efficient and productive work in promoting health and treating patients. The vision for these collaborations is one where different health and/or social professionals share a team identity and work closely together to solve problems and improve delivery of care. Although the value of interprofessional education (IPE) has been embraced around the world - particularly for its impact on learning - many in leadership positions have questioned how IPE affects patent, population, and health system outcomes. This question cannot be fully answered without well-designed studies, and these studies cannot be conducted without an understanding of the methods and measurements needed to conduct such an analysis. This Institute of Medicine report examines ways to measure the impacts of IPE on collaborative practice and health and system outcomes. According to this report, it is possible to link the learning process with downstream person or population directed outcomes through thoughtful, well-designed studies of the association between IPE and collaborative behavior. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes describes the research needed to strengthen the evidence base for IPE outcomes. Additionally, this report presents a conceptual model for evaluating IPE that could be adapted to particular settings in which it is applied. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes addresses the current lack of broadly applicable measures of collaborative behavior and makes recommendations for resource commitments from interprofessional stakeholders, funders, and policy makers to advance the study of IPE.
Author: Nilam J Soni
Publisher: Elsevier Health Sciences
ISBN: 0323544711
Category : Medical
Languages : en
Pages : 793
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Book Description
Compact, hand-carried ultrasound devices are revolutionizing how healthcare providers practice medicine in nearly every specialty. The 2nd Edition of this BMA-award-winning text features all-new chapters, a greatly expanded video library, and new review questions to keep you fully up to date with the latest technology and its applications. - Helps you interpret findings with a peer-reviewed, online video library with more than 1,000 ultrasound videos of normal and pathologic findings. These videos are complemented by anatomical illustrations and text descriptions to maximize learning. - Offers new online resources, including over 60 clinical cases and review questions in every chapter. - Features fully updated content throughout, plus all-new chapters on hemodynamics, transesophageal echocardiography, transcranial Doppler ultrasound, pediatrics, neonatology, and 2nd/3rd trimester pregnancy. - Shares the knowledge and expertise of expert contributors who are internationally recognized faculty from more than 60 institutions. - Recipient of British Medical Association's President's Choice Award and Highly Commended in Internal Medicine at the BMA Medical Book Awards 2015 (first edition).
Author: Debra Nestel
Publisher: Springer Nature
ISBN: 981153344X
Category : Education
Languages : en
Pages : 1757
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Book Description
This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.
Author: Dorothy MacKeracher
Publisher: University of Toronto Press
ISBN: 1442690496
Category : Education
Languages : en
Pages : 286
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Book Description
Learning is an inseparable part of human experience. Understanding how adults learn and applying that expertise to practical everyday situations and relationships opens the window on a broader understanding of the capacity of the human mind. Dorothy MacKeracher's Making Sense of Adult Learning was first published in 1996, and was acclaimed for its readability and value as a reference tool. For the second edition of this essential work, MacKeracher has reorganized and revised many of the chapters to bring the text up-to-date for contemporary use. Concepts are presented from learning-centred and learner-centred perspectives, while related learning and teaching principles provide ideas about how one may enable others to learn more effectively. Written for people preparing to become adult educators, Making Sense of Adult Learning provides background information about the nature of adult learning and the characteristics that typify adult learners. This new edition will be quick to assert its place as the premier guide in the field.
Author: Della S. Freeth
Publisher: John Wiley & Sons
ISBN: 0470777184
Category : Medical
Languages : en
Pages : 224
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Book Description
This volume presents a practical guide to the development, application and evaluation of effective interprofessional education in health and social care. It is both a practice manual for those in hands-on roles and a reflective guide for those indirectly involved in professional education. The book provides clear advice on methods of establishing training and education programmes and evaluating their effectiveness, while simultaneously examining the relationship between initial application, ongoing maintenance and subsequent assessment. The authors expound multiple points of view that will generate individual thinking and approaches to both the practice and the estimation of interprofessional education schemes. The book is divided into three sections: the first introduces the differing approaches to professional education and the rationale behind measuring their worth; the second part focuses on planning, development and delivery; the third part advises in a robust and pragmatic way on modes of measuring the efficacy of programmes. The interrelation of these topics is then examined to provide a synthesised perspective on the development, delivery and evaluation of interprofessional education.
Author: Holly Elizabeth Erenfeld
Publisher:
ISBN:
Category : Interprofessional education
Languages : en
Pages : 55
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Book Description
In 2009, Pacific University developed an interprofessional educational course and integrated the course into all of the health professional programs. Course evaluations by faculty and students were evaluated and changes were made to the course based on the feedback received. A new curriculum design was implemented with the addition of a case study, smaller class sizes, and an increase in faculty mentorship in 2016. Purpose: The purpose of this study was to report the first-year health professions students’ perceptions of the Interprofessional Competence Course (IPC) when comparing perceptions of the first curriculum model to those of the newly reformed curriculum model which includes a more interactive, team-based case study and presentation. Methods: In this mixed methods study, students’ responses to Likert scale and open-ended questions were evaluated to compare student perceptions in two different curriculum models. Results: Responses were collected from 1,491 students enrolled in an interprofessional competence and education course at the College of Health Professions of Pacific University. Mann-Whitney U tests were used to analyze any significant differences between the two different curriculum models. Kruskal-Wallis H tests were used to analyze any significant differences between the years the course was offered and by the professional program in which the students were enrolled. Students’ perceptions of communication, team dynamics, and demonstrating professional responsibilities were more positive with the current curriculum when compared to the original curriculum. An analysis of student narratives demonstrated that students perceived the course as beneficial, felt it helped increase interpersonal relationships and teamwork, and particularly found the case studies in the new model very helpful to prepare them for patient care. Conclusion: Since 2009, Pacific University has offered Interprofessional education to health professional students and has made necessary changes in the curriculum to meet the needs of students. Universities’ that have incorporated an introductory course in interprofessional competencies should asses the course’s effectiveness and continue to adapt curriculum models based on student feedback and outcomes on a continuing basis.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 030913319X
Category : Medical
Languages : en
Pages : 191
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Book Description
The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system.
Author: Avedis Donabedian
Publisher: Oxford University Press
ISBN: 0199748020
Category : Medical
Languages : en
Pages : 233
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Book Description
Avedis Donabedian's name is synonymous with quality of medical care. He unraveled the mystery behind the concept by defining it in clear operational terms and provided detailed blueprints for both its measurement(known as quality assessment) and its improvement(known as quality assurance). Many before him claimed that quality couldn't be defined in concrete objective terms. He demonstrated that quality is an attribte of a system which he called structure, a set of organized activities whihc he called process, and an outcome which results from both. In this book Donabedian tells the full story of quality assessment and assurance in simple, clear terms. He defines the meaning of quality, explicates its components, and provides clear and systematic guides to its assessment and enhancement. His style is lucid, succinct, systematic and yet personal, almost conversational.
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309372828
Category : Medical
Languages : en
Pages : 183
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Book Description
Interprofessional teamwork and collaborative practice are emerging as key elements of efficient and productive work in promoting health and treating patients. The vision for these collaborations is one where different health and/or social professionals share a team identity and work closely together to solve problems and improve delivery of care. Although the value of interprofessional education (IPE) has been embraced around the world - particularly for its impact on learning - many in leadership positions have questioned how IPE affects patent, population, and health system outcomes. This question cannot be fully answered without well-designed studies, and these studies cannot be conducted without an understanding of the methods and measurements needed to conduct such an analysis. This Institute of Medicine report examines ways to measure the impacts of IPE on collaborative practice and health and system outcomes. According to this report, it is possible to link the learning process with downstream person or population directed outcomes through thoughtful, well-designed studies of the association between IPE and collaborative behavior. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes describes the research needed to strengthen the evidence base for IPE outcomes. Additionally, this report presents a conceptual model for evaluating IPE that could be adapted to particular settings in which it is applied. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes addresses the current lack of broadly applicable measures of collaborative behavior and makes recommendations for resource commitments from interprofessional stakeholders, funders, and policy makers to advance the study of IPE.
