Health-related Careers Research Articles

The Rural Youth Public Health Summit: A Pilot Pathway Program for Rural Adolescents.

There is a pressing need to increase the health care and public health workforce in rural communities across the United States. In Colorado, many of the rural communities are medically underserved, lacking resources and employment prospects to appropriately address the health needs of its communities. A potential strategy to address these medically underserved areas and the public health workforce shortage is to develop pathway programs for rural adolescents into health-related careers. The Rural Youth Public Health Summit (Summit) was a pilot pathway program for rural secondary school students hosted at a 4-year public university. The planning and formation of the Summit were done through the collaboration of school administration and teachers, university faculty and staff, educational non-profits, and health care and public health professionals. The Summit's goals were to increase awareness and interest in public health careers and to further partnerships between a university and rural secondary schools. Participants included 22 secondary school students and 10 chaperones from rural schools. Throughout the 2-day Summit, participants engaged in campus tours, a keynote speaker, workshops facilitated by faculty and public health professionals, and an overnight stay in the dorms. Despite some limitations, the Summit showed promising results as a pilot program in its ability to conduct planning, outreach, recruitment, and facilitation of a pathway program to connect rural adolescents to college education and career opportunities in public health.

Explorando la alfabetización en feedback en la formación de profesionales de la salud: un estudio cualitativo

IntroductionFeedback is recognized as a process in which students make sense of information from various sources and use it to improve performance. Several studies have shown dissatisfaction from students about this process, which could mean there is no conceptual consensus about this process.Feedback literacy refers to the understanding and capacities to make sense of the information received and use it to improve performance, which is considered essential for an effective feedback process. Despite its importance, the implications that student feedback literacy has in teaching and course design have not been sufficiently taken into account, and uncertainty persists about engaging them effectively, especially in clinical settings. MethodologyCross-sectional study with a pragmatic approach and qualitative methods. First and fourth-year students from health-related careers at the Pontificia Universidad Católica de Chile were invited to participate. Six focus groups were organized, and thematic analysis was used. ResultsThree themes guided the findings. Differences exist between first- and fourth-year students regarding their capacity to recognize feedback instances and how they make sense of their experiences with this educational strategy. Students perceive feedback as a one-way process. Higher-level students recognize more instances of feedback. ConclusionsUnderstanding students’ feedback literacy will enable future educational interventions on feedback processes in Health Sciences.

UNA VISIÓN PANORÁMICA DEL ESTILO DE VIDA Y RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE MEDICINA: UNA REVISIÓN ACTUALIZADA

Introduction: Lifestyles encompass the decisions a person makes, simultaneously impacting their quality of life. Especially for those pursuing health-related careers, it can be a particularly demanding and challenging period. They frequently encounter stressful situations that significantly affect their well-being and lifestyle choices. Objective: To determine if there is an association between lifestyle and academic performance in medical students. Methods: The review was conducted through evidence-based literature search for articles published from 2013 to 2023, using search platforms such as Scopus, PubMed, Scielo, BVS, ScienceDirect, and Google Scholar. Results: Out of the 33 articles reviewed, 9 were excluded for not being related to our research variables in the field of health sciences or for not involving a university population. Additionally, 2 articles were removed as they were published before 2013, leaving only 30 articles for this literature review. Among the 30 selected articles, 14 presented research results, while 16 were considered for theoretical and conceptual aspects related to the study's purpose. Conclusion: University students with healthy lifestyles tend to have better academic performance, and it has been observed that mental health plays a significant role. However, the lack of consensus in the findings suggests the need for further research to better understand this complex relationship.

ChatGPT and medicine: how AI language models are shaping the future and health related careers.

ChatGPT and medicine: how AI language models are shaping the future and health related careers.

DACA Recipient Health Care Workers' Barriers to Professionalization and Deployment of Navigational Capital in Pursuit of Health Equity for Immigrants.

The COVID-19 pandemic has laid bare entrenched health inequalities in the U.S. health care system faced by structurally marginalized immigrant communities. Deferred Action for Childhood Arrivals (DACA) recipients are well suited to address these social and political determinants of health due to their large presence in service positions and skill sets. Yet their potential in health-related careers is limited by unique barriers related to uncertainty about their status and training and licensure processes. We report findings from a mixed-method (interview and questionnaire) study of 30 DACA recipients in Maryland. Nearly half of participants (14; 47%) worked in health care and social service fields. The longitudinal design featured three research phases conducted between 2016 and 2021, which enabled us to observe participants' evolving career trajectories and capture their experiences during a tumultuous period (due to the DACA rescission and COVID-19 pandemic). Using a community cultural wealth (CCW) framework, we present three case studies that demonstrate challenges recipients encountered as they embarked on health-related careers, including protracted educational journeys, concerns about program completion/licensure, and uncertainty about future employment. Yet participants' experiences also revealed valuable forms of CCW they deploy, including building on social networks/collective knowledge, forging navigational capital and sharing experiential knowledge, and leveraging identity to devise innovative strategies. Results highlight the critical value of DACA recipients' CCW that renders them particularly apt brokers and advocates in promoting health equity. Yet they also reveal the urgent need for comprehensive immigration and state-licensure reform to promote DACA recipients' inclusion in the health care workforce.

Clinical simulation with dramatization, a teaching-learning strategy for undergraduate students of nutrition and dietetics

At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care. Objective: This study was carried out using a quantitative approach with a non-experimental, descriptive design. Materials and Methods: The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used. Results: The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions. Conclusion: The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects.

Service-Learning and the Development of Interpersonal Skills in Pre-Professional Undergraduate Students

Students who participate in service-learning courses are given the opportunity to apply the knowledge they develop in the classroom to real-world settings while meeting community needs. This study explores how service-learning pedagogy contributes to interpersonal professional skill development in pre-health undergraduate students attending a small, liberal arts college in the mid-Atlantic region of the United States. Students were enrolled in a required course within the health and exercise science department and were pursuing health-related careers. They partnered with local organizations where they engaged marginalized community members in physically active games and programs to promote health. Students then participated in reflective assignments that were qualitatively analyzed. In total, 103 essays and 10 focus groups were coded and interpreted. Three themes emerged as pre-health professional skills developed through the course: communication, perspective taking, and motivating others. Students indicated that service-learning experiences helped them improve in these areas or brought awareness to their struggles with these skills. This study describes how service-learning pedagogy can be used to expand the interpersonal skills of undergraduate students necessary to promote health in all related professions.

Evaluation of the use and attitudes of pregnant and postpartum women towards medicine utilisation during pregnancy in the United Arab Emirates: A national cross-sectional study.

Pregnancy period is of high concern to every woman. Knowledge about medication use needs to be highlighted at such a critical stage. This study aimed to assess pregnant and postpartum women's use and attitude regarding the utilisation of medications during pregnancy in the United Arab Emirates (UAE). A self-administrated survey was distributed among 500 pregnant and postpartum women randomly selected from the general population of five different cities within the UAE: Abu Dhabi, Dubai, Sharjah, AL Fujairah and Ajman over a period of 3months. All analyses were two-sided, and a P-value of ≤.05 was taken as the cut-off for statistical significance. Overall, 434 participants took part in the survey. Forty-one percent of respondents reported that they use drugs during pregnancy, and the most frequently used medications during pregnancy were multivitamins, analgesics and folic acid. Moreover, 77.9% of female participants acquired their knowledge from their gynaecologists. Only 21.7% of respondents reported that the pharmacist provided enough information during dispensing. Most ladies had an uplifting mentality towards medicines, but they believed pregnant ladies should be more wary with respect to medication use during pregnancy. A significant association was found between participants' nationality and occupation, and attitudes about medications (P<.001), where women with Arab nationality and those with health-related careers agreed that they have a higher threshold for using medicines during pregnancy. During pregnancy, ladies were more moderate and doubter towards the drug, healthcare providers should know about such mentalities while encouraging pregnant ladies to take prescription.

The Impact of an Undergraduate Anatomy Peer‐Led Teaching Program on the Perceptions and Appraisal of the Anatomy Discipline

Anatomy is a foundational prerequisite that is required for a multitude of health-related careers. However, despite the importance of this subject, anatomy courses are typically offered to students only once or twice during an undergraduate program. To provide undergraduate students with supplementary anatomy-specific experiences, Anatomy Volunteers (AV) have recently been introduced to the labs at Brock University. An AV is a senior undergraduate anatomy student who has excelled within the course previously and has returned to the program to assist their junior peers. AV assist in peer-led teaching by delivering didactic talks, facilitating interactive activities, and answering questions about the lab content. For many students, the AV opportunity fosters their first university teaching experience. Working closely with lab instructors provides the opportunity to shape their teaching skills, while perhaps cultivating an interest in anatomy or anatomy-related professions. Though many students apply for AV with an interest to pursue a profession in healthcare, it is unclear whether their exposure to anatomical education in this fashion may influence their career aspirations, or their perceptions and appraisal of the anatomy discipline. The purpose of this study is to examine the effects of peer-led teaching on the perceptions and appraisal of the anatomy discipline. Participants were recruited from a pool of 117 students who had previously participated in the Brock University AV Program from 2017-2020. Participants completed an online Reflection Survey using the Qualtrics platform. The survey analysis examined three categories: learning experience, skillset development, and career aspirations. A combination of quantitative and qualitative analyses will be conducted to explore the impact of the AV program on each of these categories, respectively. Quantitative analysis will be used to report descriptive statistics and investigate associations between participant characteristics (i.e., program of study, number of anatomy courses taken, and duration of involvement in the AV program) and their responses to each category. Qualitative analysis will be used to assess open-ended survey responses, which will be coded for themes by the research team. These research goals are framed around the hypothesis that involvement in the AV program provides participants with exposure and training for prospective anatomical and teaching-related disciplines. These findings may provide validation for the role of anatomy volunteers beyond the capacity of helping the teaching staff in the lab. They can also improve the quality of teaching in anatomy in the labs while also redefining the process of anatomical training for a new generation of emerging anatomists.

Undergraduate health professions students’ perceptions of athletic training students before and after an interprofessional case study program

ABSTRACT Students pursuing careers in health professions may initially approach their training with preconceived ideas and perceptions of those who practice different health-related careers. Little research has been conducted on athletic training students and professional stereotypes or athletic training students and interprofessional education in general. Because interprofessional education may provide some positive effects on stereotypes, the goal of this study was to measure undergraduate health professions student stereotypes of athletic training students before and after an interprofessional case study program. Undergraduate nursing and public health interprofessional case study program participants assessed various relational and intrapersonal capabilities for their own professions and the athletic training profession, pre-post-program. For nursing student participants with athletic training students on their team, perceptions of their own profession and the athletic training profession significantly (p <.05) increased as compared to those with no athletic training student on their team. For public health student participants, although scores increased, no significant differences were found. Interprofessional collaborative experiences may decrease negative stereotypes of other professions, including athletic training.

Remote Organic Chemistry Laboratories at University of Michigan—Dearborn

University of Michigan—Dearborn offers a one semester, two credit, stand-alone Organic Chemistry Laboratory course aimed at students with an interest in health-related careers. The COVID-19 pandemi...

Developing a science outreach program and promoting "PhUn" all year with rural K-12 students.

Demonstrating how science relates to human health is an important step for generating K-12 student interest in health-related careers. Science outreach is often performed in urban areas; however, ~20% of K-12 schools are in rural areas. Michigan Technological University is located in Michigan's upper peninsula, which accounts for 30% of the state's land mass but only 3% of the total population. Our goal was to create a science outreach program for reaching K-12 students in our rural region. We assembled a team of undergraduate and graduate students, staff, and faculty to implement science outreach with K-12 students. Specifically, we leveraged existing national and international science outreach events [Physiology Friday, Physiology Understanding (PhUn) Week, National Biomechanics Day] to offer hands-on physiology and biomechanics activities during the year. Between 2016 and 2019, we connected with 31 K-12 schools and impacted 327 elementary (19%), 351 middle school (21%), and 1,018 high school (60%) students (total impact 1,696). Over 90% of the outreach visits took place at the K-12 schools. The hands-on activities were delivered by more than 85 undergraduate and graduate students and 10 faculty. Together, the supportive culture and resources within the department (e.g., outreach coordinator, participation from students and faculty, grant funding) were key to developing the program. We recommend starting with a single outreach event, working as a team, and being flexible with K-12 schools. The program also provided service-learning and professional development opportunities for undergraduate and graduate students and faculty. Our robust science outreach program promoted "PhUn" all year-round with rural K-12 students.

Barriers to College and Health Care Careers Among US Students From a Rural Community.

Despite rural origin being a strong predictor of rural practice for health care professionals, rural students face educational barriers and are underrepresented in medical schools. The aim of this study was to identify rural high school students' perceived barriers to college and health-related careers and compare whether perceptions were similar based on gender, socioeconomic status (SES), and parental education. We performed a cross-sectional survey of all high school students from one rural Michigan community. The survey included 13 multiple-choice and 5 short-answer questions. We compared results using χ2 analysis and logistic regression. Free-text answers were grouped thematically and analyzed for patterns. Survey response rate was 97.1% (506/521); 45.3% (229/506) of students were contemplating health care careers. Rural females were more likely to plan on college (females 83.9%, males 75.6%, P=0.03) and to contemplate a health care career (females 64.1%, males 25.2%, P<0.01). Students of lower SES and those who would be first-generation college students were less likely to plan on college (SES: low 76.8%, high 84.7%, P=.04; parental college: yes 84.4%, no 72.0%, P<0.01), although they were equally likely as other students to consider a health care career. Gender and parental education were significant independent predictors of plans for college; female gender was the only significant predictor for health care interest. The most frequently reported barrier to post-high school education was financial, and for health care training, it was academic success. Rural students are interested in health-related careers. Addressing perceived academic and financial barriers for students from high-need rural communities may inform targeted interventions to increase the rural health care workforce.

Online Education to Develop Complex Reasoning Skills in Organic Chemistry

Chemistry 331 is an upper level organic chemistry course for students interested in health-related careers with an enrollment of approximately 150 students per semester. It assumes that students have a basic knowledge of organic chemistry principles and concepts and it builds on this base with advanced concepts in organic synthesis, mechanism of reactions, and spectroscopy with a biological perspective. Three years ago we moved to an online format to better serve the needs of students with disparate backgrounds and to help them master the concepts and applications of organic chemistry at an advanced level. The course includes online lectures with embedded problems, computer-graded quizzes, and online discussion sections. he exams are in the standard format and are proctored on campus or in off-campus testing centers. The format of the course increases flexibility for the students, increases interaction among students and between students and faculty, and improves student performance on examinations that require complex reasoning skills.

Facilitators and Barriers to Healthy Eating in Aged Chinese Canadians with Hypertension: A Qualitative Exploration.

Objectives: To determine the facilitators and barriers influencing healthy eating behaviours among aged Chinese-Canadians with hypertension. Methods: After attending five weeks of dietary educational training (Dietary Approach to Stop Hypertension with Sodium (Na) Reduction for Chinese Canadians; DASHNa-CC), 30 aged Chinese-Canadian participants partook in a telephone interview. Participants were asked to name three facilitators and three barriers that influenced their ability to follow the DASHNa-CC intervention. Telephone transcripts were then analyzed and coded using computer software and categorized into personal, familial, community, and societal facilitators or barriers. Results: Personal factors included health problems, motivation, effects of healthy diet, health-related careers, and dietary habits. Family factors included family structure, support from family members, and critical health events involving family members or relatives. Community factors consisted of educational materials, friends, primary care physicians, and online social networks. Societal factors included accessibility to grocery stores and restaurants. Conclusions: Aged Chinese-Canadian immigrants experience unique facilitators of and barriers to healthy eating, which may warrant further attention from healthcare professionals when educating patients in a culturally-sensitive manner.

Perspectives on academic mentorship from sexual and gender minority students pursuing careers in the health sciences.

High-quality academic mentorship is key to the success of students pursuing careers in the health sciences. Mentorship may take on additional importance for sexual and gender minority (SGM) students, who often face stressors related to stigmatized identities. We conducted an anonymous online survey to assess the mentorship experiences of SGM students pursuing careers in the health sciences and to elicit their perspectives on what makes an effective mentor. Students (N = 166) were pursuing a variety of health-related careers, including medicine (12.7%), nursing (7.8%), public health (21.1%), and social work (19.3%). Overall, students rated the quality of their mentorship experiences as (very) good: 83.8% among participants who reported having had an academic mentor that openly identified as SGM and 79.5% among participants who had a non-SGM identified mentor (ns). Participants recommended individual, dyadic and structural level activities that could be undertaken by academic mentors of SGM students to promote the students' academic success and positive career trajectories. Education on SGM issues, direct conversation about experiences of homophobia and transphobia in academic settings, and advocacy for including SGM content in coursework were among the suggestions provided by participants. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Addressing Health Disparities with School-Based Outreach: the Health Career Academy Program.

Pipeline programs address health disparities by promoting academic achievement and entry of low-income ethnic and racial minority youth into healthcare fields. The Health Career Academy (HCA) is a 3-year pipeline program for high school students from low-income, ethnic, and racial minority communities. Health professional students serve as program mentors. The HCA has been implemented in nine US sites, with partnerships between 17 health professional schools and 17 high schools. A total of 386 10th grade students and 95 11th grade students enrolled as participants in the 2015-2016 HCA program. In post-participation surveys, 10th grade students reported that the HCA helped them learn about different healthcare career options, plan for how to reach career goals, and understand how healthcare workers care for patients. Eleventh grade participants noted the program made them aware of the importance of public health and taught them about medical conditions, self-care, and safety. Eighty-six percent of 10th graders and 71% of 11th graders reported that they are considering healthcare careers. Students' favorite aspects of the HCA included the following: time with mentors, learning about science and health, team collaboration and hands-on experiences, field trips, and team presentations. Teachers noted the following as most important in the program: interaction with mentors and healthcare professionals, learning broadly applicable skills, stimulation of interest in health-related careers, presentation skills, and creating optimism about furthering education. The HCA is well received by participants and can be replicated successfully at multiple sites nationally. By providing mentorship, increasing exposure to health professionals and health careers, offering high-level science and health curriculum, and fostering collaboration and presentation skills, the HCA has potential to increase interest in health professions among racial and ethnic minority youth from low-income communities.

Influencing College and Higher Education Choices in Disadvantaged Hispanic High School Students Through a School-Based Health Club.

Statistics representing professional health care providers do not adequately reflect the shift in the nation's diverse population. Latinos are significantly underrepresented at all levels of appropriate academic programs critical for entry to health profession careers. This project describes the implementation of a student-run, faculty-facilitated Future Nurse and Health Club at a school (with majority Latino students) to emphasize the importance of higher education in health care. Demographic and psychosocial profiles of club members were also developed to understand community needs. The Future Nurse and Health Club was established in partnership with faculty and researchers representing a university-based nursing program, school officials, and community leaders. Both quantitative and qualitative data were collected from club members and their parents using a variety of techniques including questionnaires and focus groups. The findings of the study highlighted a variety of student- and parent-related factors including poor lifestyle habits and perceptions of support that could potentially influence Latino high school students' interest and progress in health care-related higher education. A school-based health career club involving active participation of parents and students with support from health care professionals such as academic nursing faculty has the potential to simultaneously raise student interest in health-related careers and health needs of their community.

A patient advocate to facilitate access and improve communication, care, and outcomes in adults with moderate or severe asthma: Rationale, design, and methods of a randomized controlled trial

Few interventions to improve asthma outcomes have targeted low-income minority adults. Even fewer have focused on the real-world practice where care is delivered. We adapted a patient navigator, here called a Patient Advocate (PA), a term preferred by patients, to facilitate and maintain access to chronic care for adults with moderate or severe asthma and prevalent co-morbidities recruited from clinics serving low-income urban neighborhoods. We describe the planning, design, methodology (informed by patient and provider focus groups), baseline results, and challenges of an ongoing randomized controlled trial of 312 adults of a PA intervention implemented in a variety of practices.The PA coaches, models, and assists participants with preparations for a visit with the asthma clinician; attends the visit with permission of participant and provider; and confirms participants' understanding of what transpired at the visit. The PA facilitates scheduling, obtaining insurance coverage, overcoming patients' unique social and administrative barriers to carrying out medical advice and transfer of information between providers and patients. PA activities are individualized, take account of comorbidities, and are generalizable to other chronic diseases. PAs are recent college graduates interested in health-related careers, research experience, working with patients, and generally have the same race/ethnicity distribution as potential participants.We test whether the PA intervention, compared to usual care, is associated with improved and sustained asthma control and other asthma outcomes (prednisone bursts, ED visits, hospitalizations, quality of life, FEV1) relative to baseline. Mediators and moderators of the PA-asthma outcome relationship are examined along with the intervention's cost-effectiveness.

Abstract B01: Career 911: A massive open online course (MOOC) to promote healthcare workforce diversity

Abstract Purpose: Building a diverse healthcare workforce warrants efforts to scale health careers education for underrepresented and nontraditional students, as health career opportunity programs are not accessible to many students. A massive open online course (MOOC) is a new model for education that offers knowledge and resources for free. Accessible globally to anyone with an internet connection, MOOCs have the potential to impart interdisciplinary knowledge and skills toward students' pursuits of health related careers. Here, we describe the design, implementation, and evaluation of the MOOC, “Career 911: Your Future Job in Medicine and Healthcare.” Career 911 seeks to enable students to explore health career options and build skills for their career journey, including: articulating a personal story, resume and cover letter writing, job search, interviewing, professional networking, and professional communications. We examine the reach and characteristics of enrolled learners from the first run of Career 911 (April 13 – May 24, 2015) and investigate the challenges and concerns students had about pursuing their healthcare career goals. Methods: Data collected included students' self-reported demographic information from a pre-course survey as well as students' content usage and engagement from participant tracking logs and activity metadata. Self-reported career challenges were parsed from homework submissions and coded using standard qualitative methods. Results: A total of 8,338 students from 159 different countries (44% from the United States) enrolled in the first run of Career 911. Whereas MOOC student populations tend to be male, older, highly educated, and employed, Career 911 students were female (56%), younger (mean = 34.2 and 18% were under the age of 22), currently still in school (43%), and not currently employed full time (63%). The most frequently cited challenges and concerns students had about pursuing their career goals included finances, time management, competition of getting jobs/getting into programs, and family commitments. In the six week run of the course, 450 students explored career websites; 220 students mapped their 1, 2, and 5-year career steps to achieve their target profession/job; 163 students put together a professional networking plan with informational interview questions; 132 students created a cover letter; and 125 students created a resume. A sizeable percentage of learners (11%) indicated that they were educators and were interested in using the course content for their own students. Conclusion: MOOCs have the potential to scale health careers exploration and career readiness resources to global populations, supporting thousands of students through content that can scale. We discuss several key challenges and opportunities for future MOOCs to enhance entry into health care careers and impact health equity globally. Citation Format: Melissa A. Simon, Laura S. Tom, Kasey Brown, Shaneah Taylor, Nadia Hajjar, Emmanuel Cordova Telles, Erika de la Riva. Career 911: A massive open online course (MOOC) to promote healthcare workforce diversity. [abstract]. In: Proceedings of the Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 13-16, 2015; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2016;25(3 Suppl):Abstract nr B01.