Health Professional Curricula Research Articles

Implementing Rubric-Based Peer Review for Video Microlecture Design in Health Professions Education.

Efficient and effective instructional materials designed for asynchronous learning are increasingly important in health professions curricula. Video microlectures are an effective instructional method, but many faculty lack training in applying best-practice multimedia principles to development of their own recorded microlectures. Here we report a rubric designed for use in a peer-review process to evaluate and improve microlectures. The one-page rubric provides a framework for application of multimedia principles and cognitive load theory to microlecture design. Quality improvement of microlectures following redesign according to rubric elements is supported by increased student viewership, which coincided with higher rubric peer review scores.

Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates

This study aimed to improve understanding of graduate students’ digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies required for discipline-specific learnings and most were reasonably aware of digital privacy and security. However, only 11% of the students reported having sufficient university support and services to develop their digital skills and competencies, and only 39% of the students believed they have the relevant skills for entering the workforce. To improve their understanding in this area, students attended a digital skills and employability workshop that was developed in partnership with teaching specialists, learning and teaching librarians and career services coordinators. Post-workshop findings show that this learning intervention positively impacted students’ understanding of their own digital capabilities and increased their awareness of the importance of this core skill for both the university and the workforce. Teaching staff can use these findings to improve student digital learning in health professional curricula, which will contribute to knowledge transfer and communication with digital health employers.
 Implications for practice or policy:
 
 Heath professional educators can bridge the gap in digital practices between graduates and the workplace by understanding students’ baseline digital skills and competencies and developing targeted learning opportunities within the curriculum to support students’ digital confidence, experience, attitudes and understandings of digital practices and digital skills and competencies.
 Students’ digital skills and competencies can be enhanced by facilitating dialogue between universities, employers and accrediting bodies in the health sector to set consistent and realistic expectations.

Preparedness of Health Care Workers and Medical Students in University Hospital in Krakow for COVID-19 Pandemic within the CRACoV Project.

Backgrounds Health care workers’ (HCWs) knowledge of and compliance with personal protective procedures is a key for patients’ and personnel safety. The aim of this study was to assess which factors are associated with higher self-evaluations of training on infection prevention and control (IPC) and higher self-assessment of IPC practices used by HCWs regarding COVID-19 in University Hospital in Krakow, Poland, in January 2021. Material and methods This was an online survey on the preparedness for COVID-19 epidemic of medical/non-medical staff and medical students. Questions included in the survey concerned participants’ socio-demographic characteristics, hospital staff involvement in the training, knowledge about the hand hygiene, and adherence to IPC measures. Knowledge and Performance Index (K&PI) based on selected questions was constructed for to reflect both subjective (self-evaluation) of preparedness and objective IPC knowledge and skills of HCWs participated in the IPC training. Results A total of 1412 health care workers, including 129 medical students, participated in the study. The largest group, 53.6%, was made up of nurses and paramedics. Age of respondents significantly correlated with knowledge of IPC and with K&PI. The mean age of workers with high K&PI was 42.39 ± 12.53, and among those with low, 39.71 ± 13.10, p < 0.001. 51% UHK workers participated in IPC training, but 11.3% of physicians, 28.8% of other HCWs, and 55.8% of students did not know the IPC standard precaution. Most participants, 72.3%, felt that they had received sufficient training; however, 45.8% of students declined this. There was no correlation between self-reported preparedness and the K&PI, indicating that self-reported preparedness was inadequate for knowledge and skills. Nurses and paramedics assessed their knowledge most accurately. Participants with low K&PI and high subjective evaluation constituted a substantial group in all categories. Students least often overestimated (23.8%) and most often (9.6%) underestimated their knowledge and skills. Conclusions Our study revealed inadequate IPC practice, especially as it refers to the training programme. We confirmed the urgent need of including theory and practice of IPC in curricula of health professions’ training in order to provide students with knowledge and skills necessary not only for future pandemic situations but also for everyday work.

Simulation Based-Learning from Simple to Complicated Clinical Situations for Midwifery Students.

PurposeA health professional’s learning curriculum should lead to the acquisition of technical and non-technical skills. This study aims at demonstrating the impact of simulation-based learning (SBL) experience on the learning of midwifery students.Patients and MethodsUsing an experimental design, the experimental group (n=14) received pretest, high fidelity simulation, then a post-test. Whereas the control group (n=14) received pretest, revision of the theoretical course instead of simulation, post-test 1, high fidelity simulation, then a post-test 2. The first scenario was about a normal childbirth when the midwifery students were in their 2nd year. And then the second one was about immediate postpartum hemorrhage when the students moved to their 3rd year.ResultsDuring the simulation sessions, the experimental group had a higher mean score in the post-test than the control group. This indicated that the simulation significantly (p<0.001) increased the students’ knowledge. Also, for both eutocic and dystocic delivery simulation experiments, students obtained higher score in the second simulation sessions (19.69 and 19.4 for eutocic and dystocic, respectively) than in the first session (11.23 and 9.12 for eutocic and dystocic, respectively; p<0.0001).ConclusionThese findings confirm that SBL offers an opportunity for learners to be immersed in an environment that is closer to reality, thus improving learning in a safe environment.

Interdisciplinary Examination of Pain Curriculum at a Health Profession University

Abstract Date Presented 04/12/21 OTs and other health care professionals learn about assessment and intervention for pain in their entry level educational programs. The aim of this study was to identifying gaps and strengths in interdisciplinary health profession curricula as it relates to pain and subsequently the opioid crisis. Participants completed a survey and a focus group. Results show a mutual desire among faculty and students to implement additional pain education. Primary Author and Speaker: Lauren Grasenick Contributing Authors: Abigail Herman, Mairead Gormley, Erica Di Meo, Jessica Leonard

Health Communication and Inter-professional Care in Context of Multimorbidity Management: Assessment of Health Professional Curricular Focus in India

To meet the long term care demands of chronic diseases as well as multimorbidity, healthcare providers from different disciplines need to work collaboratively in practice. This requires healthcare providers to be appropriately trained on delivery of inter-professional care (IPC) and health communication aspects during formative professional years. In this study, we have looked at the prevailing undergraduate and postgraduate healthcare professional curricula to understand the focus on health communication and on IPC for the delivery of multidisciplinary care for multimorbidity management. We observe that while there are exclusive courses on health communication being delivered at different levels, the focus on IPC is still in stages of infancy. The IPC component is just beginning to be woven into the health professional curricula through elements like competency-based curriculum, rotational posting, inter-departmental engagements. At the same time, the need to put curricular attention on multimorbidity is also highlighted here. There remains wider scope for strengthening learning on health communication and IPC among different disciplines within the curricula in the context of multimorbidity. We expect our findings to provide key inputs to academic planners and policy makers towards the introduction of adequate curricular components for addressing multimorbidity along with necessary prescriptions for health communication and IPC in India.

Body and health in the training of health professionals: a mapping of scientific production

This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.

Working at a cultural interface: co-creating Aboriginal health curriculum for health professions

ABSTRACT Historical exclusion of Aboriginal people and Aboriginal epistemologies in Australian higher education, including health professions education, has produced generations of healthcare professionals who are ill-equipped and lack confidence to provide culturally safe care for Aboriginal communities. This article recounts efforts undertaken at a university in Melbourne to foreground Aboriginal ways of knowing and being through co-creating curriculum for undergraduate and postgraduate health professions programmes with Aboriginal expert partners. The intended learning outcome was to develop students’ cultural capability for professional practice in occupational therapy, dietetics, or nursing. Herein, we present two co-created Aboriginal curriculum projects. The first describes two sequential, blended learning modules co-created and delivered in discipline-specific classes; the second is an interprofessional simulation involving students from multiple health professions. We use Nakata’s cultural interface to reflect on the process of working together in this contested space as non-Aboriginal academics and expert Aboriginal partners and conclude by presenting considerations for navigating curriculum development at the intersection of two knowledge systems.

Global environmental change and planetary health in the curriculum of undergraduate health professionals in Latin America: a review

BackgroundPeople living in Latin America are already affected by global environmental changes and several health inequities, increasing the risk of poor health. Health professionals have a key role in tackling these threats and their consequences by providing direct care and advocating for public health policies. Hence, health professionals should be taught about global environmental changes, climate change, and policy advocacy, which could be included under the planetary health frame. Unfortunately, whether these ideals have been included in the undergraduate curriculum in Latin American universities is unclear. We aimed to analyse the incorporation of courses on climate change, environmental health, and planetary health in the curriculum of undergraduate health professionals in Latin America. MethodsIn this review, we did a documentary analysis of the curriculum of undergraduate health professional programmes that had been published on each university website. We selected the ten best Latin American universities for each country according to the QS Latin American University 2020, Times Higher Education World University 2020, and Academic Ranking of World Universities 2019 rankings. Between April 6 and May 5, 2020, we reviewed the curriculum of the nursing, medicine, nutrition, and psychology courses at these universities, looking for the phrases “climate change”, “environmental health”, and “planetary health” in the names of the courses offered. FindingsWe included 161 universities and reviewed 392 courses. We identified 276 (70%) courses that incorporated public health or epidemiology, or both; however, only 118 (30%) courses covered environmental health, and only two (1%) courses were on climate change. None of the universities included in our review offered a planetary health course. InterpretationOur findings imply that new Latin American health professionals are receiving insufficient training on environmental matters, which comprise roughly 25% of the global burden of disease. As we enter the Anthropocene epoch and rapid global environmental changes, health professionals need to be aware of the challenges and actively involved in the responses to protect the population and the environment. The planetary health approach facilitates this awareness and preparation. Planetary health education includes concepts regarding the holistic association between global environmental changes, natural systems, human health, and sustainability, among others, encompassing a broader perspective than just environmental health FundingNone.

Food for Thought: Culturally Diverse Older Adults' Views on Food and Meals Captured by Student-Led Digital Storytelling in the Bronx

ObjectiveThrough the lens of a digital storytelling project exploring food traditions, social connectedness, and aging among diverse older adults, this article demonstrates how innovative pedagogies can contribute to developing a more culturally responsive workforce better prepared to meet evolving needs of diverse urban communities.MethodsIn the fall of 2017, 25 undergraduate students enrolled in an interdisciplinary gerontology practice course engaged in a digital storytelling project to explore food traditions and social connectedness among older adults living in the Bronx.ResultsThe stories underscore the importance of food and meals in everyday life, particularly for people growing old far from their home of origin. The words and images indicate that food practices can assert identity, sustain cultural ties and social connectedness, and mediate losses both physical and emotional.ConclusionsThe article suggests that integrating innovative pedagogies across health profession curricula and fostering interdisciplinary and interprofessional collaborations are two ways to better meet client needs. Moreover, providing opportunities for experiential learning extends higher education's commitment to integrating best practice pedagogies across the curriculum.

32097 Title V Medical Sciences Campus Project (TVMSC) : Clinical and Translational Research (CTR) with an Interdisciplinary/Entrepreneurship (IE) approach for Students and Faculty (UgS, UgF) from Undergraduate Programs (UgP) in Puerto Rico: an initiative for an early jumpstart in CTR and Scientific Entrepreneurship (SE) in a virtual scenario 2020-25.

ABSTRACT IMPACT: This presentation highlights an integrated curriculum in CTR and a scientific entrepreneurship approach to entice and support students and faculty in HP programs into CTR and SE thus expanding the pool of new minority CTR researchers. OBJECTIVES/GOALS: To present the TVMSC as a hub for trainings, mentoring programs, courses, entrepreneurship and support activities for health professionals(HP) and HP students :graduate (GS) and UgS and UgF. Responding to the need for CTR minority researchers, in a virtual setting due to COVID-19 crisis. METHODS/STUDY POPULATION: TVMSC will offer an educational program based in the Center for Research,Entrepreneurship and Scientific Collaboration (CRESCO) with on line courses and workshops in CTR and SE, for HP and students and a continued education curriculum for HP and clinician scientists toward a certification in CTR. Two hands-on experiences: a) a Pilot project program(PiP) with teams composed of an F, that previously completed training cycles and a research experience from a previous project in CTR as PI, with a research mentor and students or an established researcher as a PI with UgS and UgF, and b) participation in a SE team which will engage in training and submission of an SE project proposal. RESULTS/ANTICIPATED RESULTS: By the end of the five-year period the project will have had 200 UgS, 200 GS and 200 F that received online assistance in CTR skills, statistics and SE; 48 UgS and 48 GS with the skills in SEFL. In curricular development the project expects to have 6 online tutorials created, one FLSE online course and 18 modules in CTR content areas available for continued education of HP. Certifications in CTR will be completed by 160F/HPs. The expected participation in CTR on-hands experiences is 32 F, 64 students and 32 established researchers. PiP teams will publish at least 8 scientific papers and SEFL teams will submit at least 5 SE project proposals and 100% increase in CRESCO web based resources DISCUSSION/SIGNIFICANCE OF FINDINGS: This Project and its expected results will provide students and faculty members island-wide with the knowledge, skills and experiences in CTR with IE approach to foster the expansion of a cadre of Hispanic minority CTR researchers in direct benefit of the health of the people of Puerto Rico.

Educators\u2019 experiences with governance in curriculum change processes; a qualitative study using rich pictures

In the midst of continuous health professions curriculum reforms, critical questions arise about the extent to which conceptual ideas are actually put into practice. Curricula are often not implemented as intended. An under-explored aspect that might play a role is governance. In light of major curriculum changes, we explored educators’ perspectives of the role of governance in the process of translating curriculum goals and concepts into institutionalized curriculum change at micro-level (teacher–student). In three Dutch medical schools, 19 educators with a dual role (teacher and coordinator) were interviewed between March and May 2018, using the rich pictures method. We employed qualitative content analysis with inductive coding. Data collection occurred concurrently with data analysis. Different governance processes were mentioned, each with its own effects on the curriculum and organizational responses. In Institute 1, participants described an unclear governance structure, resulting in implementation chaos in which an abstract educational concept could not be fully realized. In Institute 2, participants described a top–down and strict governance structure contributing to relatively successful implementation of the educational concept. However it also led to demotivation of educators, who started rebelling to recover their perceived loss of freedom. In Institute 3, participants described a relatively fragmentized process granting a lot of freedom, which contributed to contentment and motivation but did not fully produce the intended changes. Our paper empirically illustrates the importance of governance in curriculum change. To advance curriculum change processes and improve their desired outcomes it seems important to define and explicate both hard and soft governance processes.

Development of real world learning opportunities in community exercise prescription for healthcare professional programmes - \u2018Physio Hub\u2019

BackgroundGiven the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical.MethodsIn response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula, that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by latest exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders.ResultsHaving sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?)ConclusionThis paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy in this instance, the curriculum process and resultant education model could be applied across medical and other health professional programmes and to facilitate interdisciplinary learning.

Utilization of pain rating scales in pediatric care among health professionals in a children’s hospital in Kenya

BackgroundPain is the most common stimuli experienced by paediatric patients. It is mainly managed based on intensity, determined through utilization of pain rating scales. Utilization of pain measurement tools in paediatric care is vital as they indicate the level and intensity of pain in the patients. Purpose of the studyThe study assessed utilization of pain rating scales in a children’s hospital as a basis for making recommendation for their adoption by the Ministry of Health, Kenya. MethodologyThis was a descriptive cross-sectional study utilizing both quantitative and qualitative approaches. It was conducted in a children’s hospital in Nairobi-Kenya. The study population comprised of health professionals working at the hospital and patients medical records. Data was collected using semi- structured self-administered questionnaire, key informant interview guide (KII) and observation check list from a sample size of 158 Health Professionals, five key informants and 70 patients’ documents. Quantitative data was analysed using descriptive statistics whereby data was summarized using frequency tables and presented using pie chart, and bar graphs. A content analysis was performed on qualitative data based on stages of qualitative data analysis. ResultsThe study revealed that the hospital has adopted four pain rating scales which included Neonatal Guide Score, FLACC, Wong Baker faces scale, and Numerical pain scale. These tools were excellently being utilized by the Health Professionals at the hospital. Prior training of the staff on pain assessment, availability of pain management protocols and frequent auditing of the utilization of pain rating scales facilitated the utilization. Being newly employed and use of FLACC in mentally challenged patients were the main challenges in utilization of pain rating scales at the hospital. ConclusionHealth system factors play a major role in excellent utilization of pain rating scales at the children’s hospital. Staff training, protocols on pain management and frequent auditing improved utilization of pain measurement tools. Inclusion of pain assessment in the curriculum for all institutions training health professionals would address the challenge posed by the newly employed health professionals in utilization of pain rating scales. Further research on validity of FLACC in cognitively challenged children may be necessary in this setting.

Physiotherapy students can be educated to portray realistic patient roles in simulation: a pragmatic observational study

BackgroundSimulation-based education (SBE) has many benefits for learners, but costs can limit embedding SBE in health professional curricula. Peer simulation involves students portraying patient roles, and may reduce costs while still providing the benefits of other SBE experiences. However, the quality of the SBE may be impacted if students cannot portray authentic and realistic patient roles. The aim of this study was to investigate whether targeted education was associated with observable changes to physiotherapy students’ abilities to portray patient roles in SBE.MethodsSecond year pre-registration physiotherapy students (n = 40) participated. Students completed online and face-to-face education about SBE, patient portrayal skills, and how to portray a specific patient role. Students were video-recorded portraying patient roles in practical exams before and after the program. Three blinded independent assessors rated the overall quality of portrayals using a purpose-developed assessment instrument.ResultsTwenty-three sets of pre- and post-program videos were analysed. Correlations between assessor scores spanned 0.62 to 0.82 for analyses of interest, which justified using average assessor ratings in analysis. Statistically significant higher scores were seen for post-program assessments for overall portrayal scores (mean difference 6.5, 95%CI [1.51–11.45], p = 0.013), accuracy (mean difference 3.4, 95%CI [0.69–6.13], p = 0.016) and quality (mean difference 3.1, 95%CI [0.64–5.49], p = 0.016).ConclusionsPhysiotherapy students appear capable of playing realistic patient roles. Peer simulation can be embedded into health professional programs, and education in patient role portrayal appears to be associated with improvements in portrayal quality and realism. Given these findings, further investigation, including testing program effects in a randomised study, is warranted.

Addressing Bias and Reducing Discrimination: The Professional Responsibility of Health Care Providers.

The prevalence of harmful bias and discrimination within the health professions is staggering. Moreover, literature consistently demonstrates their persistence and their negative impact on patient care. Several professional codes of conduct for health professionals highlight the importance of addressing these forces in practice. However, despite this, these forces are often discussed as tangential within health professions curricula. This paper examines the prevalence of bias and discrimination, its effects on patient care and health professions trainees, and reviews the historical context of societal bias and discrimination within the health professions institution. The authors argue that addressing harmful bias and discrimination is the professional responsibility of every provider and essential to effective and equitable care.

Assessing and Addressing Cardiovascular Health in LGBTQ Adults: A Scientific Statement From the American Heart Association.

There is mounting evidence that lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) adults experience disparities across several cardiovascular risk factors compared with their cisgender heterosexual peers. These disparities are posited to be driven primarily by exposure to psychosocial stressors across the life span. This American Heart Association scientific statement reviews the extant literature on the cardiovascular health of LGBTQ adults. Informed by the minority stress and social ecological models, the objectives of this statement were (1) to present a conceptual model to elucidate potential mechanisms underlying cardiovascular health disparities in LGBTQ adults, (2) to identify research gaps, and (3) to provide suggestions for improving cardiovascular research and care of LGBTQ people. Despite the identified methodological limitations, there is evidence that LGBTQ adults (particularly lesbian, bisexual, and transgender women) experience disparities across several cardiovascular health metrics. These disparities vary by race, sex, sexual orientation, and gender identity. Future research in this area should incorporate longitudinal designs, elucidate physiological mechanisms, assess social and clinical determinants of cardiovascular health, and identify potential targets for behavioral interventions. There is a need to develop and test interventions that address multilevel stressors that affect the cardiovascular health of LGBTQ adults. Content on LGBTQ health should be integrated into health professions curricula and continuing education for practicing clinicians. Advancing the cardiovascular health of LGBTQ adults requires a multifaceted approach that includes stakeholders from multiple sectors to integrate best practices into health promotion and cardiovascular care of this population.

Pain Knowledge, Attitudes and Beliefs of Allied Health Learners Across Three Curricular Models

PurposeThe global burden of pain is considerable; therefore, all health professionals require comprehensive pain education. Pain education is essential and should be embedded in health professional curricula. This paper reports on pain knowledge, attitudes and beliefs changes of osteopathy learners undertaking pain education via three curricula models. MethodsOsteopathy learners undertook pain education via three different curricula models and at different time points in the course: Standard (Year 4 & 5), Integrated (Year 2 & 3) or Block (Year 1). Learners completed questionnaires at the start (T1) and end (T2) of the 2018 academic year. Evaluation included demographic information, Neurophysiology of Pain Questionnaire (NPQ) and the Pain Attitudes and Beliefs Scale for Physiotherapists (PABS-PT). ResultsMatched data was received for 211 learners (40.5% response rate). Pain knowledge increased from T1 to T2 within all curricula models (p < 0.007) and between Block and Standard curricula models (p < 0.01). Differences in biomedical orientation scores for Block and Integrated (p < 0.01) and Block and Standard (p < 0.01) were found between groups, with Block model respondents recording the highest biomedical orientation scores. Differences in behavioural orientation score were found for Block and Standard (p < 0.01) with highest behavioural scores in the Integrated and Standard models. Cronbach's alpha was acceptable for PABS-PT Biomedical orientation score only (α = 0.71). T2 NPQ score was found to have a medium negative correlation with the T2 PABS-PT biomedical orientation score for all models, and with the behavioural orientation score for the integrated curriculum group (r = −0.31, p < 0.03). DiscussionThere were reductions in biomedical beliefs and increases in behavioural orientation scores as pain knowledge increased in each cohort over the 2018 academic year. However, osteopathy learners were also measured at different progress points and some measures have low reliability. Following these learner groups over time will enable further comparisons between these different curricula models.

Evaluating the effects of behavior change training on the knowledge, confidence and skills of sport and exercise science students

BackgroundBehavior change interventions have the potential to have a transformative effect on the health of populations. Allied health professionals have a key role to play in delivering these interventions. However, traditionally undergraduate allied health professional programs have not had a behavior change focus. The aim of this study was to assess the effectiveness of a training program on sport and exercise science students’ knowledge, confidence and skills in the provision of behavior change support.MethodA mixed method convergent design was used to address the research question. Fifteen sport and exercise science students took part in a training program consisting of seven 90-min weekly face to face group sessions. Student satisfaction with training methods was assessed. Pre-to-post training changes in students’ confidence and knowledge in the provision of behavior change support was evaluated. Delivery of behavior change support was assessed by an audio recorded role-play rated by an expert using the Health Care Climate Questionnaire, and an adapted version of the Communication Evaluation in Rehabilitation Tool. Students also completed a reflective assignment.ResultsStudents were satisfied with the training. There were increases in students’ confidence and knowledge of certain behavior change components post-training but not behavior change techniques. Students delivered behavior change support in a broadly needs supportive manner. The reflective assignment showed that students found particular behavior change strategies difficult to implement.ConclusionIt is feasible to train undergraduate students in particular components of behavior change support. Academic institutions should embed behavior change training into the allied health professional curriculum to ensure graduates are job ready with the knowledge, confidence and skills to support health related behavior change within the wider health system.

Educating Physicians on Sex Trafficking: Who Receives Our Empathy and Whom Do We Blame?

ABSTRACT The majority of trafficked persons report seeing a healthcare provider at least once during their exploitation. Implementing training on human trafficking for healthcare providers could improve identification and also foster empathy for trafficked persons. The primary objective of this study is to understand whether exposure to different perspectives of a sex trafficking scenario would affect healthcare professionals’ empathy and attribution of blame toward trafficked persons. Secondary objectives include characterizing the extent of human trafficking training received, defining the baseline knowledge providers have of human trafficking, understanding provider attitudes toward trafficked persons, and identifying their endorsement of human trafficking myths. Between December 2018 and February 2019, 169 healthcare professionals and healthcare professionals in-training from Richmond, Virginia completed the survey. Validated scales assessed participants’ baseline knowledge, endorsement of human trafficking myths and attitudes toward trafficked persons. Participants were then randomized into two groups. The first group read a vignette describing a case of sex trafficking, written from the perspective of a survivor (i.e. survivor vignette). The second group read the same survivor vignette, and also read a vignette describing the case from the perspective of a perpetrator (i.e. perpetrator vignette). Validated scales then measured participants’ empathy and attribution of blame toward the survivor in both groups. Attending physicians were more likely to endorse human trafficking myths than medical students. Additionally, higher baseline rates of myth endorsement and unfavorable attitudes toward suvivors were correlated with less empathy for trafficked persons and more “victim blaming”. However, there were no significant differences in empathy and attribution of blame toward trafficked persons between vignette groups. Since the majority of trafficked persons present for medical care at least once during their time of exploitation, medical providers are uniquely positioned to identify and care for such victims. However, most survey respondents lacked formal training on human trafficking and many providers had high levels of myth endorsement and lack confidence in the identification and management of their care. Education in early medical training offers a critical opportunity to increase provider preparedness and reduce inherent biases that could detrimentally affect the care provided in later years. Since education and awareness precede changes in behavior, integrating human trafficking education into health professional curricula is the first step to improving the identification and care of trafficked persons.