Hospitality Education Research Articles

Evaluation of the Educational Environment in in a Family Medicine Residency Training Program in Riyadh by Use of PHEEM (Postgraduate Hospital Educational Environment Measure)

Evaluation of the Educational Environment in in a Family Medicine Residency Training Program in Riyadh by Use of PHEEM (Postgraduate Hospital Educational Environment Measure)

Healthcare professional perspectives on barriers and enablers to falls prevention education: A qualitative study

In hospitals, patient falls prevention education is frequently delivered by nurses and allied health professionals. Hospital falls rates remain high globally, despite the many systems and approaches that attempt to mitigate falling. The aim of this study was to investigate health professional views on the enablers and barriers to providing patient falls education in hospitals. Four focus groups with 23 nursing and allied health professionals were conducted at 3 hospitals. Three researchers independently coded the data and findings were analysed thematically with a descriptive qualitative approach to identify and develop themes according to barriers and enablers. Barriers included (i) limited interprofessional communication about patient falls; (ii) sub-optimal systems for falls education for patients and health professionals, and (iii) perceived patient-related barriers to falls education. Enablers to providing patient falls education included: (i) implementing strategies to increase patient empowerment; (ii) ensuring that health professionals had access to effective modes of patient education; and (iii) facilitating interprofessional collaboration. Health professionals identified the need to overcome organisational, patient and clinician-related barriers to falls education. Fostering collective responsibility amongst health professionals for evidence-based falls prevention was also highlighted.

Corporate social responsibility and work–life balance provisions for employee quality of life in hospitality and tourism settings

PurposeThis study aims to outline the rationale for the theme issue question and introduces articles written by MBA students at Les Roches Global Hospitality Education, Switzerland. The issue provides best practice examples of corporate social responsibility in hospitality settings and explores the outcomes and implications for employee quality of life.Design/methodology/approachThis study provides a descriptive review of the theme issue approach and the ways in which industry case study examples have been integrated with a review of literature to analyse the ways in which corporate social responsibility initiatives are increasingly focusing on work–life balance and quality of life considerations.FindingsDuring their analysis and case study research, the MBA group found that the provision for quality of life outcomes has been enhanced in recent years by hospitality and tourism firms, and that since the onset of the pandemic, momentum has been building. Yet, a bigger and more complex question relates to work–life balance – a critical component of quality of life outcomes – and whether it is transferable to society as a whole.Originality/valueThe aim of this theme issue is to explore the linkages between work–life balance, corporate social responsibility and the concept of circular economic thinking and how this impacts on quality of life. The authors argue that by better understanding these relationships, it is possible to contribute to the longer-term goal of sustainability and sustainable development. In part, this is because work life provisions are not only applicable at the micro level (firms) but also at the macro level (society), the latter through enhanced focus on circular economic thinking and practice.

Readiness to Embrace Artificial Intelligence Among Medical Doctors and Students: Questionnaire-Based Study.

BackgroundSimilar to understanding how blood pressure is measured by a sphygmomanometer, physicians will soon have to understand how an artificial intelligence–based application has come to the conclusion that a patient has hypertension, diabetes, or cancer. Although there are an increasing number of use cases where artificial intelligence is or can be applied to improve medical outcomes, the extent to which medical doctors and students are ready to work and leverage this paradigm is unclear.ObjectiveThis research aims to capture medical students’ and doctors’ level of familiarity toward artificial intelligence in medicine as well as their challenges, barriers, and potential risks linked to the democratization of this new paradigm.MethodsA web-based questionnaire comprising five dimensions—demographics, concepts and definitions, training and education, implementation, and risks—was systematically designed from a literature search. It was completed by 207 participants in total, of which 105 (50.7%) medical doctors and 102 (49.3%) medical students trained in all continents, with most of them in Europe, the Middle East, Asia, and North America.ResultsThe results revealed no significant difference in the familiarity of artificial intelligence between medical doctors and students (P=.91), except that medical students perceived artificial intelligence in medicine to lead to higher risks for patients and the field of medicine in general (P<.001). We also identified a rather low level of familiarity with artificial intelligence (medical students=2.11/5; medical doctors=2.06/5) as well as a low attendance to education or training. Only 2.9% (3/105) of medical doctors attended a course on artificial intelligence within the previous year, compared with 9.8% (10/102) of medical students. The complexity of the field of medicine was considered one of the biggest challenges (medical doctors=3.5/5; medical students=3.8/5), whereas the reduction of physicians’ skills was the most important risk (medical doctors=3.3; medical students=3.6; P=.03).ConclusionsThe question is not whether artificial intelligence will be used in medicine, but when it will become a standard practice for optimizing health care. The low level of familiarity with artificial intelligence identified in this study calls for the implementation of specific education and training in medical schools and hospitals to ensure that medical professionals can leverage this new paradigm and improve health outcomes.

Hospitality and Tourism Higher Education in the Post-COVID Era: Is It Time to Change?

ABSTRACT Although we have entered the new normal created by the COVID-19 crisis, few studies have offered guidance for the future of hospitality and tourism education. This study attempts to fill this gap by adopting two theories – curriculum theory and stakeholder theory. Thirty participants, consisting of hospitality and tourism students, faculty members, and industry professionals, were interviewed in focus groups. The results demonstrate curricula with a heavy emphasis on technology (artificial intelligence, virtual reality, or big data), marketing, culture/diversity, safety/crisis management, and entrepreneurship; and soft competencies focusing on creativity, self-confidence/positivity, self-care/wellness, critical thinking, leadership and teamwork. Many of these hard and soft skills reflect a greater need for new innovative business ideas and safety/health concerns in the post-COVID era. We hope these results serve as a foundation for educators and other stakeholders involved in setting plans and strategies for hospitality and tourism education in the years to come.

Predicting Students’ Response to Entrepreneurship in Hospitality and Tourism Education: An Application of the Theory of Planned Behavior

ABSTRACT Globally, the study of entrepreneurship is increasingly becoming a prominent component of hospitality and tourism education. However, uncertainties arising from an unpredictable business environment, inadequate governmental support as well as the ramifications of the recent Covid-19 pandemic have heightened the risks of starting business ventures. Yet the role of risk-taking propensity in driving entrepreneurial attitudes and career decisions in the context of developing economies has received limited attention. Using a survey of 547 hospitality and tourism students from five public universities, the structural equation modeling technique of partial least squares was applied in examining students’ response to entrepreneurship. While entrepreneurial attitudes are driven by risk-taking inclination, the findings suggest that entrepreneurial career decisions are more complicated. The study outcome further underscores the critical roles of personal attitude, normative influence, and behavioral control in shaping entrepreneurial mind-sets.

Analysis of Scientific Production on Competencies Models in Culinary Arts Education on EBSCO, Web of Science and Scopus Databases

ABSTRACT The purpose of the present paper is to map the characteristics of scientific papers related to culinary arts education and the competencies models theory. The methodology consists of co-word, co-citation, citation, coauthor bibliometric analysis, and the generation of visual maps on VOSviewer software. The results found 17 publications, 12 journals, 37 authors, 9 countries, 46 keywords, and 623 references. Scopus database is the one that shows more results; the search terms are competencies and culinary arts. The most critical years are in terms of the number of published papers, 2016 and 2017. The leading journals are The Culinary Science & Technology and Hospitality & Tourism Education. The research on the theme is based on subjects’ labor relations, in the context in which they perform their training. American authors lead the ranking of publications, but they are not the most cited ones, no relationship is found in the institutional links of these authors. The contribution that this bibliometric study presents acts as a support for future research in order to avoid mistakes regarding the use of scattered terms, database choice, methods gaps, main references, and the main authors about competencies models theory on culinary arts education.

Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course

PurposeThe purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.Design/methodology/approachA quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.FindingsFindings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.Originality/valueThis paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

The Perceived Effectiveness of the Blended Team-based Learning (BTBL) Model on Promoting Intercultural Awareness in Hospitality Education

ABSTRACT Due to the growing application of information and communication technology (ICT) in education, teachers are encouraged to choose on-line or hybrid teaching approaches to redesign and teach courses in order to promote learning outcomes. Our exploratory research demonstrates how the hospitality courses blended with the team-based learning approach and digital resources can facilitate learners’ learning enjoyment and increase their intercultural awareness (IA) in a Taiwan hospitality and tourism university. Our evidence confirms that knowledge sharing is a significant mediator connecting perceived enjoyment, team effectiveness and perceived individual learning in our blended team-based learning model; also, the learners’ IA is notably promoted. This can be attributed to the strong willingness to cooperate with peers from various learning experiences. Our study suggests that teachers, as activity directors, facilitators, monitors and evaluators in team-based learning situations provide learners opportunities and platforms to empower them to interact, cooperate and construct and share their knowledge.

Research and Publication in Hospitality Management and Tourism Higher Education in Ecuador: A Decade-Long Journey 2012-2021

This paper describes a ten-year, ongoing research engagement with colleagues in hospitality and tourism higher education in Ecuador. It addresses the challenges and highlights the rewards of conducting research in an environment where publication needs are high and academics are keen to publish, but where the infrastructure to conduct research is very limited and professors often lack research and publication experience. The paper describes the successes we attained, and encourages others to engage in similar endeavors. It makes a case for academics to work across different cultures and assist those among their peers who are less fortunate in terms of the personal and professional resources they have available to be successful in of research and publication. Keywords: Ecuador, hospitality and tourism education, research and publication, sabbatical, cross-cultural collaboration. DOI: 10.7176/JEP/13-11-11 Publication date: April 30 th 2022

Reducing Hospital-Acquired Pressure Injuries During the COVID-19 Pandemic.

Reducing Hospital-Acquired Pressure Injuries During the COVID-19 Pandemic.

Collaborative Learning in Hospitality Education: A Process-orientation Case Study

ABSTRACT Collaborative learning groups are frequently used in hospitality undergraduate pedagogy to build the crucial industry competence of teamwork skills. Although research has investigated the effects of collaborative learning, it is sparse in examining its process. The process-orientation approach helps educators design and implement collaborative learning environments to mitigate the challenges associated with group work. This single embedded design case study focused on process-orientation to uncover the factors of a collaborative learning group: the individual learner (teamwork orientation), task (complexity, support, guidance, assessment), and team (size, roles, composition). Data were collected through student focus groups (n = 66), professor interviews (n = 12), and student surveys (n = 410). The findings provide insights into stakeholder experiences and offer strategies that professors can implement to enhance learning in the collaborative environment.

Effectiveness of Pharmacological-Based Interventions, Including Education and Prescribing Strategies, to Reduce Subacute Pain After Total Hip or Knee Arthroplasty: A Systematic Review of Randomized Controlled Trials.

Total knee arthroplasty (TKA) and total hip arthroplasty (THA) surgeries are among the most common elective procedures. Moderate to severe postoperative pain during the subacute period (defined here as the period from hospital discharge to 3 months postoperatively) is a predictor of persistent pain 12 months postoperatively. This review aimed to examine the available postdischarge pharmacological interventions, including educational and prescribing strategies, and their effect on reducing pain during the subacute period after TKA or THA. We searched seven electronic databases from inception to April 22, 2021. Published randomized controlled trials of adults who underwent TKA or THA and received a pharmacological-based intervention commencing within 1 week after hospital discharge and conducted for up to 3 months postoperatively were compared with any treatment. Two reviewers independently extracted data on the primary outcome, pain intensity. This review was registered prospectively on PROSPERO (ID: CRD42021250384). Four trials involving 660 participants were included. Interventions included changing analgesic prescribing practices upon hospital discharge and education on analgesic use. Providing multimodal non-opioid analgesia in addition to reduced opioid quantity was associated with lower subacute pain (coefficient -0.81; 95% confidence interval -1.33 to -0.29; P = 0.003). Education on analgesic use during multidisciplinary home visits was effective for reducing pain intensity during the subacute period (6.25 ± 10.13 vs 35.67 ± 22.05; P < 0.001) compared with usual care. Interventions involving the provision of multimodal non-opioid analgesia and education on analgesic use show positive effects on reducing pain intensity during the subacute period after TKA and THA.

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

The current pandemic has reshaped all aspects of life, and higher education is no exception. Despite the growing interest in how universities are coping with distance education during crises, there is limited knowledge on how such a delivery model is perceived by both students and academics. Drawing on the experiences of tourism and hospitality students and academics, the present study delves into the distance education experience amid Covid-19 identifying its advantages and challenges. In-depth interviews with tourism and hospitality students and academics in Turkey (12 students and 12 academics) were conducted, and the data were analysed using content analysis. The findings suggest that distance education amid Covid-19 has brought some opportunities, but also posited significant challenges. On the benefit side, distance education seems to have provided students with easier access to information/learning materials and more flexibility while enabling tourism academics to dedicate more time to research activities. On the negative side, however, students seem to be unhappy for being deprived of their social life at class and on campus whereas tourism academics raised concerns related to their lecture content being monitored and accessible, thus limiting their freedom of “lecturing their way”. The current study contributes to the growing body on knowledge on distance education in the time of crisis and provides recommendations to different stakeholders in higher education.

Distance Education in Tourism and Hospitality amid Covid-19: Perspectives of Students and Academics

The current pandemic has reshaped all aspects of life, and higher education is no exception. Despite the growing interest in how universities are coping with distance education during crises, there is limited knowledge on how such a delivery model is perceived by both students and academics. Drawing on the experiences of tourism and hospitality students and academics, the present study delves into the distance education experience amid Covid-19 identifying its advantages and challenges. In-depth interviews with tourism and hospitality students and academics in Turkey (12 students and 12 academics) were conducted, and the data were analysed using content analysis. The findings suggest that distance education amid Covid-19 has brought some opportunities, but also posited significant challenges. On the benefit side, distance education seems to have provided students with easier access to information/learning materials and more flexibility while enabling tourism academics to dedicate more time to research activities. On the negative side, however, students seem to be unhappy for being deprived of their social life at class and on campus whereas tourism academics raised concerns related to their lecture content being monitored and accessible, thus limiting their freedom of “lecturing their way”. The current study contributes to the growing body on knowledge on distance education in the time of crisis and provides recommendations to different stakeholders in higher education.

Key Indicators Affecting Hospital Efficiency: A Systematic Review.

BackgroundMeasuring hospital efficiency is a systematic process to optimizing performance and resource allocation. The current review study has investigated the key input, process, and output indicators that are commonly used in measuring the technical efficiency of the hospital to promote the accuracy of the results.MethodsTo conduct this systematic review, the electronic resources and databases MEDLINE (via PubMed), Scopus, Ovid, Proquest, Google Scholar, and reference lists of the selected articles were used for searching articles between 2010 and 2019. After in-depth reviews based on the inclusion and exclusion criteria, among 1,537 studies, 144 articles were selected for the final assessment. Critical Appraisal Skills Programme (CASP) Checklist was used for evaluating the quality of the articles. The main findings of studies have been extracted using content analysis.ResultsAfter the final analysis, the Context/Input indicators that were commonly considered by studies in analyzing hospital technical efficiency include different variables related to Hospital Capacity, Structure, Characteristics, Market concentration, and Costs. The Process/Throughput indicators include different variables related to Hospital Activity or services-oriented process Indicators, Hospital Quality-oriented process indicators, and Hospital Educational processes. Finally, the Output/Outcome indicators include different variables related to Hospital Activity-related output variables and Quality-related output/outcomes variables.ConclusionThis study has identified that it is necessary to mix and assess a set of input, process, and output indicators of the hospital with both quantitative and qualitative indicators for measuring the technical efficiency of hospitals comprehensively.

Fall prevention in hospitals and nursing homes: Clinical practice guideline.

BackgroundFalls and their consequences are particularly common in older adults in hospitals and long‐term care (LTC) facilities.AimTo avoid falls and their consequences, and provide nurses with an overview of all relevant research literature on fall prevention, and a practice guideline on fall prevention in older adults was developed.MethodsThe development process included a systematic literature review to identify systematic reviews and primary studies on the topic of fall prevention, an assessment of the study quality, the preparation of meta‐analyses to summarize the results, and the application of the GRADE (Grading of Recommendations Assessment, Development and Evaluation) approach to grade the scientific literature. The guideline panel and an external multidisciplinary team graded the recommendations using the Delphi method. In addition, the panel and team formulated expert opinions.ResultsA total of 79 randomized controlled trials on fall prevention were identified, which formed the basis of the recommendations. Strongly recommended measures for both settings included multifactorial interventions, professionally supported body exercise interventions, and education and counselling interventions. The panel and team did not recommend the use of a specific assessment tool for fall risk assessment, low‐floor beds in hospitals, or body exercise interventions in frail residents.Linking Evidence to ActionDuring the development of this guideline, particular attention was paid to collecting evidence‐based knowledge relevant to practice. By applying the recommendations, the outlined nursing care is justified, enabling healthcare personnel to achieve the overriding goal of providing optimal care to persons at risk of falling. Evidence for several fall prevention interventions was graded as very low. Sound intervention studies are necessary to strengthen the confidence in the evidence for low‐floor beds, alarm sensor systems, medication review, and staff education in hospitals.

ISSUES AND CHALLENGES OF COVID-19 PANDEMIC ON TOURISM AND HOSPITALITY EDUCATION IN MALAYSIA: A PRELIMINARY STUDY OF THE EVENT

The COVID-19 pandemic has immobilized almost the entire world today. In fact, the COVID-19 pandemic has also incapacitated all aspects of world life including education, community, employment and many more. Tourism and hospitality is one of the industries which seriously affected amid COVID-19 pandemic. It is undeniable that education is highly impacted within the industry amid COVID-19 and affects the future graduates’ employability. This study investigates issues and challenges of Malaysian tourism and hospitality education amid COVID-19 pandemic. A semi-structured interview was conducted through telephone involving 11 tourism and hospitality educators to identify issues and challenges faced within the academic institutions amid COVID-19 pandemic. The number of respondents is considered appropriate for a preliminary study to understand the event before proceeding with further study. The respondents were asked three major questions; (i) issues faced amid COVID-19 pandemic, (ii) challenges and (iii) recommendations for further action in dealing with the issues and challenges. The findings revealed that the critical issues faced within tourism and hospitality education during the pandemic are impacts toward internships and delivery of teaching and learning. The COVID-19 pandemic also brings about challenges in terms of unemployment and requirement of new skills for graduates’ employability. Further, three skills are needed by the tourism and hospitality graduates amid COVID-19 namely technology skills, soft skills and entrepreneurial skills. In conclusion, the findings suggest the need to reform Malaysia tourism and hospitality education as digital education. This study is considered as a preliminary study involving only few educators to identify issues and challenges of tourism and hospitality education amid COVID-19 pandemic, hence the findings cannot be generalized to the whole academic institutions offering the courses. Future study is recommended to be undertaken using more number of respondents representing the academic institutions in Malaysia.

Fostering Work-integrated Learning in Hospitality and Tourism: An Integration of Leximancer and Students’ Self-reflective Statement Approaches

ABSTRACT Several studies have discussed work-integrated learning in hospitality and tourism education. Unfortunately, few have taken metacognition theory to explore students’ self-reflective learning in this regard. In this study, 144 self-reflective learning statements were collected from undergraduate students in Hong Kong. Results showed the major themes of work-integrated learning revolving around the work details, guests and services, the companies, and diversity of the industry. Learning was also found different across industry sectors. A conceptual framework of work-integrated learning and students’ metacognition was developed. Students’ metacognition focused on such aspects as skill improvement, personal change and development, self-awareness, cross-cultural horizon, and application of class knowledge, thereby leading to their career prospects and recommendations given to the industry or company.

Comparative Study on Hospitality Management Instructors’ Teaching Competence and Students’ Performance in the Hospitality Industry

The College of Management and Technology offers a program of Bachelor of Sciences in Hospitality Management. It is a course program that delivers education to people who are interested to establish a career in the hospitality industry. The program is related to the fields of hospitality and tourism education which equip students with competencies that are needed to execute operational tasks and management functions in food production, accommodation, food, and beverage service, tourism planning and product development, events planning, transportation services, travel, and tour operations and other emerging sectors of hospitality and tourism industry. Accordingly, the researcher aimed to determine the teaching competencies of the hospitality management instructors in relation to the performance of the students in the hospitality industry. The study utilized the descriptive-quantitative research design and survey questionnaire method. A comparison of means was employed too. Findings revealed that the Hospitality Management Instructors are well equipped with the teaching competencies required for the students to perform in the hospitality industry in accordance to the industry standards. The results of the study are helpful to the department in further enhancing the competencies of its instructors to deliver quality education to its students.