ORCID Profile
0000-0002-9912-2483
Current Organisation
Bond University
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Publisher: Informa UK Limited
Date: 20-06-2023
Publisher: Springer Science and Business Media LLC
Date: 08-02-2021
DOI: 10.1007/S43621-021-00009-Y
Abstract: India is home to the world’s second largest Indigenous population, comprising 8.6% of the national population. They are constitutionally recognised as ‘Scheduled Tribes’ to aid their development after centuries of oppression and socio-cultural marginalisation through the caste system. Limited disaggregated data exist on India’s Scheduled Tribe populations’ health outcomes, including for Indigenous women. Kerala, one of India’s southern states, is an intriguing case study. The State has outperformed other Indian states and South Asian countries with respect to a number of health and education indicators despite its more modest economic performance. Relatively little is known, however, about whether the State’s tribal or ‘A asi’ population is prospering. This article used data from a cross-sectional observational study of tribal women conducted in the Attappady area in the Palakkad district in Kerala, South India, which has a dense tribal population. The outcomes for these communities were compared with the relevant United Nations 2030 Sustainable Development Goal (SDG) indicators as well as Kerala State data to identify areas of growth and need. The findings of this case study highlight successes as well as persisting gaps in health outcomes for women and children in marginalised tribal communities. Using a strengths-based approach, we propose possible strategies to address the perceived gaps.
Publisher: Informa UK Limited
Date: 2001
Publisher: Informa UK Limited
Date: 2001
DOI: 10.1080/01421590120043035
Abstract: Increased student numbers and the recognition that computer skills are essential for medical students led to the introduction of computer-aided instruction (CAI) resource material as an integral part of the second-year histology course at the University of Natal (South Africa) Medical School. Several copies of a commercial software package (compact disc-CD) covering the entire course were available. During the course of the year, using the physical and human resources available, the first in-house software package ('The Integumentary System') was generated in MS Word and saved as a series of linked html documents. The package could be accessed simultaneously by all students via the local area network (LAN). As part of an extensive evaluation of the introduction of CAI in histology, student comments and criticisms of the commercial and in-house package were canvassed. The response regarding the in-house software was encouraging, with students perceiving that it met their educational needs, preferring it to the commercial package. This report describes the ease with which this software can be developed, using limited resources and available skills, while providing students with valuable learning opportunities.
Publisher: Informa UK Limited
Date: 03-2004
Publisher: Wiley
Date: 10-2003
DOI: 10.1046/J.1365-2923.2003.01629.X
Abstract: In January 2001, the Nelson R. Mandela School of Medicine in Durban, South Africa implemented Year 1 of a problem-based learning (PBL) curriculum. In attempting to comprehensively evaluate the first year, every aspect was investigated. Problem-based learning requires that, in addition to skills competency and knowledge acquisition, students undergo personal development on their journey towards becoming reflective professionals. Suitable methods of evaluation are therefore necessary to measure some of the new objectives. This discussion appraises the possible use of student drawings as a qualitative evaluation tool. At the end of the first academic year, students were asked to reflect on their experiences during the year by drawing (with brief explanations) how they saw themselves at the beginning (retrospective) and then at the end of the year. Drawings were interpreted in terms of reference to the new programme, and were categorised as disparaging, ambivalent or affirming. The results far exceeded expectations, providing a rich data source regarding student perceptions of their experiences in their first year. In response to the drawings, immediate remedial action was taken: for ex le, continuous assessment was introduced for the objective structured clinical examination (OSCE) and orientation was extended to 3 weeks to provide students with a better understanding of the PBL process. From this pilot study, there can be no doubt that student drawings can give us valuable insight into the world of the learner, providing us with information that cannot be gleaned from any other evaluation. We will continue to use drawings formatively, perhaps extending their use into portfolios.
Publisher: International Journal of Medical Education
Date: 02-04-2013
Publisher: F1000 Research Ltd
Date: 26-07-2016
Abstract: This article was migrated. The article was marked as recommended. Higher education is now a global industry. As students and staff travel across the globe to study and teach, both the student population and the academic staff profile is becoming increasingly international. While there is a reasonable literature documenting the experiences and challenges of international students, little is, however, known about educators who chose to work outside their country of origin. Following a pilot study carried out in the Middle East, a revised online survey canvassed the global community of health professional educators (n = 89) to garner not only demographic information but also first-hand accounts of their experiences as international educators. The educators were overwhelmingly positive about their rich experiences in new cultural contexts, acknowledging considerable personal development and broadening perspectives. Their challenges were largely personal, in terms of the impact on their families and adapting to new ways of doing things. We propose an innovative model taking into consideration the many in idual and environmental factors involved in the pre-departure and the immersion phases.
Publisher: F1000 Research Ltd
Date: 09-01-2017
Abstract: This article was migrated. The article was marked as recommended. Not indicated.
Publisher: Informa UK Limited
Date: 30-06-2023
Publisher: Springer Science and Business Media LLC
Date: 12-1995
DOI: 10.1007/BF01103984
Publisher: Informa UK Limited
Date: 12-2004
Publisher: Informa UK Limited
Date: 2001
DOI: 10.1080/01421590120057030
Abstract: Since teaching is a fundamental activity of tertiary institutions, measures need to be in place to assess the teaching quality of in idual academic staff members. Few faculties, however, have objective criteria for assessing this quality. In the present study, for second-year medical students, being a good communicator was identified as the most important asset a teacher could have. Personal qualities, such as being approachable, helpful and friendly, were more highly regarded than technical issues such as being punctual and having organized lectures. This suggests that students value the teacher-learner relationship. Since the global trend of medical education is towards a more humanistic approach to patient care, medical teachers need to become educators, interacting with in idual students. Educators might also have to become role models for students in terms of attitudes and ethics. Students will therefore be in the best position to judge the impact of in idual educators on their development.
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/01421590601110033
Abstract: Successful curriculum reform requires considerable staff development. It is imperative for management to ensure that its academic staff members are committed to the change. This requires planning and negotiation. As facilitators form the 'teaching' backbone of a problem-based learning programme, faculty management must ensure mechanisms are in place to recruit facilitators, and that once recruited, the experience is sufficiently rewarding personally for their enthusiasm to be sustained. This article offers several solutions to difficulties which many medical schools encounter during the early years of an undergraduate PBL programme which replaces a traditional curriculum. The advice offered ranges from recruiting facilitators from the private sector to encouraging staff to become involved in other areas of curriculum development. Most importantly, however, is the reward and incentive system, which must be well advertised in advance of any programme implementation. The suggestions presented in this article will be useful to faculties planning to implement problem-based learning as well as those who already have a programme in place.
Publisher: Informa UK Limited
Date: 03-08-2020
Publisher: Informa UK Limited
Date: 19-02-2021
Publisher: Informa UK Limited
Date: 08-03-2022
Publisher: Informa UK Limited
Date: 07-2013
Publisher: Informa UK Limited
Date: 2017
Publisher: Informa UK Limited
Date: 24-07-2020
Publisher: Informa UK Limited
Date: 28-07-2020
Publisher: Elsevier BV
Date: 05-2004
Publisher: Springer Science and Business Media LLC
Date: 1997
Publisher: Springer Science and Business Media LLC
Date: 12-1994
DOI: 10.1007/BF01138481
Publisher: OMICS Publishing Group
Date: 30-04-2015
Publisher: F1000 Research Ltd
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 26-11-2001
Abstract: Assessment, as an inextricable component of the curriculum, is an important factor influencing student approaches to learning. If assessment is to drive learning, then it must assess the desired outcomes. In an effort to alleviate some of the anxiety associated with a traditional discipline-based second year of medical studies, a bonus system was introduced into the Histology assessment. Students obtaining a year mark of 70% were rewarded with full marks for some tests, resulting in many requiring only a few percentage points in the final examination to pass Histology. In order to ascertain whether this bonus system might be impacting positively on student learning, thirty-two second year medical students (non-randomly selected, representing four academic groups based on their mid-year results) were interviewed in 1997 and, in 1999, the entire second year class completed a questionnaire (n = 189). Both groups were asked their opinions of the bonus system. Both groups overwhelming voted in favour of the bonus system, despite less than 45% of students failing to achieve it. Students commented that it relieved some of the stress of the year-end examinations, and was generally motivating with regard to their work commitment. Being satisfied with how and what we assess in Histology, we are of the opinion that this reward system may contribute to engendering appropriate learning approaches (i.e. for understanding) in students. As a result of its apparent positive influence on learning and attitudes towards learning, this bonus system will continue to operate until the traditional programme is phased out. It is hoped that other educators, believing that their assessment is a reflection of the intended outcomes, might recognise merit in rewarding students for consistent achievement.
Publisher: Informa UK Limited
Date: 09-2012
DOI: 10.1080/07399332.2011.645963
Abstract: When Emirati (Muslim) women (n = 218) were asked about their preferred physician (in terms of gender, religion, and nationality) for three personal clinical scenarios, a female was almost exclusively preferred for the gynecological (96.8%) and "stomach" (94.5%) scenarios, while ±46% of the women also preferred a female physician for the facial allergy scenario. Only 17% considered physician gender important for the prepubertal child scenario. Just over half of the women preferred a Muslim physician for personal examinations (vs. 37.6% for the child). Being less educated and having a lower literacy level were significant predictors of preferred physician religion for some personal scenarios, whereas a higher education level was a significant predictor for physician gender not mattering for the facial allergy scenario. Muslim women's preference for same gender physicians, and to a lesser extent religion, has implications for health care services beyond obstetrics and gynecology.
Publisher: Springer Science and Business Media LLC
Date: 03-06-2003
Publisher: Wiley
Date: 24-05-2012
Publisher: Springer Science and Business Media LLC
Date: 15-07-2005
Publisher: Informa UK Limited
Date: 03-2004
Publisher: BMJ
Date: 30-01-2013
Publisher: Springer Science and Business Media LLC
Date: 24-01-2003
Abstract: Diagnostic reasoning is a key competence of physicians. We explored the effects of knowledge, practice and additional clinical information on strategy, redundancy and accuracy of diagnosing a peripheral neurological defect in the hand based on sensory examination. Using an interactive computer simulation that includes 21 unique cases with seven sensory loss patterns and either concordant, neutral or discordant textual information, 21 3rd year medical students, 21 6th year and 21 senior neurology residents each examined 15 cases over the course of one session. An additional 23 psychology students examined 24 cases over two sessions, 12 cases per session. Subjects also took a seven-item MCQ exam of seven classical patterns presented visually. Knowledge of sensory patterns and diagnostic accuracy are highly correlated within groups (R2 = 0.64). The total amount of information gathered for incorrect diagnoses is no lower than that for correct diagnoses. Residents require significantly fewer tests than either psychology or 6th year students, who in turn require fewer than the 3rd year students (p < 0.001). The diagnostic accuracy of subjects is affected both by level of training (p < 0.001) and concordance of clinical information (p < 0.001). For discordant cases, refutation testing occurs significantly in 6th year students (p < 0.001) and residents (p < 0.01), but not in psychology or 3rd year students. Conversely, there is a stable 55% excess of confirmatory testing, independent of training or concordance. Knowledge and practice are both important for diagnostic success. For complex diagnostic situations reasoning components employing redundancy seem more essential than those using strategy.
Publisher: Elsevier BV
Date: 12-2007
DOI: 10.1016/J.JSAMS.2006.11.007
Abstract: This study set out to determine the incidence of ankle injuries amongst provincial female field hockey players in KwaZulu-Natal (KZN), South Africa, during the 2004 field hockey season and relate this to their injury and playing profile, proprioceptive ability and peak isokinetic torque of the ankle plantar and dorsiflexor muscles. Players participating in the senior, U21 and U19/high school provincial A teams (n=47) detailed their hockey playing and training history and injuries sustained during the 2004 season. A subs le of injured and matched, uninjured controls (n=18) underwent anthropometric, proprioceptive and isokinetic testing. Incidence of injury in the 2004 season was 0.98 per player or 6.32 injuries per 1000 player/h(-1), with 25.5% of players (n=12) reporting injuries to the ankle joint. All ankle injuries occurred on artificial turf and 75% occurred during a match. Forwards and links that had been playing for six to seven years presented with the highest incidence of ankle injuries. Injured players were able to maintain balance on a proprioceptive board for 10.31+/-8.2 s versus 23.9+/-15.3 s in matched, uninjured controls (p=0.078). Both mean (27.4+/-5.5 Nm versus 32.7+/-4.7 Nm) and median (27.0, 23.0-31.5 versus 31.8, 30.0-35.1 Nm) peak isokinetic torque of the dorsiflexors of injured legs was significantly lower than in uninjured, contralateral legs of the injured players (p=0.01 and 0.03, respectively). Poor peak dorsiflexion torque in the injured leg was identified as a factor associated with ankle injury in this s le of injured, elite field hockey players.
Publisher: Informa UK Limited
Date: 07-09-2022
Publisher: Springer Science and Business Media LLC
Date: 28-03-2001
Abstract: To examine research background, attitudes, knowledge and skills of family medicine residents with regard to primary care research and to compare residents who elected to participate in the research stream with those who did not. Mailed survey of Family Medicine residents at McMaster University in 1998, 70% (52/74) of whom responded. The main outcome measures consisted of research background attitudes towards primary care research and research activities during residency program knowledge and skills in applying it in biostatistics, epidemiology, and research design. The vast majority of the residents reported previous research experience and/or some training in epidemiology and biostatistics. Residents in the research stream were more likely to be female and were positive towards primary care research: they were more interested in research, more interested in obtaining more research training while a resident, and placed more importance on developing research early in medical education. The research stream residents had stronger views regarding perceived lack of support staff and lack of time for research. There were no statistically significant differences between the research stream and other residents in terms of research knowledge and skills in applying it. Attitudes towards research rather than research knowledge or skills seemed to distinguish those selecting to be in our new research stream at the inception.
Publisher: Informa UK Limited
Date: 30-07-2015
Publisher: Springer Science and Business Media LLC
Date: 02-1994
DOI: 10.1007/BF01371098
Publisher: Springer Science and Business Media LLC
Date: 02-1994
DOI: 10.1007/BF01371099
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 04-2015
Publisher: Informa UK Limited
Date: 2008
DOI: 10.1080/01421590802109834
Abstract: Medical education has evolved to become a discipline in its own right. With demands on medical faculties to be socially responsible and accountable, there is now increasing pressure for the professionalisation of teaching practice. Developing a cadre of professional and competent teachers, educators, researchers and leaders for their new roles and responsibilities in medical education requires faculty development. Faculty development is, however, not an easy task. It requires supportive institutional leadership, appropriate resource allocation and recognition for teaching excellence. This guide is designed to assist those charged with preparing faculty for their many new roles in teaching and education in both medical and allied health science education. It provides a historical perspective of faculty development and draws on the medical, health science and higher education literature to provide a number of frameworks that may be useful for designing tailored faculty development programmes. These frameworks can be used by faculty developers to systematically plan, implement and evaluate their staff development programmes. This guide concludes with some of the major trends and driving forces in medical education that we believe will shape future faculty development.
Publisher: Informa UK Limited
Date: 2007
DOI: 10.1080/01421590601032435
Abstract: Recruiting and retaining facilitators in problem-based learning requires considerable staff development. Providing meaningful feedback to in idual facilitators should contribute to improved management of the tutorial group. To ascertain the value ascribed by facilitators to feedback they received (based on student input) regarding their performance in the small group tutorial in a new problem-based learning curriculum. Thirty-seven facilitators from a purposive s le, selected for their facilitation experience during the 2001-2003 period, completed a comprehensive survey regarding their experiences. The aspect currently being reported deals with the perceived usefulness of the feedback they received from students and from Faculty following the evaluation of their participation in the small group tutorial. Data are reported for medically qualified and non-medically qualified facilitators. Both clinical (50%) but more notably the non-clinical (70%) facilitators found the feedback (in idual facilitator and general report) useful. Facilitators generally preferred the qualitative comments provided by students in the open-ended section of the evaluation to the Likert scale items. Student comments were valued for the specific direction they offered facilitators to reflect and improve on their management of the small group. For this feedback to be more useful, however, facilitators believed that it needed to be completed by more students who took time to critically engage with the criteria and reflect more honestly on their experiences. In addition, facilitators requested for feedback reports to be made available sooner such that they could improve their facilitation skills for the next group of students. Both qualitative and quantitative feedback are important for facilitator development and training. While quantitative feedback is important for summative purposes (e.g. quality assurance and promotion), in idual student comments provide more formative feedback, allowing facilitators to reflect on and improve their management of the small group. In order for the feedback to be valid, the majority of students had to participate. Facilitators should receive feedback in time to allow them to modify their activities for the new group.
Publisher: Springer Science and Business Media LLC
Date: 03-1996
DOI: 10.1007/BF02373024
Publisher: MDPI AG
Date: 09-09-2017
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/01421590600726987
Abstract: In problem-based learning (PBL) curricula, first-year students need to adapt to a new learning environment and an unfamiliar new pedagogy. The small-group tutorial potentially offers a learning environment where students can become self-directed learners, collaborating with other group members to achieve in idual and group learning goals. At the end of the first six-week theme in a relatively new PBL curriculum, new medical students were canvassed about coping with PBL (self-directed learning content time management resources) and the value of the small-group tutorial, the latter of which is currently being reported. Almost 84% of students (n = 178) responded. The benefits of participating in small groups were categorized into three domains-cognitive, affective and social-as identified from student responses. Results were analysed in terms of gender and prior educational experience (secondary school vs. prior tertiary educational experience). For almost 94% of students, the small-group tutorial provided a conducive learning environment that influenced their personal development (i.e. tolerance, patience) and socialization into the faculty. Significantly more males indicated that they had developed social skills, while more school-leavers (matriculants) than mature students felt more receptive to the views of others. More mature students claimed to have made friends. Irrespective of some conflicting opinions in the literature, the present results suggest that the PBL tutorial may be important in facilitating student socialization into a new and unfamiliar academic environment, particularly when the pedagogy differs markedly from their past educational experiences. Through interacting with fellow students from erse origins who hold different views in the intimate setting of the small group, students felt that they had not only increased their knowledge but had also developed personally and socially. It is proposed that the small group may be useful for integrating a erse population of students into a new academic environment.
Publisher: PAGEPress Publications
Date: 31-05-2012
DOI: 10.4081/MED.2012.E4
Publisher: Bond University
Date: 02-05-2022
DOI: 10.53300/001C.35489
Abstract: Clinical supervision is critical for preparing podiatry students for clinical practice. However, little is known about clinical supervisors’ preparedness to supervise podiatry students in clinical practice. This exploratory qualitative study explored clinical supervisors’ perceptions of their preparedness to supervise podiatry students in Australia, in terms of their training, challenges and suggestions for improving supervision quality. Semi-structured interviews with 11 clinical supervisors (6 females, 5 males) were audio-recorded, transcribed and thematically analysed. Watkins’ (1990) four-stage model characterising supervisor development was used to inform analysis. Generally, clinical supervisors did not feel adequately prepared for their supervisory role, largely because of a lack of formal training. Challenges included the time burden of supervision, inconsistency regarding competence assessment standards, and student-related issues such as a perceived lack of interest. Recommendations for improving clinical supervision included a greater understanding of students’ learning needs and more training opportunities. Clinical supervisors were of the opinion that partnering universities were largely responsible for ensuring quality supervision practices. As clinical supervisors generally felt unprepared to supervise, this impacted on their self-efficacy. Greater role clarity, training and support is thus needed to ensure clinical supervisors are adequately prepared for the role and to facilitate progression through supervisory developmental stages.
Publisher: Informa UK Limited
Date: 2010
Publisher: Informa UK Limited
Date: 19-11-2010
Publisher: Bond University
Date: 19-07-2023
DOI: 10.53300/001C.84453
Abstract: Podiatry training institutions are responsible for preparing future podiatrists to be competent and safe practitioners. This follow-up study investigated podiatrists’ self-reported preparedness to practice through their ratings of various competencies. An online retrospective survey comprising closed and open-ended questions was distributed to registered and practising podiatrists in Australia and New Zealand. Of the 74 podiatrists who completed the survey, 75.7% felt “prepared” for clinical practice at graduation, with preparedness univariately associated with being female (p = .042), overall perception of clinical competence (p = .004), preparedness for clinical placement as a student (p .001), theoretical knowledge (p .001), manual skills (p = .002), and clinical competence standards (p .001). Multivariable analysis identified preparedness for student clinical placement (OR = 8.95, 95%CI 1.92 – 41.76) and overall theoretical knowledge (OR = 19.29, 95%CI 3.76 – 99.13) being significantly associated with perceived preparedness for practice. Age, qualification, and graduation year were not associated with perceived preparedness. Positive clinical placement experiences enhanced their perceived preparedness, while limited clinical exposure hindered preparedness, potentially resulting in a probable theory-practice gap, and lowered professional self-efficacy. While generally feeling prepared to practice as podiatrists at graduation, they identified the need for additional hands-on learning with early patient exposure in erse settings during their training, which should improve self-efficacy.
Publisher: Informa UK Limited
Date: 03-2004
Publisher: Springer Science and Business Media LLC
Date: 08-06-2017
DOI: 10.1007/S10459-016-9691-8
Abstract: In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning relationship between medical students and SPs, and considers how this might affect feedback and assessment. 14 SPs were interviewed on the subject of medical students' professional identity development in 2014. Data were examined using narrative analysis in conjunction with positioning theory to identify the positions that SPs assigned to themselves and to students. Narrative analysis yielded three interpretative positioning themes: Occupational, familial and cultural and discursive and embodied positioning. The interview process revealed that SPs adopt different positions intra-and interpersonally. SPs appear to hold dissonant perceptions of students in terms relating to their emerging professional identities, which may confound assessment and feedback. Training should include reflections on the SP/student relationship to uncover potential biases and positions, giving SPs the opportunity to reflect on and manage their in idual and occupational selves.
Publisher: Springer Science and Business Media LLC
Date: 29-07-2017
DOI: 10.1007/S10459-016-9700-Y
Abstract: Using interpretative phenomenological analysis to make meaning of the experiences of three highly qualified registered nurses who had enrolled in an undergraduate medical programme, this study provides insight into their personal journeys of wanting to become 'different' doctors. In so doing, they conceptualised their future selves as adding clinical reasoning and diagnostic skills to the patient-centred caring ethic of their nursing practice, becoming a multi-skilled community member or helping to fix the health care culture. By customising their identities, e.g. by splinting (aligning with their stronger nursing identity), by enriching current nursing practice with newly acquired theory as medical students or by patching a perceived deficiency (i.e. patient-centredness) in medicine, they tailored their identities. Their journeys had, however, not been the natural progression they had anticipated, threatened by perceived and/or real intrinsic (e.g. working as nurses whilst studying medicine) and extrinsic (e.g. interprofessional rivalry) factors. Rather than being accepted as legitimate newcomers to the medical profession, the women sometimes felt like intruders. Some nursing colleagues accused them of desertion. In response, they generally withheld their identities as nurses or medical students, compartmentalising their group membership. This study has highlighted the role of personal (e.g. prior experience agency resilience personality) and contextual factors in 'becoming' a doctor. A recommendation emerging from this study is the need for interprofessional learning in the medical curriculum to cultivate a health care culture of collaboration rather than competition. Future research is required in terms of how allied health professionals transition to medicine.
Publisher: Informa UK Limited
Date: 23-05-2017
DOI: 10.1080/14763141.2017.1305439
Abstract: This study sought to gain insight into blended learning-naive sports science students' understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3-4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching.
Publisher: Informa UK Limited
Date: 2000
DOI: 10.1080/01405110050198609
Abstract: Both the World Health Organisation and the World Federation for Medical Education have endorsed integration of computer technology into medical education. In line with this and for more practical reasons, second-year medical students were introduced to commercial and in-house computer-aided instruction (CAI) packages in the traditional histology course. Although CAI was well received, light microscopy was still regarded as a valuable skill in the undergraduate curriculum. Its application was viewed to be important in future medical studies, as well as in general practice. It was also perceived to be a more self-directed form of learning than CAI. Students' use of CAI packages was related to CAI meeting course objectives and the level of interactivity.
Publisher: Springer Science and Business Media LLC
Date: 13-02-2017
Publisher: Informa UK Limited
Date: 2020
Publisher: Informa UK Limited
Date: 06-2015
Publisher: Wiley
Date: 03-2022
DOI: 10.5694/MJA2.51439
Publisher: Informa UK Limited
Date: 23-08-2013
Publisher: Informa UK Limited
Date: 05-2011
DOI: 10.2147/AMEP.S19391
Publisher: Informa UK Limited
Date: 07-05-2014
Publisher: Informa UK Limited
Date: 20-07-2011
Publisher: Wiley
Date: 03-2010
DOI: 10.1111/J.1365-2923.2009.03599.X
Abstract: Increasingly, male medical students report being refused by female patients, particularly in obstetrics and gynaecology, which is impacting on recruitment into the discipline. However, little has been documented in terms of Muslim patients and medical students in the clinical consultation. Female Emirati nationals (n = 218) attending out-patient clinics at a public hospital in Al Ain, United Arab Emirates (UAE), were interviewed by medical students. Participants were provided with four hypothetical clinical scenarios (three personal, one concerning a pre-pubertal child) and asked whether they would allow male and female students to be present at a consultation, take a history or perform an examination. They were also canvassed about their past experiences with medical students and their social responsibility to contribute towards the training of Emirati doctors. Significant differences were recorded in terms of female versus male student involvement for all activities (P < 0.05-0.0005). For gynaecological and abdominal problems, patients would generally refuse male students. More than 50% of interviewees would not allow a male student to examine their face. Students of either gender could, however, examine their 8-year-old child. Although 47% of the women had had previous clinical encounters with students, in only 58% of consultations had the attending doctor asked their permission. Despite this, the women had generally felt comfortable, although satisfaction decreased with increasing age (P = 0.088). Almost 90% of the women believed that Emiratis had a social responsibility to contribute towards the training of Emirati doctors, but this decreased with increasing income (P = 0.004). As many medical students will encounter Muslim patients during their training, they need to be sensitive to religious and cultural issues, particularly for personal examinations. In contexts where most patients are Muslim, alternative options (e.g. manikins, international rotations) may be required for male students. In the UAE, patient education may improve history-taking opportunities but will probably not transcend religious and cultural beliefs without intervention from religious leaders.
Publisher: Wiley
Date: 22-10-2023
DOI: 10.1002/HPJA.819
Publisher: MDPI AG
Date: 12-2022
Abstract: Climate change and the declining state of the planet’s ecosystems, due mainly to a global resource-driven economy and the consumptive lifestyles of the wealthy, are impacting the health and well-being of all Earth’s inhabitants. Although ‘planetary health’ was coined in 1980, it was only in the early 2000s that a call came for a paradigm shift in medical education to include the impact of ecosystem destabilization and the increasing prevalence of vector-borne diseases. The medical education response was, however, slow, with the sustainable healthcare and climate change educational agenda driven by passionate academics and clinicians. In response, from about 2016, medical students have taken action, developing much-needed learning outcomes, resources, policies, frameworks, and an institutional audit tool. While the initial medical education focus was climate change and sustainable healthcare, more recently, with wider collaboration and engagement (Indigenous voices, students, other health professions, community), there is now planetary health momentum. This chronological account of the evolution of planetary health in medical education draws on the extant literature and our (an academic, students, and recent graduates) personal experiences and interactions. Advancing this urgent educational agenda, however, requires universities to support inclusive transdisciplinary collaboration among academics, students and communities, many of whom are already ch ions and eco-ethical leaders, to ensure a just and sustainable future for all of Earth’s inhabitants.
Publisher: Springer Science and Business Media LLC
Date: 09-1992
DOI: 10.1007/BF00448817
Publisher: Springer Science and Business Media LLC
Date: 09-02-2023
DOI: 10.1186/S12909-023-04056-Z
Abstract: Clinical supervisors play an integral role in preparing podiatry graduates for clinical practice. Not enough is, however, known about how prepared podiatry clinical supervisors are for this role, in terms of training received and the challenges they face in the role. Informed by previous qualitative research, this study extends our understanding of what it means to be a clinical supervisor in podiatry. An online survey comprising closed and open-ended questions gathered data from 67 registered podiatrists who were also clinical supervisors. Descriptive analysis was undertaken. Chi-square analysis was used to test independence between preparedness for supervision and variables of interest (e.g. training received). Item analysis was assessed using Cronbach’s alpha coefficients and Kendall’s Tau to determine whether statistically significant associations existed across the broad challenges previously identified (i.e. supervisor-specific, curriculum and students). Open-ended comments were analysed using content analysis. Generally, most supervisors (64%, 43/67) initially felt “ prepared” to supervise, despite the majority (58%, 39/67) not having received any training or educational support. Overwhelming, supervisors (97%, 65/67) considered universities responsible for ensuring quality clinical supervision. They perceived many of the previously identified supervisor-specific challenges (e.g. time-consuming), curriculum issues (e.g. limited hands-on patient contact in private practice placements) and student deficiencies (e.g. poor time management). Positive correlations were found across the three sets of challenges, with the strongest measure of association found between overall student deficiencies and overall curriculum issues ( p .001). These findings contribute to a deeper understanding of clinical supervision in podiatry. The study identified inconsistent support for clinical supervisors from partner universities. This study found a clear desire and need for supervisor training. A partnership approach is recommended in which universities work with clinical supervisors to address their overall challenges in terms of supervisor professional development, paying attention to curriculum issues, and improving student preparedness during placements.
Publisher: Informa UK Limited
Date: 14-04-2020
Publisher: SAGE Publications Ltd
Date: 2016
Publisher: Informa UK Limited
Date: 09-12-2016
Publisher: Informa UK Limited
Date: 2010
DOI: 10.3109/01421591003621663
Abstract: Change in medical education has brought with it new perspectives on content, process, assessment and evaluation. With this change has emerged a new discourse. New words and phrases, used by many but not always fully understood, have infiltrated every aspect of our academic lives. One such term which we believe is used relatively freely but which is not well understood or implemented is "learnercentred" or "student-centred" education. These twelve tips, drawn from experience, attempt to clarify the implications of learner-centred education and provide a structure upon which to ensure that all stakeholders have the same understanding of the implications of what being learn-centredness involves. Without a common understanding of learner-centreness, the true educational concept may not be appropriately implemented, resulting in considerable faculty and student stress. We should practice what we preach and consider the "whole" student.
Publisher: Informa UK Limited
Date: 24-05-2011
Publisher: Informa UK Limited
Date: 2002
DOI: 10.1080/01405110220118365
Abstract: WebCT, front-end software for Internet-delivered material, became an integral part of a problem-based learning, student-centred curriculum introduced in January 2001 at the Nelson R. Mandela School of Medicine (South Africa). A template for six curriculum and two supplementary modules was developed. Organiser and Tool pages were added and files uploaded as each module progressed. This study provides feedback from students with regard to the value of WebCT in their curriculum, as well as discussing the value of WebCT for the delivery of digitized material (e.g., images, videos, PowerPoint presentations). In an anonymous survey following the completion of the first module, students, apparently irrespective of their level of computer literacy, responded positively to the communication facility between staff and students and amongst students, the resources and the URLs. Based on these preliminary responses, WebCT courses for all six modules were developed during 2001. With Faculty support, WebCT will probably be integrated into the rest of the MBChB programme. It will be particularly useful when students are off c us, undertaking electives and community service in the later years.
Publisher: Informa UK Limited
Date: 16-11-2007
Publisher: Frontiers Media SA
Date: 03-11-2022
DOI: 10.3389/FPUBH.2022.1049932
Abstract: A Code Red has been declared for the planet and human health. Climate change (e.g., increasing temperatures, adverse weather events, rising sea levels) threatens the planet's already declining ecosystems. Without urgent action, all of Earth's inhabitants face an existential threat. Health professions education should therefore prepare learners to not only practice in a changing world, but authentic educational activities should also develop competencies for global and planetary citizenship. Planetary health has been integrated across the five-year Bond University (Australia) medical curriculum. It begins in the second week of Year 1 and ends with a session on Environmentally Sustainable Healthcare in the General Practice rotation in the final year. The purpose of this article is to describe the outcomes of the first 5 years (2018–2022) of a learner-centered planetary health assignment, underpinned by the 2030 United Nations (UN) Sustainable Development Goals (SDGs), in the second year of a five-year medical program. Using systems and/or design thinking with a focus on SDG13 ( Climate Action ) plus a second SDG of choice, self-selected teams of 4–6 students submit a protocol (with feedback) to develop a deliverable “product” for an intended audience. Data analysis of the first 5 years of implementation found that the most frequently selected SDGs in addition to SDG13 were: SDG12 Sustainable Production and Consumption (41% of teams), mostly relating to healthcare emissions and waste SDG3 Health and Well-being (22%), generally involving the impact of air pollution and SDG6 Clean Water and Sanitation (15%). A survey at the concluding conference garnered student feedback across various criteria. The planetary health assignment is authentic in that teams provide solutions to address climate change. Where appropriate, final “products” are sent to local or federal ministers for consideration (e.g., policy proposals) or integrated into the curriculum (e.g., learning modules). We believe that the competencies, attitudes, and values fostered through engagement with planetary health. Throughout the medical program, as evidenced by their evaluations, stands students in good stead to be change agents, not only in clinical practice but in society. An awareness has been created about the need for planetary citizenship in addition to global citizenship.
Publisher: Informa UK Limited
Date: 12-06-2016
Publisher: Informa UK Limited
Date: 20-07-2011
Publisher: Wiley
Date: 28-08-2013
DOI: 10.1111/MEDU.12294
Publisher: Elsevier BV
Date: 2007
Publisher: Informa UK Limited
Date: 2006
DOI: 10.1080/01421590500441711
Abstract: Following a comprehensive study of the role models identified by the first five years of students in a traditional medical programme, it was hypothesized that with curriculum reform clinical role models would assume greater importance earlier in the undergraduate medical programme. Indeed, when compared with their first- and second-year traditional curriculum colleagues, more problem-based learning students identified role models. Almost four times as many identified faculty role models (largely medically qualified) in comparison with their traditional curriculum counterparts. Concomitant with this increase was a decline in the selection by the PBL students of family members, friends and other students as role models. For all cohorts, however, the mother was the most important role model. Since students in integrated curricula have earlier clinical experience and patient contact, they interact with clinicians in hospitals and clinics as well as in the academic environment of the small-group tutorial and lecture theatres. Academic faculty members, particularly clinicians, need to be aware that students take note of their attitudes and behaviour as members of the medical profession, a profession that students had chosen as a career. Retraining of senior doctors from the traditional curriculum might be necessary to ensure that all clinicians have an equivalent understanding of patient care.
Publisher: Springer Science and Business Media LLC
Date: 26-01-2018
Publisher: Informa UK Limited
Date: 26-02-2014
No related grants have been discovered for Michelle McLean.