ORCID Profile
0000-0001-8883-2650
Current Organisations
James Cook University
,
THEnet: Training for Health Equity Network
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Publisher: No publisher found
Date: 2017
Publisher: Wiley
Date: 21-10-2018
DOI: 10.1111/MEDU.13727
Publisher: Wiley
Date: 04-2013
DOI: 10.1111/AJR.12018
Abstract: Providing an emphasis on Indigenous health in medical undergraduate education is seen as a high priority by Australian medical organisations. A regional North Queensland medical school asked local Indigenous people to list personal attributes they want to see in graduate doctors who choose to practise in their remote community. This 2011 pilot study used a participatory action research design, with 13 local Indigenous health professionals, elders and community members from Mount Isa participating as co-researchers in 'Yarning Circles' discussing desired medical graduate attributes. Medical school co-researchers inductively extracted themes from the discussions via a qualitative 'grounded theory' approach. Eight major subtopics were identified by the Mount Isa Indigenous community around desired skills, knowledge and attitudes for graduate doctors: provision of quality patient care culturally appropriate communication medical knowledge culturally appropriate knowledge knowing the local health system a positive personality a positive attitude to working with Indigenous peoples and a desire to engage with the Indigenous community. Effective communications with Indigenous patients and working in remote Indigenous communities requires doctors to have appropriate clinical skills, medical knowledge, knowledge about how local health systems operate, familiarity with significant Indigenous health issues such as child safety and alcohol management, and positive attitudes to working with, learning about and providing an advocacy role for Indigenous peoples. Findings have implications for enhancing the professional behaviours and engagement of James Cook University medical students in Indigenous communities while on rural placement and after graduation, and for Australian medical and health practitioners more broadly.
Publisher: Informa UK Limited
Date: 28-07-2017
Publisher: Springer Science and Business Media LLC
Date: 11-09-2019
DOI: 10.1186/S12909-019-1780-Y
Abstract: This study sought to examine the awareness erception of intercultural competence and institutional intercultural inclusiveness among first year students at an Australian medical school over four consecutive years (2014–2017) to identify existing gaps in the curriculum and proffer recommendations. The study employed an adapted 20-item questionnaire for data collection. The reliability and interrelations of the survey items were examined. Descriptive statistics was used to examine students’ perceptions, while Mann-U Whitney and Kruskal-Wallis tests were used to assess items scores in relation to participant characteristics. Over the 4 years of study, there were 520 respondents with between 53 to 69% response rates per year. Cronbach’s alpha for the instrument was 0.88 and factor analysis showed all items loading strongly on two components. Participants’ mean score on self-reported intercultural competence levels ranged from 3.8–4.6 out of 5 indicating relatively high awareness, valuing and understanding of cultural differences among this group of students. However, their mean scores (3.4–4.2) for institutional intercultural inclusiveness were slightly lower. The instrument used in this study is effective in assessing level of intercultural competence among medical students. However, the results highlight the need for increased institutional support and professional development for faculty members to foster institutional intercultural inclusiveness.
Publisher: Springer Science and Business Media LLC
Date: 07-01-2021
DOI: 10.1186/S12909-020-02456-Z
Abstract: The Australian Medical Council, which accredits Australian medical schools, recommends medical leadership graduate outcomes be taught, assessed and accredited. In Australia and New Zealand (Australasia) there is a significant research gap and no national consensus on how to educate, assess, and evaluate leadership skills in medical professional entry degree rograms. This study aims to investigate the current curricula, assessment and evaluation of medical leadership in Australasian medical degrees, with particular focus on the roles and responsibilities of medical leadership teachers, frameworks used and competencies taught, methods of delivery, and barriers to teaching leadership. A self-administered cross-sectional survey was distributed to senior academics and/or heads or Deans of Australasian medical schools. Data for closed questions and ordinal data of each Likert scale response were described via frequency analysis. Content analysis was undertaken on free text responses and coded manually. Sixteen of the 22 eligible (73%) medical degrees completed the full survey and 100% of those indicate that leadership is taught in their degree. In most degrees (11, 69%) leadership is taught as a common theme integrated throughout the curricula across several subjects. There is a variety of leadership competencies taught, with strengths being communication (100%), evidence based practice (100%), critical reflective practice (94%), self-management (81%), ethical decision making (81%), critical thinking and decision making (81%). Major gaps in teaching were financial management (20%), strategic planning (31%) and workforce planning (31%). The teaching methods used to deliver medical leadership within the curricula are erse, with many degrees providing opportunities for leadership teaching for students outside the curricula. Most degrees (10, 59%) assess the leadership education, with one-third (6, 35%) evaluating it. Medical leadership competencies are taught in most degrees, but key leadership competencies are not being taught and there appears to be no continuous quality improvement process for leadership education. There is much more we can do as medical educators, academics and leaders to shape professional development of academics to teach medical leadership, and to agree on required leadership skills set for our students so they can proactively shape the future of the health care system.
Publisher: Informa UK Limited
Date: 31-10-2017
Publisher: Wiley
Date: 04-04-2019
DOI: 10.1111/MEDU.13857
Publisher: Frontiers Media SA
Date: 27-02-2017
Publisher: BMJ
Date: 27-12-2018
DOI: 10.1136/LEADER-2018-000124
Abstract: Health system reform models since the early 1990s have recommended leadership training for medical students, graduates and health workers. Clinicians often have leadership roles thrust on them early in their postgraduate career. Those who are not well trained in leadership and the knowledge that comes with leadership skills may struggle with the role, which can impact patient safety and create unhealthy working environments. While there is some literature published in this area, there appears to be little formal evaluation of the teaching of leadership, with scarcely any discussion about the need to do so in the future. There are clear gaps in the research evidence of how to teach and assess medical leadership teaching. In this paper, three leadership frameworks from Australia, Canada and the UK are compared in terms of leadership capabilities for a global view of medical leadership training opportunities. A literature review of the teaching, assessment and evaluation of leadership education in medical schools in Australia, the UK and America is also discussed and gaps are identified. This paper calls for an education shift to consider practical health system challenges, citing the mounting evidence that health system reform will require the teaching and rigorous evaluation of leadership methods. Opportunities for teaching leadership in the curricula are identified, as well as how to transform leadership education to include knowledge and practice so that students have leadership skills they can use from the time they graduate.
Publisher: Rural and Remote Health
Date: 11-02-2018
DOI: 10.22605/RRH4264
Publisher: Wiley
Date: 20-12-2018
DOI: 10.1111/MEDU.13489
Abstract: Socially accountable health professional education (SAHPE) is committed to achieving health equity through training health professionals to meet local health needs and serve disadvantaged populations. This Philippines study investigates the impact of SAHPE students and graduates on child and maternal health services and outcomes. This is a non-randomised, controlled study involving a researcher-administered survey to 827 recent mothers (≥1 child aged 0-5 years). Five communities were serviced by SAHPE medical graduates or final-year medical students (interns) in Eastern Visayas and the Zamboanga Peninsula, and five communities in the same regions were serviced by conventionally trained (non-SAHPE) graduates. Mothers in communities serviced by SAHPE-trained medical graduates and interns were more likely than their counterpart mothers in communities serviced by non-SAPHE trained graduates to: have lower gross family income (p < 0.001) have laboratory results of blood and urine s les taken during pregnancy discussed (p < 0.001, respectively) have first pre-natal check-up before 4th month of pregnancy (p = 0.003) receive their first postnatal check-up <7 days of birth (p 2500 g) birthweight (p = 0.003). In addition, mothers from SAHPE-serviced communities were more likely to have a youngest child that: was still breastfed at 6 months of age (p = 0.045) received a vitamin K injection soon after birth (p = 0.026) and was fully immunised against polio (p < 0.001), hepatitis B (p < 0.001), measles (p = 0.008) and diphtheria ertussis/tetanus (p < 0.001). In communities serviced by conventional medical graduates, mothers from lower socio-economic quartiles (<20 000 Php) were less likely (p < 0.05) than higher socio-economic mothers to: report that their youngest child's delivery was assisted by a doctor have their weight measured during pregnancy and receive iron syrups or tablets. The presence of SAHPE medical graduates or interns in Philippine communities significantly strengthens many recommended core elements of child and maternal health services irrespective of existing income constraints, and is associated with positive child health outcomes.
Publisher: Informa UK Limited
Date: 05-10-2020
Publisher: SAGE Publications
Date: 2018
DOI: 10.1080/17470218.2016.1264000
Abstract: Previous psychophysical studies at durations greater than 1000 ms have confirmed the anecdotal reports of an increase in the perceived duration of both positively and negatively valenced emotive stimuli however, the results of studies at durations less than 1000 ms have been inconsistent. This study further investigated the effect of valence on the perception of durations less than 1000 ms. We used both positively and negatively valenced stimuli in order to compare their effects on the distortion of duration, and we tested multiple data points within the sub-one-second range. We found an increase in the perceived duration of both positively and negatively valenced emotional stimuli at all data points. This is consistent with studies at durations longer than 1000 ms and also with models of temporal processing. We also confirmed that Weber fractions, within the range tested, followed the generalized form of Weber’s law.
Location: United States of America
No related grants have been discovered for Simone Ross.