ORCID Profile
0000-0002-0371-5322
Current Organisation
University of Adelaide
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Publisher: Elsevier BV
Date: 06-2013
DOI: 10.1016/J.VACCINE.2013.04.064
Abstract: Adolescent immunizations such as human papillomavirus vaccine have been implemented through school based immunization programs (SBIPs) in Australia. We assessed community attitudes toward immunization of adolescents though SBIPs. A cross-sectional population survey of rural and metropolitan households in South Australia in 2011. Univariate and multiple regression analyses identified predictors of support for a SBIP. Participation rate was 57.3% with 1926 adults interviewed. Overall, 75.9% regarded school as the best place to offer adolescent immunizations, with 16.4% preferring the family physician. Parents of high school students were most supportive (88.4%) of a SBIP with 87.9% of their adolescents reported as having participated in the program. Adults 18-34 years (79.4%) were more likely to support a SBIP compared to older adults (68.7% of >55 years) [adjusted OR=2.39, p=0.002] and men were more supportive (80.3%) than women (71.7%) [adjusted OR=1.54, p=0.003]. Reasons for participation in the SBIP included convenience (39.9%), public funding for the service (32.4%), and confidence in immunization recommendations (21.0%). Public support for the SBIP was very high particularly amongst parents whose adolescent/s had participated in the program.
Publisher: SAGE Publications
Date: 04-2009
Abstract: Many parents use complementary and alternative medicine (CAM) for their children. A number of medical schools are introducing CAM teaching, and this study was undertaken to explore the medical education priorities of parents who use CAM for their children. A total of 27 parents (25 females, 2 males) participated in 1 of 6 focus group discussions. Transcripts were analyzed using an iterative process of concept identification, hypothesis testing, and detailed comparisons. Participant preferences for health care for their children were complex and informed by previous health care experiences and current family health care needs. Using CAM allowed parents choice and control in managing their family’s health care. Many participant priorities for medical education in CAM echoed key principles of patient-centered care in addition to specific suggestions for curriculum development. Participating parents believed that it was important to increase medical students’ knowledge and understanding of both CAM modalities and the perspectives of parents.
Publisher: F1000 Research Ltd
Date: 19-10-2016
Abstract: This article was migrated. The article was marked as recommended. Background: Increasingly, universities are being asked to provide evidence of interprofessional learning within their health and human services programs. Given the authentic nature of the placement setting, this component of curricula is well suited to provide students with these interprofessional learning experiences. Aims: To describe twelve tips for structuring student placements to achieve interprofessional learning outcomes. Methods: Development of these 12 tips was based on knowledge and experience drawn from the literature, focus groups and workshop with experts within the field, together with the authors' own experiences over many years of teaching in multidisciplinary and interprofessional contexts. Results and conclusions: The tips provide direction and clarity for universities and placement sites to facilitate authentic learning in practice based settings. In particular, they describe the ways in which placements can be structured to maximise opportunities for students to achieve specific interprofessional competencies. They are underpinned by the principle that interprofessional learning should be a core component of all healthcare placements and that student learning occurs through participation in routine work activity in addition to structured learning activities.
Publisher: Springer Netherlands
Date: 2011
Publisher: Springer Science and Business Media LLC
Date: 30-08-2014
Publisher: Wiley
Date: 02-2007
DOI: 10.1111/J.1365-2929.2006.02666.X
Abstract: Although medical schools are encouraged to increase community involvement in medical student training, little information is available about how best to achieve this. While lay community members are not medical 'experts', as recipients of health care services they have vested interests in ensuring optimal health care for themselves and their families. This study explored and compared lay and faculty perceptions around lay participation in medical curriculum development at one medical school. Thirty-two lay volunteers responded to a newspaper advertisement. Seventeen volunteers subsequently participated in 1 of 3 lay focus group discussions. Ten academic staff attended a separate faculty focus group. The 3 lay participants and 1 faculty focus group transcripts were analysed independently and then compared using an iterative process of theme identification and hypothesis testing. Contrasting perspectives of lay and faculty participants were evident in all aspects of the focus group discussions. For lay participants, some sharing of curriculum ownership by medical experts with the lay community was regarded as necessary to create environments that legitimised lay status and acknowledged the importance of lay perspectives. Faculty participants presumed ownership of curriculum development, giving rise to a paternalistic approach to controlling resources and an assumed responsibility (as experts) to define the parameters of lay participation. The results of this study have highlighted many of the challenges inherent in the process of lay participation in medical curriculum development. A model is proposed to facilitate and promote lay participation in medical curriculum development.
Publisher: Wiley
Date: 22-04-2001
DOI: 10.1046/J.1365-2923.2001.00765.X
Abstract: Inpatient teaching no longer reflects the full spectrum of paediatric practice and community-based programmes with clearly defined aims and evaluation of learning are becoming increasingly important. Competition for community resources poses threats to the delivery of effective community child health learning programmes by in idual medical schools. To develop and evaluate a combined inter-university, child-focused, active learning programme in community child health. A total of 55 postgraduate-entry medical students from the Flinders University of South Australia and 97 undergraduate-entry University of Adelaide students were placed with 25 community child health agencies and instructed to assess services from a client perspective by tracking one child and family through multiple agency contacts. Following each placement, achievement of specific programme aims was evaluated by students and agency staff using a 7-point Likert scale. Students and agency staff indicated substantial achievement of programme aims. Mean agency ratings were significantly higher than student ratings for three aims: students' experiencing a wider spectrum of health care problems than in teaching hospitals (5.7 +/- 1.5 versus 4.9 +/- 1.6, P < 0.001) the importance of social and environmental factors (5.9 +/- 1.0 versus 5.2 +/- 1.4, P < 0.001), and the importance of coordinating care (6.0 +/- 1.0 versus 5.2 +/- 1.2, P < 0.001). Ratings from undergraduate-entry students differed from those of postgraduate-entry students only with respect to the importance of social and environmental factors (4.8 +/- 1.4 versus 5.7 +/- 1.1, P < 0.001). The new collaborative Community Child Health Programme substantially achieved learning aims and demonstrated effective integration of postgraduate- and undergraduate-entry medical students from two universities.
Publisher: Elsevier BV
Date: 05-2014
DOI: 10.1016/J.VACCINE.2014.02.098
Abstract: Completion of adolescent immunisation schedules in Australia is sub-optimal despite a well-established school based delivery program. The aim of this study was to seek adolescent and adult views on how existing adolescent school based immunisation policy and program delivery could be improved to increase adolescent immunisation uptake. Two citizens' juries held separately, one with adolescent participants and one with adult participants deliberated on recommendations for public policy. Jury members were selected using a stratified s ling technique and recruited from a standing panel of community research participants through a market research company in South Australia. Juries were conducted in Metropolitan South Australia over two days and used university facilities with all meals and refreshments provided. Fifteen adults and 16 adolescents participated in the adult and youth juries respectively. Similar recommendations were made by both juries including increased ensuring the accuracy of information provided to adolescents and parents employing a variety of formats for information delivery and greater consideration of students' physical and emotional comfort in order to improve the experience for adolescents. While the youth jury recommended that it should be compulsory for adolescents to receive vaccines through the school based immunisation program, the adult jury recommended an 'opt-out' system of consent. Both juries also recommended the use of incentives to improve immunisation uptake and immunisation course completion. Eliciting adolescent views and including the perspectives of adolescents in discussions and development of strategies to improve engagement in the school based immunisation program provided valuable insight from the group most impacted by these policies and practices. Specifically, incorporation of adolescent and community views using citizens' juries may lead to greater overall support from the community as their values and needs are more accurately reflected.
Publisher: CSIRO Publishing
Date: 2010
DOI: 10.1071/AH09855
Abstract: In increasingly complex health service environments, the quality of teamwork and co-operation between doctors, nurses and allied health professionals, is ‘under the microscope’. Interprofessional education (IPE), a process whereby health professionals learn ‘from, with and about each other’, is advocated as a response to widespread calls for improved communication and collaboration between healthcare professionals. Although there is much that is commendable in IPE, the authors caution that the benefits may be overstated if too much is attributed to, or expected of, IPE activities. The authors propose that clarity is required around what can realistically be achieved. Furthermore, engagement with clinicians in the clinical practice setting who are instrumental in assisting students make sense of their knowledge through practice, is imperative for sustainable outcomes.
Publisher: Oxford University Press (OUP)
Date: 27-01-2016
Abstract: Understanding the processes and the factors influencing intersectoral collaboration is vital for the ongoing success of programmes that rely on effective partnerships between sectors, such as the school-based immunization programme, the school dental health programme and health promotion interventions delivered in school settings. We studied school-based health programmes delivered by partnerships between health, education and the local government sectors. We used purposive s ling to identify 19 people working in school-based health programmes and interviewed them about the barriers and enablers of successful collaboration. Data were analysed thematically. We found that collaboration between complex systems was a skilled endeavour which relied on a strong foundation of communication and interpersonal professional relationships. Understanding the core business, operational context and intersectoral point-of-view of collaborative partners was important both for establishing good intersectoral programmes and sustaining them as contexts and personnel changed. Aligning ergent sectoral agendas early in the collaborative process was essential for ensuring that all partners could meet their core business needs while also delivering the programme outcomes.
Publisher: Wiley
Date: 06-2010
DOI: 10.1111/J.1440-1754.2010.01711.X
Abstract: To explore the relationship between conventional medicine and complementary and alternative medicine (CAM) with parents who use CAM, and to consider factors that may contribute to parent non-disclosure of CAM usage to their doctor. Thirty-three parents participated in one of seven focus groups. Transcripts were analysed using an iterative process of theme identification and testing against transcript data. The participants believed they should trust their instincts as parents in caring for their child. It was important also to the participants that they understood why their child was ill, and a range of theories of health and illness were discussed. The use of CAM was attractive as it offered more options in health care than just relying on conventional medicine alone. The use of additional therapies was seen as a means to increase the likelihood that something would work. Many of the participants described bad experiences with doctors when they discussed CAM use previously so they had become more circumspect in mentioning it. The participants were most satisfied with medical care for their child when they felt the doctor respected their point of view and listened to them. Doctors caring for children and their families should expect that many parents are using CAM to increase health-care options. Inquiries about CAM usage should be made in a non-judgmental and encouraging manner so parents feel comfortable in providing an honest answer. Advice to parents about CAM may need to be backed up with evidence to address differing parent understanding of illness.
Publisher: Wiley
Date: 07-2001
DOI: 10.1046/J.1365-2923.2001.00971.X
Abstract: Providing feedback to medical students about their interviewing skills is an important component of teaching programmes. There is very little information about mothers' views of medical student consultations in paediatrics, and in particular about what mothers consider to be the key elements of a successful consultation. Patient-centred interviewing is a model which emphasizes the active seeking of patient views. In association with appropriate clinical skills, it is reported to promote improved health outcomes. To examine whether greater medical student clinical competence and more frequent use of patient-centred techniques is associated with higher maternal satisfaction, higher maternal rating of the medical student's interpersonal skills, and greater maternal recall of relevant diagnosis and treatment recommendations. Two standardized 'medical student' videotaped interviews were created based on actual senior medical student consultations. Interview A demonstrated both higher student clinical competence and higher patient-centredness compared with interview B. Both videotaped interviews were viewed and then rated, using a questionnaire, by 11 mothers attending a teaching general practice. Significantly higher mean scores, indicating greater maternal satisfaction, were associated with interview A (P < 0.01 for all measures). Accurate recall for diagnosis and management was also significantly greater after interview A (mean diagnosis recall, interview A 35%, interview B 14%, P < 0.01 mean management recall, interview A 95%, interview B 57%, P < 0.01). Maternal satisfaction and recall were higher following a more clinically competent and patient-centred medical student interview. Maternal ratings of student interviews could be used as an additional method of assessment as well as providing feedback to medical students on their interview skills development.
Publisher: Wiley
Date: 10-2009
DOI: 10.1111/J.1440-1754.2009.01567.X
Abstract: It is important that medical schools take some account of community expectations for health care when planning curricula. This is particularly important for emerging public health problems such as childhood obesity. The aim of this study was to explore parent attitudes to the role of the doctor in childhood obesity and implications for medical student learning. The views of eight mothers and one father were explored through interview. Transcripts were analysed using an iterative process of theme identification and testing against transcript data. A range of recruitment strategies were used in an attempt to increase participant numbers. Participants believed doctors should support parent decisions about children's diet and life-style and be prepared to 'step-in' with a more active role when, in the parent's view, this was needed. Participants wanted doctors to provide advice on healthy nutrition, be proficient in child physical assessment and be able to communicate sensitively with both children and parents. Although the parents who agreed to be interviewed expressed views demonstrating their commitment to preventing and reducing childhood obesity, many other parents declined the invitation to contribute. It may be that parent concern within the broader community that childhood obesity is a real and significant health risk does not reflect the level of concern of the medical profession. The most likely implications for the teaching of medical students are a need for more comprehensive teaching around healthy diet and activity for all children, improved recognition of overweight and obesity and ongoing communication skills development.
Publisher: American Public Health Association
Date: 07-2015
Abstract: Objectives. We investigated ethical issues in school-based immunization programs for adolescents and how they are addressed. Methods. We used qualitative methods and an ethnographic approach to observe 9 secondary schools on immunization days in South Australia in 2011 concurrently, we conducted 9 focus groups with female secondary school students, 6 semistructured interviews with parents, and 10 interviews with nurses and teachers. We explored ethical challenges from the perspective of these groups. Results. We identified ethical challenges for the delivery of adolescent immunization in a school-based setting in 3 main areas: informed consent, restrictions on privacy, and harm to students in the form of fear and anxiety. Conclusions. We found areas in which the design and delivery of school-based immunization programs can be improved. Information about immunization should be provided in ways that are appropriate to young people and their parents, and privacy protections should be enhanced when possible. Involving young people in the design and delivery of programs would assist with making these improvements.
Publisher: Springer Science and Business Media LLC
Date: 24-08-2016
Publisher: Elsevier BV
Date: 08-2004
Publisher: Wiley
Date: 03-2004
DOI: 10.1111/J.1365-2923.2004.01768.X
Abstract: Medical students develop the skills required to interview parents and children through practice and by receiving feedback. Parental perceptions of medical student skills in child health interviews can be used to enhance student learning. To integrate maternal perspectives of medical student interviews into student learning, and to compare student and maternal evaluations of simulated medical student interviews. A s le of 45 medical students viewed 2 standardised videotapes in which a 'medical student' interviewed the mother of a sick child. The videotapes demonstrated contrasting levels of 'student' clinical competence and patient-centeredness. After each interview students were asked to rate their satisfaction and recall of information as if they were the mother in the interview. Student satisfaction was measured using the Interpersonal Skills Rating Scale (IPS). Recall of interview information was assessed by questionnaire, with student answers coded independently before analysis. Following both videotapes, students reviewed transcripts of the interviews and discussed their evaluations. Student responses were compared with maternal satisfaction and recall responses after viewing of the same videotapes. Student IPS ratings were higher following the high clinical competence, high patient-centred interview (P < 0.0001). Student recall of specific information was greater for some items following the high clinical competence, high patient-centred interview, but was lower for others. Maternal and student satisfaction and recall were similar following the 2 interviews. Students and mothers agreed on the qualities of a successful interview. Experiencing an interview through the 'eyes' of a mother provided students with valuable insights regarding interview skills.
Publisher: Wiley
Date: 20-08-2020
DOI: 10.1111/JPC.15099
Publisher: Wiley
Date: 11-03-2013
Publisher: Wiley
Date: 07-2005
Publisher: Wiley
Date: 09-2005
DOI: 10.1111/J.1365-2929.2005.02194.X
Abstract: Assessment of medical student clinical skills is best carried out using multiple assessment methods. A programme was developed to obtain parent evaluations of medical student paediatric interview skills for feedback and to identify students at risk of poor performance in summative assessments. A total of 130 parent evaluations were obtained for 67 students (parent participation 72%, student participation 58%). Parents completed a 13-item questionnaire [Interpersonal Skills Rating Scale (IPS) maximum score 91, higher scores = higher student skill level]. Students received their in idual parent scores and de-identified class mean scores as feedback, and participants were surveyed regarding the programme. Parent evaluation scores were compared with student performance in formative and summative faculty assessments of clinical interview skills. Parents supported the programme and participating students valued parent feedback. Students with a parent score that was less than 1 standard deviation (SD) below the class mean (low IPS score students) obtained lower faculty summative assessment scores than did other students (mean +/- SD, 59% +/- 5 versus 64% +/- 7 P < 0.05). Obtaining 1 low IPS score was associated with a subsequent faculty summative assessment score below the class mean (sensitivity 0.38, specificity 0.88). Parent evaluations combined with faculty formative assessments identified 50% of students who subsequently performed below the class mean in summative assessments. Parent evaluations provided useful feedback to students and identified 1 group of students at increased risk of weaker performance in summative assessments. They could be combined with other methods of formative assessment to enhance screening procedures for clinically weak students.
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/01421590601142598
Abstract: In 1998 an innovative, inter-university child health learning programme involving a wide range of community child healthcare agencies was developed and evaluated. There is little information available on the progress over time of similar curriculum innovations. The programme was re-evaluated in 2003 regarding continued effectiveness. Programme records between 1998 and 2003 were reviewed together with programme coordinator recollections. Agency staff and student feedback questionnaire responses were compared for 1998 and 2003. Agency flexibility in programming and capacity for student visits decreased between 1998 and 2003. Fourteen of the 36 agencies offering placements in 2003 had been with the programme in 1998. In only five of these agencies was the contact person for the programme unchanged. Despite high agency turnover, programme evaluations and student reports and presentations consistently supported achievement of programme aims. Although the programme continued to meet its specific aims, a number of agency factors outside the control of the programme coordinators posed real threats to long-term programme success.
Publisher: Wiley
Date: 09-2005
DOI: 10.1111/J.1365-2929.2005.02195.X
Abstract: Little information is available on the intrarater reliability of parent ratings of medical student interview skills. The aim of this study was to compare maternal ratings of a videotaped medical student interview, with ratings by the same mother of the same interview seen a month later. Thirty mothers rated 1 of 2 'medical student' interview videotapes (random allocation). An actor played the role of the student and demonstrated different student skill levels in each interview. Mothers rated the same interview again a month later (mean +/- SD 34 +/- 13 days). Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS, maximum score 203) and the Interpersonal Skills Rating Scale (IPS, maximum score 91) with higher scores indicating higher satisfaction. No significant differences in mean maternal ratings were observed following the first and second viewings of each interview. The average percentage difference in first and second viewing scores was MISS 4%, IPS 8% with correlation coefficients MISS 0.96, IPS 0.87 (P < 0.05). The high levels of stability in maternal evaluations of simulated medical student interviews supports the use of maternal evaluations for longitudinal monitoring of medical student performance.
Publisher: Informa UK Limited
Date: 03-05-2013
Publisher: Informa UK Limited
Date: 17-06-2020
Publisher: Informa UK Limited
Date: 23-03-2017
Publisher: Wiley
Date: 05-2010
Publisher: Informa UK Limited
Date: 20-07-2012
Publisher: Informa UK Limited
Date: 2009
DOI: 10.3109/01421590903154424
Abstract: As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The 'Colleague Development Program' focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. To describe the development, implementation, and evaluation of the Colleague Development Program. Participants asked a trusted colleague to observe their teaching. Feedback on good practice and suggestions for improvement were sought. Colleague observations were guided by specific learning objectives articulated by participants. Following the teaching observation/s, the colleague observer and the participant discussed the extent to which the participant's learning objectives had been achieved. A written summary of mutually agreed outcomes was prepared. Program evaluation included anonymous participant questionnaire and focus group discussions. Forty-two staff enrolled in the program with 23 completing all elements and participating in the evaluation. Participants reported increased confidence in teaching, confirmation of good practice, exposure to new ideas, and a greater sense of institutional support and collegiality. Situating peer evaluation within a collegial partnership overcame participants' concerns about being the subject of 'evaluation' and 'criticism' by emphasising existing collegiality and trust amongst peers.
Publisher: Springer Science and Business Media LLC
Date: 08-06-2018
Publisher: Informa UK Limited
Date: 24-07-2020
No related grants have been discovered for Maree O'Keefe.