ORCID Profile
0000-0002-3875-3134
Current Organisation
James Cook University
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Publisher: Informa UK Limited
Date: 03-10-2018
Publisher: F1000 Research Ltd
Date: 29-07-2019
DOI: 10.15694/MEP.2019.000158.1
Abstract: This article was migrated. The article was marked as recommended. There has been a substantial increase in the number of medical and health professional education manuscripts being submitted to an increasing number of journals in this field. More reviews and more reviewers are needed to facilitate discussion of both relevance and quality of those manuscripts. MedEdPublish relies on readers and Review Panel members to contribute to this process, thereby helping to maintain standards in medical and health professional education publishing. This article provides guidance that is most relevant to reviewers and potential authors for MedEdPublish, but may be relevant to publishing in other medical and health professional journals.
Publisher: Springer Science and Business Media LLC
Date: 18-11-2020
Publisher: Wiley
Date: 19-02-2020
DOI: 10.1111/TCT.13144
Publisher: F1000 Research Ltd
Date: 03-06-2016
Abstract: This article was migrated. The article was marked as recommended. Not needed for editorial
Publisher: F1000 Research Ltd
Date: 16-10-2017
Abstract: This article was migrated. The article was marked as recommended. The number of medical school places appears to be increasing faster than population growth in many parts of the world, with perhaps two main drivers. The first is the increasing population, in particular those with who are older and with chronic, complex health conditions. The second is globalisation and commercialisation of medical education, with growing numbers of fee-paying programs for applicants seeking careers in countries that offer the best career opportunities. Using Australia as an ex le, this paper suggests that while access to primary medical qualification programs is increasing, barriers to progress may have simply been moved to postgraduate employment and training opportunities, such that producing the workforce needed for a healthier population remains challenging.
Publisher: F1000 Research Ltd
Date: 07-07-2020
DOI: 10.15694/MEP.2020.000142.1
Abstract: This article was migrated. The article was marked as recommended. What are health professions educators doing during the COVID-19 pandemic? A search of articles in MedEdPublish on the topics of COVID-19 revealed 39 articles published in the first 3 months of the pandemic. Topics included curriculum adaptation, guidelines for using technology, assessment adaptation, impact on students, faculty and career development, and conference adaptation. There was significant overlap among articles, particularly those discussing teaching, learning, and assessment practices. Common themes were adaptation, innovation, remote delivery, flexibility in the face of a pandemic, and how to continue to educate and graduate competent health professionals. All articles were descriptive, and none included data describing efficacy, likely due to the short timeline since the pandemic's inception. Additional study is necessary to produce evidence for the teaching and assessment adaptations described. Some changes are likely to persist longer-term and may outlast the pandemic itself.
Publisher: Informa UK Limited
Date: 26-05-2023
Publisher: Informa UK Limited
Date: 22-08-2019
Publisher: F1000 Research Ltd
Date: 26-03-2020
DOI: 10.15694/MEP.2020.000048.1
Abstract: This article was migrated. The article was marked as recommended. Medical education publishing is growing rapidly, with both increasing demand for publication space and increasing space availability. The increasing speed of publication, variable degrees of manuscript checking and increasing accessibility pose some challenges to compliance with ethical guidelines for academic publication. In this paper we review the literature and the websites of journals that publish medical education content and present a contemporary view on issues that should be considered by authors, reviewers, editors and readers of medical education publications. Based on this analysis, we present guidance on how to meet desired ethical standards when writing particular categories of manuscripts. Relying on self-judgement of the ethical status by authors may no longer be acceptable. The need to meet ethical guidelines in publishing must be balanced with the desire for freedom of speech and avoidance of editorial bias. Our intention is to provoke discussion and learning within the medical education community of practice.
Publisher: F1000 Research Ltd
Date: 02-11-2021
DOI: 10.12688/MEP.17500.1
Abstract: MedEdPublish has come a long way since it was launched in 2016 by AMEE as an independent academic e-journal that supports scholarship in health professions education. Beginning as a relatively small, in-house publication on a web platform adapted for the purpose, we invited members of our community of practice to submit articles on any topic in health professions education, and encouraged a wide range of article types. All articles were published so long as they met editing criteria and where within scope. Reviews were welcomed from both members of our Review panel and the general readership, all published openly with contributors identified. Many articles attracted several reviews, responses and comments, creating interactive discussion threads that provided learning opportunities for all. The outcome surpassed our expectations, with over 500 articles submitted during 2020, beyond the capacity of our editing team and platform to achieve our promise of rapid publishing. We have now moved to a much larger and powerful web platform, developed by F1000 Research and within the Taylor and Francis stable, the home of AMEE’s other journal, Medical Teacher . Most of our innovations are supported by the new platform and there is scope for further developments. We look forward to an exciting new phase of innovation, powered by the F1000 platform.
Publisher: Wiley
Date: 29-05-2021
DOI: 10.1111/AJR.12706
Abstract: To estimate the number of general practice‐appropriate attendances in a remote emergency department and explore the reasons for patients’ choice of service. A four‐step case study approach was adopted, focusing on hospital emergency department (ED) attendances that were potentially manageable in general practice. A large, remote community with substantial populations of Indigenous peoples and fly‐in, fly‐out mining industry workers. The ED is experiencing rapid growth in demand for services for lower urgency. Patients attending the emergency department with lower urgency problems. ED attendance data for 2016 were reviewed to identify lower urgency presentations. Patient records for 400 randomly selected presentations were subject to deeper analysis. A prospective survey was conducted over 6 months of 369 ED patients with lower urgency presentations. The proportion of patients attending the ED with GP‐appropriate problems and influences on their decisions to attend the ED. About 48% of all attendances met the agreed definition of GP‐appropriate problems. About half of presentations were during the normal work hours and about half of patients stated that GP services were unavailable. Younger age, lack of information about local GP services, and perceptions of convenience contributed significantly to seeking ED care. Increasing the availability of GP services alone is unlikely to be sufficient to change service utilisation. Strategies should include raising community awareness of how and when to utilise the appropriate service, understanding different models of care, and the need to register with a general practice.
Publisher: Informa UK Limited
Date: 09-10-2018
Publisher: Wiley
Date: 27-11-2018
DOI: 10.1111/MEDU.13469
Abstract: Case study research (CSR) is a research approach that guides holistic investigation of a real phenomenon. This approach may be useful in medical education to provide critical analyses of teaching and learning, and to reveal the underlying elements of leadership and innovation. There are variations in the definition, design and choice of methods, which may diminish the value of CSR as a form of inquiry. This paper reports an analysis of CSR papers in the medical education literature. The review aims to describe how CSR has been used and how more consistency might be achieved to promote understanding and value. A systematised review was undertaken to quantify the number of CSR articles published in scholarly medical education journals over the last 10 years. A typology of CSR proposed by Thomas and Myers to integrate the various ways in which CSR is constructed was applied. Of the 362 full-text articles assessed, 290 were excluded as they did not meet the eligibility criteria 76 of these were titled 'case study'. Of the 72 included articles, 50 used single-case and 22 multi-case design 46 connected with theory and 26 were atheoretical. In some articles it was unclear what the subject was or how the subject was being analysed. In this study, more articles titled 'case study' failed than succeeded in meeting the eligibility criteria. Well-structured, clearly written CSR in medical education has the potential to increase understanding of more complex situations, but this review shows there is considerable variation in how it is conducted, which potentially limits its utility and translation into education practice. Case study research might be of more value in medical education if researchers were to follow more consistently principles of design, and harness rich observation with connection of ideas and knowledge to engage the reader in what is most interesting.
Publisher: American Physiological Society
Date: 09-2019
Abstract: Medical programs are under pressure to maintain currency with scientific and technical advances, as well as prepare graduates for clinical work and a wide range of postgraduate careers. The value of the basic sciences in primary medical education was assessed by exploring the perceived clinical relevance and test performance trends among medical students, interns, residents, and experienced clinicians. A pilot study conducted in 2014 involved administration of a voluntary 60-item multiple-choice question test to 225 medical students and 4 interns. These participants and 26 teaching clinicians rated the items for clinical relevance. In 2016, a similarly constructed test (main study) was made a mandatory formative assessment, attempted by 563 students in years 2, 4, and 6 and by 120 commencing general practice residents. Test scores, performance trends, clinical relevance ratings, and correlations were assessed using relevant parametric and nonparametric tests. Rank order and pass-fail decisions were also reviewed. The mean test scores were 57% (SD 7.1) and 52% (SD 6.1) for the pilot and main studies, respectively. Highest scores were observed in pathology and social sciences. Overall performance increased with increasing year of study. Test scores were positively correlated with perceived relevance. There were moderate correlations ( r = 0.50–0.63 P 0.001) between participants’ scores in the basic science and summative exams. Assessments may be key to fostering relevance and integration of the basic sciences. Benchmarking knowledge retention and result comparisons across topics are useful in program evaluation.
Publisher: Ubiquity Press, Ltd.
Date: 13-10-2020
DOI: 10.1007/S40037-020-00623-Y
Abstract: Background Conversations about educational challenges and potential solutions among a globally and culturally erse group of health professions’ educators can facilitate identity formation, mentoring relationships and professional network building. The COVID-19 pandemic has made it even more important to co-create and disseminate knowledge, specifically regarding online and flexible learning formats. Approach Based on the principles of social learning, we combined speed mentoring and world café formats to offer a virtual Zoom™ workshop, with large and small group discussions, to reach health professions’ educators across the globe. The goal was to establish a psychologically safe space for dialogue regarding adaptation to online teaching-learning formats. Evaluation We aimed to establish psychological safety to stimulate thought-provoking discussions within the various small groups and obtain valuable contributions from participants. From these conversations, we were able to formulate ‘hot tips’ on how to adapt to (sometimes new) online teaching-learning formats while nurturing teacher and student wellbeing. Reflection Through this virtual workshop we realized that despite contextual differences, many challenges are common worldwide. We experienced technological difficulties during the session, which needed rapid adaptation by the organising team. We encouraged, but did not pressure, participants to use video and audio during breakout discussions as we wanted them to feel safe and comfortable. The large audience size and different time zones were challenging therefore, leadership had to be resilient and focussed. Although this virtual format was triggered by the pandemic, the format can be continued in the future to discuss other relevant global education topics.
Publisher: F1000 Research Ltd
Date: 04-08-2020
DOI: 10.15694/MEP.2020.000156.1
Abstract: This article was migrated. The article was marked as recommended. Applying for a medical school place is a challenging step that can have long term consequences. Competition is strong, both for applicants to gain a place and for medical schools to recruit the 'best' applicants. Strategies to increase candidate success flourish, but many are unproven. Potential applicants should invest time and effort in exploring which schools and programs might suit best their particular circumstances and interests. Back-up plans should be considered for both success and failure. Not succeeding first time or at a first-choice school may be disappointing, but there are other paths to success in both medical and non-medical careers. Before accepting an offer, make sure that this is the best choice for the best reasons, and then make the best of whatever follows. In the longer term, career success is shaped more by what happens after than during primary medical education.
Publisher: Informa UK Limited
Date: 29-11-2021
Publisher: Wiley
Date: 05-07-2017
DOI: 10.1111/AJR.12360
Abstract: Tasmania established its medical programme in 1965 to produce graduates to address medical workforce recruitment challenges. Many Tasmanian graduates work in Tasmania, but workforce problems continue. This paper reports the workforce outcomes of the first 42 graduating cohorts. A database for all University of Tasmania medical graduates from the years 1970 to 2011 was developed by combining information from university, registration and local workforce survey databases. A total of 2012 doctors graduated from 1971 to 2011 and 1707 (85%) were registered, most commonly in general practice (45.8%), medicine (13%), anaesthetics (7.9%), surgery (7.5%), psychiatry (4.3%), emergency medicine (35, 3.5%), paediatrics (3.4%) and pathology (3.3%). While 41.9% worked in Tasmania, they comprised 35.6% of the local workforce and were clustered around the two larger cities. The proportion entering general practice has fallen since 1980s. The contribution of the Tasmanian medical programme is substantial but appears less than other regional medical schools. Relatively few work in smaller communities, particularly in specialties other than general practice. Lifestyle choices and the availability of training opportunities and career positions might be contributing factors. The medical school has established clinical schools in rural communities, promoted admission of rural applicants and increased rural clinical placement opportunities, with some early signs of success. The Tasmanian medical programme is important in this regional, island economy, but the rural and remote communities have not benefited as much as the two larger cities. Sustaining a regional workforce mission over time might require frequent adjustments to admissions and curriculum processes.
Publisher: Informa UK Limited
Date: 19-02-2018
Publisher: Informa UK Limited
Date: 25-03-2020
Publisher: Informa UK Limited
Date: 27-10-2020
Publisher: Wiley
Date: 14-09-2018
DOI: 10.1111/MEDU.13389
Abstract: In 1988, the World Federation of Medical Education called for reform in medical education, publishing 12 recommendations. The sixth recommendation of this Edinburgh Declaration was to 'complement instruction about the management of patients with increased emphasis on promotion of health and prevention of disease'. Thirty years on, this paper reports an exploration of what has changed since then. Several search strategies were used, including websites of medical standards organisations, and formal searches of PubMed and Google Scholar using key words such as 'medical education standards', 'health promotion', 'illness prevention', 'effectiveness' and 'assessment'. As these searches produced more descriptive than evidence-based papers, the exploration widened to follow evolving discussions about changing emphases in medical education relevant to public health. Health promotion and illness prevention are in the undergraduate medical education standards of the more influential regulators. There is little evidence of the impact of this inclusion on graduate outcomes and later medical practice, although 'differently educated' doctors may have contributed to the success of broader public health strategies achieved through reorganisation of health care, media c aigns and legislation changes. There is greater success in postgraduate specialty training of general practitioners and public health doctors. The discussion about public health interventions and the roles of doctors has moved on to topics such as patient safety, the health of doctors, global health and planetary health. The inclusion of health promotion and illness prevention strategies in undergraduate curricula varied considerably, but was strongest in programmes claiming social accountability and responding to medical education standards of the more influential regulators. However, the contribution of medical education to improvements in health care and the health of populations is difficult to measure. It may be timely to revisit the purpose and practicality of broadening the scope of undergraduate medical curricula in public health medicine.
Publisher: Wiley
Date: 09-09-2020
DOI: 10.1111/MEDU.14357
Publisher: F1000 Research Ltd
Date: 04-07-2018
DOI: 10.15694/MEP.2018.0000139.1
Abstract: This article was migrated. The article was marked as recommended. AMEE MedEdPublish was launched two years ago as a new outlet for scholarship in medical education (Hays, 2016). The on-line journal format broke new ground in a context where the proportion of papers submitted to medical education journals achieving publication was falling sharply. All academic journals face challenges obtaining sufficient reviews to make sound judgements about the quality of the scholarship. Indeed, a substantial proportion of submitted papers are now rejected prior to reviews being invited. Further, while review processes are becoming increasingly open, concerns remain about the potential for various forms of bias in reviews (Smith, 2006). Authors may be confused with editorial decisions to reject manuscripts, despite positive peer reviews. These potential helpful trails of original submission, reviews, feedback, discussion and revision are generally hidden from the readership.MedEdPublish has taken the approach of conducting initial, 'light touch' reviewing by editors, rapid on-line publication and facilitating open, 'live' discussion between reviewers, authors and the general readership on the strengths and weaknesses of each paper. Two years after implementation, it is timely to review the initial phase, explain the revised editorial management process and provide information about the software that is being introduced with this issue.
Publisher: Wiley
Date: 02-2019
DOI: 10.1111/AJR.12445
Abstract: To identify under-represented groups in a medical school intake. Descriptive analysis of student demographic characteristics. One state-wide medical school. All students enrolled between 2010 and 2016. Proportion of students from regional and rural areas, state versus independent schools, highest parental qualification, Aboriginal or Torres Strait Islander students. Of 819 students, 472 (57.6%) were from Tasmania, five (1.1%) identified as Aboriginal or Torres Strait Islanders, 335 (71.0%) completed their secondary education at independent schools and 137 (29.0%) at government schools. The overall median Modified Monash Model was 2 (range 1-6) and median Australia Statistical Geography Standard Remoteness Area was 2 (inner regional: range 1-4), reflecting that a majority came from one of the two main cities. Over two-thirds (69.5%) had a parent with a Bachelor degree or higher qualification, regardless of the school attended. Just under half (225, 47.7%) of all Tasmanian students attended a secondary school with a parental contribution of ≥$5000 per annum. These students attended a small number of independent schools, with the proportion relatively stable over the period from 2010 to 2016. Widening participation and widening access initiatives to graduate doctors who understand and want to work in communities in need might not be working as well in Tasmania as elsewhere in Australia. Social accountability might be improved by adapting a rural classification that reflects the demographic profile of Tasmania.
Publisher: Informa UK Limited
Date: 27-04-2019
Publisher: Informa UK Limited
Date: 05-02-2018
Location: Australia
Location: United Kingdom of Great Britain and Northern Ireland
Location: Australia
No related grants have been discovered for Richard Hays.