ORCID Profile
0000-0003-0721-6675
Current Organisation
University of Sydney
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Health Promotion | Public Health and Health Services
Publisher: Wiley
Date: 30-08-2017
DOI: 10.1111/BJET.12579
Publisher: Wiley
Date: 07-08-2020
DOI: 10.1111/TCT.13229
Publisher: Wiley
Date: 20-10-2021
DOI: 10.1111/TCT.13428
Abstract: Educational research and scholarship can advance teaching knowledge and practices. In the Westmead health precinct, Australia, education research has occurred in isolated pockets, with little professional development support. We developed a course to introduce the practice of educational research to multidisciplinary health professional educators in 2019. We explored how we, as multidisciplinary teacher educators, could enable educators to undertake education research while improving our practice. The course was developed based on Social Development Theory and applied to peer teaching to develop our teacher education capacity. Using action research, we worked together and with learners through repeated planning, observing, reflecting and engaging. We conducted facilitator/learner pre‐ ost‐course and post‐workshop surveys, and mid‐course facilitator focus group. Data were analysed through theoretical thematic analysis using Guba and Lincoln's evaluation framework and Social Development Theory. Facilitators expected the course would enable novice participants to initiate research. Facilitators and learners reported course content, structure and approach were relevant, accessible and effective however, limited times and irregular attendance challenged knowledge and skills development, and in idual research engagement. Mid‐course improvements increased time for application to authentic, collaborative research activities. Facilitators enhanced their teaching through jointly developing the course, reflection and responding to feedback. Through peer teaching, reflection and discussion, we collaboratively created, then improved, a health professional education research course, and developed our capacity as teacher educators. Our need to overcome challenges forced us to reconsider and adjust our approach. Action research benefits learners and teachers by improving teaching practice through a dynamic, cyclical, responsive approach.
Publisher: Wiley
Date: 30-01-2023
DOI: 10.1111/JPC.16339
Abstract: To identify how the COVID‐19 pandemic influences parents' use of the internet, including social media, when seeking health‐related information about the pandemic relevant to their children. This study employed semi‐structured interviews to explore the factors affecting parents of young children when information‐seeking online about their children's health related to the COVID‐19 pandemic. Parents of children with and without chronic health conditions were interviewed in July and August 2020. Interviews were audio‐recorded and transcribed verbatim, then analysed using theoretical thematic analysis, based on Social Cognitive Theory. Through interviews with 13 parents, we identified a myriad of factors that affected parents' internet searching. The decision to access online health information and the regulation of its usage was multifaceted and relied upon the interactions between environmental triggers and parents' information needs, personal attitudes, and circumstances. Overall, parents felt supported by online health information during the COVID‐19 pandemic, and the majority were confident in their ability to navigate the plethora of online health information. However, parents of children with chronic conditions had unmet information needs in relation to COVID‐19 and their children's condition. Understanding parents' attitudes and behaviours when seeking online health information that is relevant to their children during a global pandemic can inform the optimisation of online health content delivery to parents.
Publisher: Wiley
Date: 08-02-2021
DOI: 10.1111/JPC.15369
Abstract: Historically, the diagnosis of cerebral palsy has been made after 12 months of age, delaying access to crucial early intervention that optimises functional outcomes. This study aimed to identify and specify priority physician diagnostic behaviours to target in implementation interventions to increase the rate of diagnosis of cerebral palsy under 6 months of age in Australia. We conducted a two‐round online Delphi study with a multi‐professional expert panel of cerebral palsy researchers and clinicians. A reference group identified a six‐item list of potential diagnostic behaviours, which were modifiable at the in idual level, that could lead to an early cerebral palsy diagnosis. In the first survey, participants rated the importance of each item on a 10‐point Likert scale and supplied their reasoning for this, and were able to suggest new behaviours. In the second survey, participants ranked items in order of priority. All six items reached consensus for inclusion (100%). No new items were added to the list. Ranking identified the top three priorities for online physician implementation interventions: (i) refer for or conduct the General Movements Assessment (ii) refer for or conduct the Hammersmith Infant Neurological Examination and (iii) communication of the diagnosis. An online Delphi method can effectively inform tailored implementation intervention development. A consensus was achieved on the priority physician diagnostic behaviours to target in interventions to lower the age of cerebral palsy diagnosis in Australia.
Publisher: Wiley
Date: 11-09-2014
DOI: 10.1111/TCT.12175
Publisher: Wiley
Date: 06-2020
DOI: 10.1111/JPC.14918
Publisher: Elsevier BV
Date: 04-2018
DOI: 10.1016/J.JPEDS.2017.11.031
Abstract: To conduct a systematic review of the evidence concerning whether and how adolescents search for online health information and the extent to which they appraise the credibility of information they retrieve. A systematic search of online databases (MEDLINE, EMBASE, PsycINFO, ERIC) was performed. Reference lists of included papers were searched manually for additional articles. Included were studies on whether and how adolescents searched for and appraised online health information, where adolescent participants were aged 13-18 years. Thematic analysis was used to synthesize the findings. Thirty-four studies met the inclusion criteria. In line with the research questions, 2 key concepts were identified within the papers: whether and how adolescents search for online health information, and the extent to which adolescents appraise online health information. Four themes were identified regarding whether and how adolescents search for online health information: use of search engines, difficulties in selecting appropriate search strings, barriers to searching, and absence of searching. Four themes emerged concerning the extent to which adolescents appraise the credibility of online health information: evaluation based on Web site name and reputation, evaluation based on first impression of Web site, evaluation of Web site content, and absence of a sophisticated appraisal strategy. Adolescents are aware of the varying quality of online health information. Strategies used by in iduals for searching and appraising online health information differ in their sophistication. It is important to develop resources to enhance search and appraisal skills and to collaborate with adolescents to ensure that such resources are appropriate for them.
Publisher: BMJ
Date: 07-10-2017
DOI: 10.1136/MEDHUM-2016-011031
Abstract: A positive and respectful learning environment is fundamental to the development of professional identities in healthcare. Yet medical students report poor behaviour from healthcare professionals that contradict professionalism teaching. An interdisciplinary group designed and implemented a drama-based workshop series, based on
Publisher: Wiley
Date: 28-07-2015
DOI: 10.1111/IMJ.12835
Abstract: The recent trend to embed medical research at point of care has created a need for postgraduate research supervisors in hospitals who are practising clinicians and lab-based researchers. We explored the training needs of supervisors to inform the design and evaluation of a hospital-based development programme. We found that if hospital-based supervisors are to improve their practice, the programme needs to be on-site to ensure access and relevance to local issues.
Publisher: Wiley
Date: 13-04-2023
DOI: 10.1111/JPC.16387
Abstract: This study aimed to understand parents' online health information‐seeking behaviour and the potential influence of this on their relationship with their child's physician. A survey regarding parental online health information‐seeking behaviour was administered to parents of children aged under 18 years admitted to an Australian tertiary paediatric hospital, paediatric hospital ward and paediatric clinic, and in their social media networks. Responses were presented as frequencies and percentages. Associations between parents' trust in their child's doctor and survey responses were analysed using χ 2 tests. In all, 300 surveys were completed. Most parents (89%) reported searching for online health information when their child was sick. Some (31%) followed online health information instead of going to the doctor. Parents who trusted their child's doctor were more likely to follow the doctor instead of online health information when it contained conflicting advice. Most parents (91%) wanted health‐care professionals' help in searching for online health information. Almost all parents search for online health information, but most do not act on it. Parents' trust in their child's doctor influences how parents use online health information. Thus, clinicians could recommend trustworthy websites with information that complements their advice to ensure parents access reliable online health information.
Publisher: Wiley
Date: 22-03-2016
DOI: 10.1111/TCT.12464
Publisher: Wiley
Date: 11-2018
DOI: 10.1111/JPC.14203
Publisher: Wiley
Date: 14-07-2014
DOI: 10.1111/TCT.12190
Abstract: Following research about workplace constraints reducing the effectiveness of teaching and the motivation to teach, this study sought to understand how medical teachers in hospitals respond to the institutional context for their teaching of medical students. Through purposive s ling, younger and older male and female teachers in a range of medical and surgical paediatrics subspecialties participated in this qualitative study. We drew on ethnographic methods in interviews so that answers to the questions came from the teachers' own emphases. The systematic coding and categorising procedures used in the inductive analysis of the interview transcripts reflect the constant comparison approach of grounded theory, locating features, patterns and conceptual categories. We identified four main concepts: teachers' goals and motivations their approaches to teaching teachers' preferences and, finally, as discussed in this article, the teachers' perceptions of contextual and institutional pressures in hospital-based medical teaching and related compromises. The teachers perceive constraints resulting from the various mismatches that they experience, a loss of autonomy, and the paucity of acknowledgement and resources. They suggest that the compromises they make in response are both pedagogical and institutional. We conclude that professional development is not enough to address these issues: the conditions for medical teaching and teachers in hospitals require workplace responses to enable a more productive connection between the students, curriculum and pedagogy. In particular, teachers' responsibilities in teaching and curriculum development need to be acknowledged, and practising teachers need to be supported and included in the education mission.
Publisher: Informa UK Limited
Date: 11-2009
Publisher: Elsevier BV
Date: 05-2023
Publisher: Wiley
Date: 31-07-2019
DOI: 10.1111/JPC.14575
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2017
DOI: 10.1097/CEH.0000000000000146
Abstract: Increasingly, health professional training involves the use of educational technologies through what is broadly termed “Technology-Enhanced Learning” (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment allocate adequate time and technology incorporate proven approaches to improve learning consider the need for a skills component enable interaction between learners and with others create different resources for different groups pilot before implementing incorporate measures to retain learners provide opportunities for revision to aid retention and evaluate learning outcomes, not just satisfaction.
Publisher: Wiley
Date: 08-07-2017
DOI: 10.1111/BJET.12477
Publisher: Informa UK Limited
Date: 17-08-2020
Publisher: Wiley
Date: 16-03-2018
DOI: 10.1111/TCT.12630
Abstract: University students expect to use technology as part of their studies, yet health professional teachers can struggle with the change in student learning habits fuelled by technology. Our research aimed to document the learning habits of contemporary medical students during a clinical rotation by exploring the use of locally and externally developed digital and print self-directed learning resources, and study groups. We investigated the learning habits of final-stage medical students during their clinical paediatric rotation using mixed methods, involving learning analytics and a student questionnaire. Learning analytics tracked aggregate student usage statistics of locally produced e-learning resources on two learning management systems and mobile learning resources. The questionnaire recorded student-reported use of digital and print learning resources and study groups. The students made extensive use of digital self-directed learning resources, especially in the 2 weeks before the examination, which peaked the day before the written examination. All students used locally produced digital formative assessment, and most (74/98 76%) also used digital resources developed by other institutions. Most reported finding locally produced e-learning resources beneficial for learning. In terms of traditional forms of self-directed learning, one-third (28/94 30%) indicated that they never read the course textbook, and few students used face-to-face 39/98 (40%) or online 6/98 (6%) study groups. Learning analytics and student questionnaire data confirmed the extensive use of digital resources for self-directed learning. Through clarification of learning habits and experiences, we think teachers can help students to optimise effective learning strategies however, the impact of contemporary learning habits on learning efficacy requires further evaluation. Health professional teachers can struggle with the change in student learning habits fuelled by technology.
Publisher: Wiley
Date: 22-09-2017
DOI: 10.1111/BJET.12352
Publisher: Wiley
Date: 25-01-2018
DOI: 10.1111/TCT.12753
Abstract: Paediatric incontinence has traditionally been managed through a discipline-specific approach by doctors, nurses, physiotherapists and psychologists. We evaluated a workshop aiming to increase health professionals' knowledge, confidence and willingness to involve other health professionals when managing paediatric incontinence. Our 1-day workshop focused on paediatric bedwetting, daytime incontinence, faecal incontinence and neurogenic bladder. Attendees completed surveys before and after the workshop, and 6 months later. Differences between health professionals and changes in attitudes, knowledge, confidence and experience before and after the workshop were analysed using descriptive analysis. Qualitative data analysis was undertaken using content analysis. The workshop was attended by 77 clinicians (41 doctors, 19 allied health professionals and 17 nurses). Over two-thirds of respondents acknowledged having average or above average knowledge of and/or confidence in managing bedwetting, daytime urinary incontinence (DUI) and faecal incontinence, with lower baseline knowledge and confidence for neurogenic bladder. Participants who completed the initial and final surveys reported increased knowledge, improved ability to manage patients, better appreciation of the contribution of other disciplines and willingness to refer patients to other disciplines. Of those who saw patients with incontinence, most reported that the workshop had improved their management: 33/35 for bedwetting 31/35 for DUI 21/29 for faecal incontinence and 16/19 for neurogenic bladder. Paediatric incontinence has traditionally been managed through a discipline-specific approach by doctors, nurses, physiotherapists and psychologists DISCUSSION: This study demonstrates that an interprofessional workshop conducted by clinicians from different health professional backgrounds increases clinicians' awareness of the roles of other disciplines and promotes the development of an interdisciplinary approach or multiprofessional collaboration, enabling a more effective, patient-centred, collaborative care model.
Publisher: Wiley
Date: 03-2017
DOI: 10.1111/IMJ.13349
Abstract: Mobile device use has become almost ubiquitous in daily life and therefore includes use by doctors in clinical settings. There has been little study as to the patterns of use and impact this has on doctors in the workplace and how negatively or positively it impacts at the point of care. To explore how doctors use mobile devices in the clinical setting and understand drivers for use. A mixed methods study was used with doctors in a paediatric and adult teaching hospital in 2013. A paper-based survey examined mobile device usage data by doctors in the clinical setting. Focus groups explored doctors' reasons for using or refraining from using mobile devices in the clinical setting, and their attitudes about others' use. The survey, completed by 109 doctors, showed that 91% owned a smartphone and 88% used their mobile devices frequently in the clinical setting. Trainees were more likely than consultants to use their mobile devices for learning and accessing information related to patient care, as well as for personal communication unrelated to work. Focus group data highlighted a range of factors that influenced doctors to use personal mobile devices in the clinical setting, including convenience for medical photography, and factors that limited use. Distraction in the clinical setting due to use of mobile devices was a key issue. Personal experience and confidence in using mobile devices affected their use, and was guided by role modelling and expectations within a medical team. Doctors use mobile devices to enhance efficiency in the workplace. In the current environment, doctors are making their own decisions based on balancing the risks and benefits of using mobile devices in the clinical setting. There is a need for guidelines around acceptable and ethical use that is patient-centred and that respects patient privacy.
Publisher: Wiley
Date: 11-2015
DOI: 10.1111/IMJ.12899
Abstract: mHealth is transforming health care, yet few studies have evaluated patient and carer perceptions of the use of smartphones at the patient bedside. In this study, 70 patients and carers answered a short survey on health professionals' use of mobile devices. Half the participants were tolerant of doctors using such devices if it was work-related others believed it was a distraction and not beneficial to patient care. Changes in practice and patient education may be needed to enable effective use of mobile devices in health.
Publisher: University of Otago Library
Date: 07-07-2023
Publisher: Informa UK Limited
Date: 29-07-2016
Publisher: Wiley
Date: 04-06-2013
DOI: 10.1111/BJET.12072
Publisher: Springer Science and Business Media LLC
Date: 20-06-2022
DOI: 10.1186/S12889-022-13599-7
Abstract: The internet and social media are increasingly popular sources of health information for adolescents. Using online health information requires digital health literacy, consisting of literacy, analytical skills and personal capabilities such as self-efficacy. Appraising trustworthiness and relevance of online health information requires critical health literacy to discriminate between sources, critically analyse meaning and relevance, and use information for personal health. Adolescents with poor digital health literacy risk using misinformation, with potential negative health outcomes. We aimed to understand adolescents’ contemporary digital health literacy and compared self-efficacy with capability. Adolescents (12–17 years) completed an eHEALS self-report digital health literacy measure, a practical search task using a think-aloud protocol and an interview to capture perceived and actual digital health literacy. eHEALS scores were generated using descriptive statistics, search tasks were analysed using an observation checklist and interviews were thematically analysed based on Social Cognitive Theory, focussing on self-efficacy. Twenty-one participants generally had high self-efficacy using online health information but perceived their digital health literacy to be higher than demonstrated. They accessed online health information unintentionally on social media and intentionally via search engines. They appraised information medium, source and content using general internet searching heuristics taught at school. Information on social media was considered less trustworthy than websites, but participants used similar appraisal strategies for both some search/appraisal heuristics were insufficiently nuanced for digital health information, sometimes resulting in misplaced trust or diminished self-efficacy. Participants felt anxious or relieved after finding online health information, depending on content, understanding and satisfaction. They did not act on information without parental and/or health professional advice. They rarely discussed findings with health professionals but would welcome discussions and learning how to find and appraise online health information. Whilst adolescents possess many important digital health literacy skills and generally feel self-efficacious in using them, their critical health literacy needs improving. Adolescents desire increased digital health literacy so they can confidently appraise health information they find online and on social media. Co-designed educational interventions with adolescents and health providers are required.
Publisher: Association for Learning Technology
Date: 30-07-2014
Abstract: As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.Keywords: e-learning sustainability e-learning beliefs and practices reflection longitudinal research(Published: 30 July 2014)Citation: Research in Learning Technology 2014, 22: 23362 - 0.3402/rlt.v22.23362
Publisher: Wiley
Date: 04-06-2018
DOI: 10.1111/JPC.14068
Abstract: The internet has enabled parents to become informed medical consumers and take an active role in their child's treatment. We aimed to determine parents' online medical information-seeking behaviour about their child's health. This included sources of information, reasons for searching, use and assessment of information and whether parents wanted assistance with searching and assessing information. A questionnaire was distributed to 331 parents and carers of inpatients and outpatients at Children's Hospital at Westmead in 2015. Most questions involved tick-box responses and a few free-text responses. Responses were tabulated and described by frequencies and percentages. Associations between participant demographics and responses were examined using chi-square tests. In all, 308 (93%) questionnaires were returned. Most participants (90%) reported searching for medical information about their child's health. Of these, 96% searched the internet, and of these, 63% used a smartphone. The most common reason for searching before seeing the doctor was to prepare questions. The most common reasons for searching after seeing the doctor were to know more and because participants had more questions. Only half (57%) ascertained whether an information source was reliable. Most wanted guidance on searching (69%) and assessing reliability (77%). Almost all parents search for online information about their child's health, but most are unsure whether the information they find is trustworthy and are hesitant to act on or present it to their child's doctor. Health professionals could discuss this with parents during consultations to dispel potential misunderstandings and provide guidance on searching and assessing.
Publisher: Croatian Medical Journals
Date: 02-2018
Publisher: University of Otago Library
Date: 16-12-2022
Publisher: Elsevier BV
Date: 06-2018
Publisher: Wiley
Date: 02-08-2018
DOI: 10.1111/JPC.13656
Abstract: The continuing existence of 'teaching by humiliation' of medical students and junior doctors in Australia has recently been highlighted in a number of research publications and media reports. This study investigates medical students' experiences of being intimidated or humiliated during their clinical rotations in Australian hospitals in paediatrics and adult medicine. From factors identified in earlier research, a two-page survey was developed for administration at two Australian medical schools. Administered in Semester 2 of 2014, students were invited to add their own free-text comments at the conclusion of 17 closed questions. Using thematic analysis of the qualitative data, the researchers identified the common themes in the students' free-text comments, which are reported in this paper. We found five main themes in the qualitative data: a spectrum of interpretations of and responses to 'teaching by humiliation', an accepted means of enculturating the young, teachers' techniques for asking questions, the victims and perpetrators of mistreatment and the variance of prevalence in different contexts. Research shows the persistence of 'teaching by humiliation', even in paediatrics, particularly when doctors are questioning students in ways that shame them for their lack of knowledge. Given the many personal and professional costs of these practices, this cycle of mistreatment needs to be brought to an end. There is a need for students' reports of intimidation and humiliation to be acknowledged the offending practices need to be interrupted, and more effective and respectful approaches to teaching need to be adopted.
Publisher: Informa UK Limited
Date: 30-06-2022
Publisher: Wiley
Date: 04-2019
DOI: 10.1111/JPC.14423
Publisher: Wiley
Date: 18-06-2015
DOI: 10.1111/TCT.12287
Abstract: The approaches used to educate future clinicians must be continually improved through evidence-based methods. Clinicians interested in conducting education research need to understand the terminology and conventions of health professional education, in the same way that health professional educators from education backgrounds need to be aware of clinical practices and scientific mores and jargon. This article provides clinicians with 10 steps to conducting health professional education research, and encourages collaboration between clinicians interested in education and health professional educators. The basic steps in conducting education research are introduced, beginning with literature searches, using appropriate terminology and writing conventions, and finding research collaborators. We encourage researchers to ask themselves, 'So what?' about their research idea to ensure it is interesting and relevant to a journal's readers. The nuts and bolts of educational research are then presented, including research questions and methodologies, outcome measures, theoretical frameworks and epistemologies. The final two steps aim to foster internationally relevant and well-designed research studies. Conducting and publishing education research is often difficult for clinicians, who struggle with what is required. Yet clinicians who teach are ideally placed to identify the knowledge gaps about how we can more effectively educate future clinicians. These 10 steps provide clinicians with guidance on how to conduct education research so relevant research findings can inform the education of future clinicians. Conducting and publishing education research is often difficult for clinicians.
Publisher: Informa UK Limited
Date: 03-06-2020
Publisher: Wiley
Date: 19-07-2023
DOI: 10.1111/IMJ.16168
Abstract: Systematic reviews provide the highest level of evidence about a topic. Ten‐week workshops in conducting systematic reviews were held with hospital doctors in 2019 and 2020. This study analysed participants' feedback about the systematic review workshops to improve how we teach clinicians about conducting systematic reviews. Attendees completed a post‐workshop survey (with multiple‐choice and free‐text items) to assess knowledge and skills gained. We compared the responses of senior and junior doctors. We used descriptive statistics for the quantitative data and compared groups using Χ 2 testing. Qualitative data were analysed using conceptual content analysis. Of 81 attendees, 52% completed the survey. Of those, 69% had no prior experience with systematic reviews, 93% reported increased knowledge and ability to conduct research and 69% reported increased ability to conduct systematic reviews. More senior than junior clinicians reported gaining knowledge about writing and publishing (37% vs 11%, P = 0.047) and making greater use of skills gained to conduct research (56% vs 23%, P = 0.029). Five themes were identified: learning through course structure learning through course organisation teaching style flexible learning and suggestions for progression and improvement. Respondents suggested running the workshops during protected teaching time, more time for some sessions, conducting the workshop series more often and making clinicians aware of the workshop series at hospital orientation. The skills learnt from the systematic review workshop series impacted not only participants' research knowledge and skills, and plans to conduct future research, but also facilitated looking up medical literature in daily clinical work, supporting evidence‐based clinical practice.
Publisher: No publisher found
Date: 2018
DOI: 10.1111/IMJ.14021
Abstract: Oral health is an important predictor for general health, and poor oral health is interrelated with the manifestations of systemic disease. To determine the extent of oral health education in medical schools across Australia. A survey of Australian medical schools was conducted (September 2013 to June 2014). Participants were administrators and curricula coordinators of medical programmes. The main outcome measures were teaching hours of specific areas of oral health education. Data were descriptively analysed. Participants from 8 of 18 universities responded to the questionnaire. The total hours dedicated to oral health in the medical programmes were: zero in one school less than 2 h in three schools, 6-10 h in three schools and 30 h in one school. Only four schools taught the correlation between oral health and overall health, two schools taught about dental diseases (caries and periodontal disease), three schools taught dental trauma management and six schools taught oral anatomy. Only five schools taught about oral cancer: two of these taught about cancer for 10-15 min. No school reported hands-on training in an oral health setting. The results indicate that Australian medical school graduates have little, if any, foundational knowledge of oral health (dental caries, bidirectional relationship between diabetes and periodontal disease, oral cancer and dental emergencies). The recognition of poor oral health plays a significant part in the early detection and care of chronic diseases. The teaching of fundamental oral health to medical students is crucial and should be integrated into medical school curricula.
Publisher: American Chemical Society (ACS)
Date: 28-11-2022
Abstract: Examination of stable Fe isotopes is a powerful tool to explore Fe cycling in a range of environments. However, the isotopic fractionation of Fe in acid mine drainage (AMD) has received little attention and is poorly understood. Here, we analyze Fe isotopes in waters and Fe(III)-rich solids along an AMD flow-path. Aqueous Fe spanned a concentration and δ
Publisher: Wiley
Date: 17-05-2013
DOI: 10.1111/ANS.12213
Abstract: Embryology finds itself jostling for precious space in the crowded medical curriculum, yet remains important for helping students understand birth defects. It has been suggested that teaching embryology through clinical scenarios can increase its relevance and interest. The aim of this research was to determine the attitudes of final-year medical students to learning embryology and whether clinical scenarios aid understanding. Final-year medical students undertaking their paediatric rotation in 2009 and 2010 were invited to attend an optional lecture on clinical embryology and participate in the research. In the lecture, three clinical scenarios were presented, in which the lecturer traced the normal development of a foetus and the abnormal development that resulted in a birth defect. Outcomes were assessed quantitatively using a paper-based survey. The vast majority of students who valued embryology teaching in their medical programme thought it would assist them with clinical management, and believed learning through case scenarios helped their understanding. Students were ided in their beliefs about when embryology should be taught in the medical programme and whether it would increase their workload. Embryology teaching appears to be a valuable part of the medical curriculum. Embryology teaching was valued when taught in the clinical environment in later years of the medical programme. Students, clinicians and medical educators should be proactive in finding clinical learning opportunities for embryology teaching.
Publisher: Springer Science and Business Media LLC
Date: 25-01-2018
Publisher: Informa UK Limited
Date: 2016
Abstract: Doctors' verbal and non-verbal communication skills have an impact on patients' health outcomes, so it is important for medical students to develop these skills. Traditional, non-verbal communication skills training can involve a tutor manually annotating a student's non-verbal behaviour during patient-doctor consultations, but this is very time-consuming. Tele-conference systems have been used in verbal communication skills training. We describe EQClinic, a system that enables verbal and non-verbal communication skills training during tele-consultations with simulated patients (SPs), with evaluation exercises promoting reflection. Students and SPs can have tele-consultations through the tele-consultation component. In this component, SPs can provide feedback to students through a thumbs-up/ thumbs-down tool and a comments box. EQClinic automatically analyses communication features in the recorded consultations, such as facial expressions, and provides graphical representations. Our 2015 pilot study investigated whether EQClinic helped students be aware of their non-verbal behaviour and improve their communication skills, and evaluated the usability of the platform. Students received automated feedback, and SP and tutor evaluations, and then completed self-assessment and reflection questionnaires. Eight medical students and three SPs conducted 13 tele-consultations using EQClinic. More students paid attention to their non-verbal communication and students who were engaged in two consultations felt more confident in their second consultation. Students rated the system positively, felt comfortable using it (5.9/7), and reported that the structure (5.4/7) and information (5.8/7) were clear. This pilot provides evidence that EQClinic helps, and positively influences, medical students practise their communication skills with SPs using a tele-conference platform. It is not easy to improve non-verbal communication skills in a short time period. Further evaluation of EQClinic with larger numbers will ascertain learning gains and application in health professional training. Developing a standard model for the assessment of non-verbal behaviour in tele-consultations and providing students with more valuable evaluation and suggestions are part of our future work.
Publisher: Springer Science and Business Media LLC
Date: 12-03-2015
Publisher: Wiley
Date: 05-2016
DOI: 10.1111/JPC.13221
Publisher: Informa UK Limited
Date: 22-06-2022
DOI: 10.1080/10401334.2022.2084401
Abstract: Students, alongside teachers, play a key role in feedback. Student behavior in feedback processes may impact feedback outcomes. Student feedback behavior includes recognizing, seeking, evaluating, and utilizing feedback. Student feedback behavior is influenced by numerous student attributes and environmental factors. We aimed to explore influences on medical student feedback behavior during clinical attachments. We adopted a subjective inductive qualitative approach. We conducted 7 focus groups with 46 medical students undertaking pediatric hospital-based attachments. We based our discussion framework on existing characterizations of student feedback behavior and the educational alliance model with its focus on the relationship between learners and teachers, and the active role played by both. During initial data analysis, we identified that our results exhibited aspects of Bandura's model of Triadic Reciprocal Causation within Social Cognitive Theory. In line with our subjective inductive approach, we adopted Triadic Reciprocal Causation at this point for further analysis and interpretation. This allowed us to conceptualize the emerging interactions between influences on feedback behavior. We identified three key determinants of student feedback behavior:
Publisher: Wiley
Date: 23-08-2022
DOI: 10.1111/JPC.16176
Abstract: Recent years have seen an exponential increase in the proportion of parents searching for online health information on their child's medical condition. We investigated the experiences, attitudes and approaches of paediatricians interacting with parents who search for online health information and the impact on the doctor-parent relationship. This qualitative study was conducted utilising semi-structured interviews with 17 paediatric physicians, surgeons, anaesthetists and trainees working in an Australian children's hospital. Data were analysed through deductive and inductive thematic analysis using line-by-line coding. Three key themes were identified: paediatricians' experiences with, and attitudes towards, parents using online health information paediatricians' communication approaches and the perceived impact on the doctor-parent relationship. These themes demonstrated that most paediatricians acknowledged the information parents found and directed parents to reliable websites. Following discussions with Internet-informed parents, a few changed their management plans and a few reported discouraging parents from further searching online. Our results indicate that paediatricians predominantly used patient-centred communication strategies to care for patients in partnership with parents. Paediatricians contextualising online health information can contribute to a quality partnership with parents and facilitate shared decision-making, potentially fostering better health outcomes for children. Our conclusions may inform clinicians' communication approaches when interacting with Internet-informed parents and stimulate research about more effective doctor-parent communication approaches. In a digital age, paediatricians may benefit from employing more time-efficient approaches to manage increasing workloads with their new role of digital stewardship of parents.
Publisher: Wiley
Date: 19-12-2022
DOI: 10.1111/JPC.16297
Abstract: Health literacy is the ability to understand and interpret health information and navigate the health‐care system. Low health literacy is associated with poorer health knowledge and disease management, increased chronic illness, underutilisation of preventative health services and increased hospitalisations. The aim of the study is to review the available literature on the relationship between parental health literacy and health outcomes for children with chronic disease in high‐income countries (HIC) and low‐ and middle‐income countries (LMIC). We systematically searched Medline, EMBASE and Web of Science, and assessed study quality using the Newcastle Ottawa Scale. We reviewed all relevant studies, and identified themes using thematic analysis. Of 1167 studies assessed, 49 were included in the review. All studies were of adequate quality. Twenty‐two were from LMIC and 27 from HIC. Six themes were identified: Parental health literacy, parental education, socio‐economic conditions, identity and culture, family factors, and health behaviours. In both HIC and LMIC, lower parental health literacy was associated with poorer child health outcomes. Disease‐specific knowledge was found in a number of papers to directly impact parent health behaviour and child health outcomes, and may mitigate the effects of low parental health literacy. There is a clear link between parental health literacy, health behaviour and health outcomes for children with chronic disease. Disease‐specific knowledge as a target for health‐care interventions holds promise for application in low‐resourced settings with parents (particularly mothers) who have lower health literacy, where disease‐specific education may improve child health outcomes, although more research is required to determine how we can best facilitate these programmes.
Start Date: 04-2020
End Date: 12-2024
Amount: $272,456.00
Funder: Australian Research Council
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