Learning In Healthcare Education Research Articles

The identification of requirements for competency development during work-integrated learning in healthcare education

Background Work-integrated learning (WIL) is widely accepted and necessary to attain the essential competencies healthcare students need at their future workplaces. Yet, competency-based education (CBE) remains complex. There often is a focus on daily practice during WIL. Hereby, continuous competency development is at stake. Moreover, the fact that competencies need to continuously develop is often neglected.Objectives To ultimately contribute to the optimization of CBE in healthcare education, this study aimed at examining how competency development during WIL in healthcare education could be optimized, before and after graduation.Methods Fourteen semi-structured interviews with 16 experts in competency development and WIL were carried out. Eight healthcare disciplines were included namely associate degree nursing, audiology, family medicine, nursing (bachelor), occupational therapy, podiatry, pediatrics, and speech therapy. Moreover, two independent experts outside the healthcare domain were included to broaden the perspectives on competency development. A qualitative research approach was used based on an inductive thematic analysis using Nvivo12© where ‘in vivo’ codes were clustered as sub-themes and themes.Results The analysis revealed eight types of requirements for effective and continuous competency development, namely requirements in the context of (1) competency frameworks, (2) reflection and feedback, (3) assessment, (4) the continuity of competency development, (5) mentor involvement, (6) ePortfolios, (7) competency development visualizations, and (8) competency development after graduation. It was noteworthy that certain requirements were fulfilled in one educational program whereas they were absent in another. This emphasizes the large differences in how competence-based education is taking shape in different educational programs and internship contexts. Nevertheless, all educational programs seemed to recognize the importance of ongoing competency development.Conclusion The results of this study indicate that identifying and meeting the requirements for effective and continuous competency development is essential to optimize competency development during practice in healthcare education.

The mirage of multimedia: Dissecting engagement and learning in healthcare education.

The author comments on multimedia‐based education strategies to highlight the disconnect between enhanced engagement and actual knowledge gain.

Shifting perspectives: Unveiling the transformative potential of home visits to persons living with disability in rural settings for medical students

Purpose This study aims to examine the transformative learning experiences of medical students participating in home visits to persons living with disabilities in rural areas of South Africa, in order to explore the potential of such experiences to shape their beliefs about their professional development and clinical practice. Methods Qualitative data was collected from the students through written reflections and semi-structured interviews. The data were analyzed thematically using a phenomenological approach guided by Mezirow’s theory of transformative learning. Results The findings reveal a three-stage process of transformative learning for the students. Firstly, students held predominantly negative views towards the learning activity, prior to the home visits. Secondly the role of critical reflection facilitated a change in students’ perspectives. Finally, there was a change in perspective towards a predominantly positive valuing of the activity to their learning and approach to clinical practice. Discussion This study highlights the significance of incorporating home visits and structured critical reflection into undergraduate medical curricula. It underscores the need for further research in this area and contributes to the understanding of transformative learning in healthcare education. The findings emphasize the potential of community-based activities to shape inclusive practices and foster holistic patient care.

A comparison of three feedback formats in an ePortfolio to support workplace learning in healthcare education: a mixed method study

BackgroundElectronic portfolios (e-portfolios) are valuable tools to scaffold workplace learning. Feedback is an essential element of the learning process, but it often lacks quality when incorporated in ePortfolios, while research on how to incorporate feedback into an ePortfolio design is scarce.ObjectivesTo compare the ease of use, usefulness and attitude among three feedback formats integrated in an ePortfolio: open-text feedback, structured-text feedback and speech-to-text feedback.MethodsIn a mixed method designed experiment, we tested with 85 participants from different healthcare disciplines, three feedback formats in an ePortfolio prototype. Participants provided feedback on students’ behaviour after observing video-recorded simulation scenarios. After this, participants completed a questionnaire derived from the Technology Acceptance Model (TAM). The experiment ended with a semi-structured interview.ResultsStructured-text feedback received highest scores on perceived ease of use, usefulness, and attitude. This type of feedback was preferred above open-text feedback (currently the standard), and speech-to-text feedback. However, qualitative research results indicated that speech-to-text feedback is potentially valuable for feedback input on-premise. Respondents would use it to record short feedback immediately after an incident as a reminder for more expanded written feedback later or to record oral feedback to a student.ImplicationsStructured-text feedback was recommended over open-text feedback. The quality of the speech-to-text technology used in this experiment, was insufficient to use in a professional ePortfolio but holds the potential to improve the feedback process and should be considered when designing new versions of ePortfolios for healthcare education.

Medical Students Expectations, Experiences and Use of E Learning Resources in Higher Education

Introduction: E-learning, defined here as ‘any learning that uses information and communication technologies is seen as one way to support the advancement of healthcare experts. The adaptability and availability of such modes of delivery are seen globally as advertising opportunities to meet key instruction plans counting lifelong learning and extending participation. Technology-enhanced learning in healthcare education ranges instructive to constructivist approaches. The student constructs new information through investigation of information and reference to involvement and understanding. Objective: To study the expectation and experiences of medical students regarding use of e-learning resources in higher education Study Design: Quantitative cross sectional Settings: Bakhtawar Ameen medical & dental college, Multan Duration: Six months i.e. 1st January 2022 to 30th June 2022 Data Collection Procedure: A pre validated questionnaire was used. Study was carried out at Bakhtawar Ameen medical & dental college, Multan. The total numbers of students were 300 who participated after taking the informed consent. The study was done by simple random sampling technique. All the medical undergraduate students of first to final years must be aged between 20-30 years age. Questionnaire consists of demographic profile, expectation and experiences of medical students regarding use of e-learning resources in higher education Results: The total number of patients who participated in the study was 300 in which 140 (46%) were males and 160 (54%) were females. The undergraduate’s student’s age is in between 20-30 years. On inquiring about student’s expectations and experiences about e learning all the parameters were rated high about e learning which shows the significance of study and p value is <0.1 Practical implication Conclusion: In our study two viewpoints contribute strongly to learning accomplishments and course fulfillment: students’ achievement objectives and the instructor. Students who considered gains in competencies are very special and hence experienced higher achievements. Besides, the results of our study emphasize the instructor’s expertise and part as a counselor and facilitator in learning. Keywords: E-learning, health care, higher education, nursing, student engagement, student experiences, technology-enhanced learning

A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper

BackgroundPrevious studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. AimsTo (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. DesignThe Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. MethodsWe describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. ResultsThe model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. ConclusionThis discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning.

A Narrative Review of Immersive Technology Enhanced Learning in Healthcare Education

Immersive technology is a growing field in healthcare education—attracting educationalists to evaluate its utility. There has been a trend of increasing research in this field; however, a lack of quality assurance surrounding the literature prompted the narrative review. Web Of Science database searches were undertaken from 2002 to the beginning of 2022. The studies were divided into three mixed reality groups: virtual reality (VR), augmented reality (AR), 360 videos, and learning theory subgroups. Appraising 246 studies with the Medical Education Research Study Quality Instrument (MERSQI) indicated a gap in the validation of measures used to evaluate the technology. Although, those conducted in VR or those detailing learning theories scored higher according to MERSQI. There is an educational benefit to immersive technology in the healthcare setting. However, there needs to be caution in how the findings are interpreted for application beyond the initial study and a greater emphasis on research methods.

Can Simulation be a Learning and Assessment Tool for Collaborative Learning in the Preclinical Years?

Collaborative learning cases (CLC) is a new model of teaching and learning in healthcare education based on patient problems. Basic medical sciences and clinical sciences are integrated in case‐based scenarios simulating with real‐life situations1. The most common problem in the medical curriculum is that medical students have poor understanding of clinical conditions due to the inability to apply basic concepts to clinical practice. This is largely due to some curricula having a didactic teaching pedagogy with a teacher‐centric and discipline‐specific format along with content overload. The imperative was to develop teaching‐learning formats based on collaborative learning, breaking away from the traditional didactic large group lecture sessions. This would promote self‐directed, student‐centred learning, which would lead to deeper learning, the acquisition of meaningful content and consequently, ideal educational outcomes2. Furthermore, these learning methods would promote and develop domain‐independent skills such as collaboration, respect, leadership, communication and research skills, professionalism/ ethical behaviours, and lifelong learning skills.CLCs also serve as the capstone to align the lectures, tutorials, simulations, and practical sessions. Prior to a CLC session, students take the pre‐reading and pre‐quiz (Fig. 1), and the in‐class activities are facilitated by trained tutors (Fig. 2). During the CLC, a simulated patient (SP) and videos are shared in a sequential manner to facilitate discussion and strengthen student clinical reasoning skills. Evaluation of the CLCs are conducted through surveys involving students, tutors and SPs who observe the interaction between them and the students. These feedbacks are valuable and are frequently used as formative and summative assessment.Thus, CLCs can help students to better understand the relevance of basic medical sciences by integrating it with clinical sciences, encourage deeper learning, promote collaboration and lifelong learning. In this symposium, we will discuss the rationale and process of developing CLCs as well as the strengths and limitations. Further, we will explore these ideas in more details and engage in a collegial discussion that will broaden our perspective on collaborative learning.ReferencesThistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Clay D. The Effectiveness of Case‐Based Learning in Health Professional Education. A BEME Systematic Review: BEME Guide No. 23. Medical Teacher. 2012; 34(6),e421‐e444.Samarasekera DD, Nayak D, Yeo SP, Gwee, MCE. Teaching for effective learning in higher education: Focusing on learning and moving from a “based learning” mind‐set. Asian Journal of the Scholarship of Teaching and Learning. 2014;4(2): 113‐123.

Interprofessional Team-Based Learning: A Qualitative Study on the Experiences of Nursing and Physiotherapy Students.

Traditional discipline-specific training has limitations in facilitating inter-professional communication and collaboration. To address this issue, two local universities in Hong Kong launched an interprofessional team-based learning program to allow the undergraduate healthcare students to form teams and experience collaborative problem-solving. This study aimed to evaluate the experiences of nursing and physiotherapy undergraduates following interprofessional learning activities. Twenty-seven 3rd-year nursing and physiotherapy undergraduates were recruited through purposive sampling. Semi-structured interviews were conducted, and written feedback was solicited until data saturation was achieved. An inductive thematic analysis was used for the data, and each theme was mutually exclusive. The findings revealed the positive experiences of the students with this interprofessional learning activity. Three main themes emerged: (1) the process of interprofessional learning; (2) profession-related outcomes of interprofessional learning; and (3) patient-related outcomes of interprofessional learning. The study indicated that interprofessional team-based learning activities enhanced learning experiences of the students through interactive learning with other healthcare students. Experiences of relationships that are trustful and complementary allow students to develop confidence in knowledge transfer and in interprofessional collaboration, as well as in providing a holistic patient-centered care. These findings substantiate the importance and value of interprofessional learning in healthcare education.

Using a Massive Open Online Course (MOOC) to promote infection prevention and control learning in healthcare education

Background: The prevention of healthcare-associated infections (HAIs) is one of the most important subjects in healthcare education. Aim: The aim of this study was to describe Finnish, Spanish, Portuguese, and Polish healthcare students’ perspectives on learning about HAIs using a Massive Open Online Course (MOOC). This study is part of the Erasmus+ project ‘Educating students for innovative infection prevention and control (IPC) practices in healthcare settings’ (InovSafeCare). Methods: The descriptive cross-sectional research design was used to describe healthcare students’ perspectives on learning about HAIs using the InovSafeCare MOOC (ISC-MOOC). The participants (N = 135) were students recruited from partner institutions. The project group developed a semi-structured questionnaire that was used for data collection, containing questions of technical and pedagogical usability. The data were analyzed by statistical methods and content analysis. Results: The ISC-MOOC facilitated healthcare students’ independent learning and promoted their knowledge of HAI prevention and control. Study materials were easy to use (84%), and the media of the study materials were of high standard (83%). Some technical problems (14%) were also identified with the use of the materials. The study materials were relevant (70%) for IPC learning but should also be provided in different languages. Conclusion: The MOOC will strengthen the role of the students as future healthcare professionals and will also be usable for those healthcare professionals who need to update their skills with today’s HAI requirements. MOOC should also be translated into other languages other than English.

Developing Mental Health-Related Simulation Activities for an Australian Undergraduate Nursing Curriculum.

Although simulation-based learning experiences have been widely used in nursing curricula to develop confidence, knowledge, and skills, the use of mental health-related simulation in undergraduate nursing education is sparse. This project aimed to develop a simulation activity that incorporated the National Safety and Quality Health Service standards in acute mental health for undergraduate nursing students to prepare them for their clinical practicum in mental health. Clinical confidence was evaluated using the Mental Health Clinical Confidence scale. Mental health clinical confidence increased in students following the activity. The findings show simulation activities that build on existing knowledge improve student confidence in providing care for people with mental health conditions. This article reports on the development and implementation of a mental health-related simulation-based learning experience in an undergraduate nursing program and builds on the existing knowledge of simulation-based learning in health care education. [J Nurs Educ. 2021;60(6):356-361.].

Exploring social networking sites and problem-based learning in healthcare education in Taiwan: a difference analysis

PurposeThis study aimed to examine whether the use of wiki-systems in healthcare internship courses that adopt a problem-based learning approach may have significant influences on the relationships among students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance in the context of higher education.Design/methodology/approachThis study adopted a quasi-experimental approach. Cross-sectional survey data collected from 187 undergraduate students in Taiwan were used for the data analysis procedures. The students in the experimental group used wiki-systems and a set of information and communication technologies as learning tools, while the students in the control group used the same set of information and communication technologies only. The statistical techniques of independent t-tests and component-based structural equation modeling were adopted to examine the research hypotheses.FindingsThe results reveal significant differences between the experimental and control groups concerning relationship commitment, knowledge-sharing behavior, independent study and active participation. However, there was no significant difference between the two groups regarding group interaction and reasoning skills. Additionally, all the hypotheses regarding the relationships among constructs were supported.Originality/valueWiki-systems have unique features that can enhance the effectiveness of problem-based learning activities. This study is among the first to investigate how wiki-systems may affect the effectiveness of problem-based learning processes by investigating the relationships among healthcare students' relationship commitment, knowledge-sharing behavior and perceived problem-based learning performance. The results of this study can advance the current understanding of the effectiveness of wiki-based problem-based learning in the context of healthcare education.

Blended Learning in Healthcare Education

Blended learning is an approach to learning that combines face-to-face instruction with e-learning experiences. It draws on the advantages of each approach while seeking to mitigate their recognised disadvantages. The Master in Oncoplastic Breast Surgery programme at UEA is aimed at advanced surgical trainees working in approved training units in the UK and internationally. It comprises a series of complex cases discussed by the students in an on-line, asynchronous discussion forum moderated by a member of faculty. Students can participate at their convenience despite varied clinical rotas and different time zones. A case-based, flipped learning course for surgical trainees was piloted. Instructional materials for each case were provided. Students joined in an asynchronous, moderated discussion forum. 64 trainees randomised into 2 groups participated. They sat a pre-test Script Concordance Test (SCT). Group A then commenced the on-line course while Group B continued with their usual hospital-based teaching. After 8 weeks, they sat the same SCT. Group B then joined the on-line course along with Group A. After week 16, they sat another SCT. Pre-test scores for both groups were the same (A 6.45; B 6.59 p=0.78). At 8 weeks Group A’s scores had improved significantly (7.96 p<0.001) while Group B’s remained unchanged (6.54). At 16 weeks the scores had equalised (A 7.13; B 7.18). The trainees self-rating of confidence in managing 8 common surgical emergencies followed a similar pattern. Our experience suggests that on-line learning that is highly interactive can add value to the usual postgraduate clinical training. We are exploring its utility in other settings such as training nurse associates, and in breast care nursing in the UK and developing countries. We have introduced 3600 filming and virtual reality in teaching practical skills and providing induction training for complex clinical environments.

3D technology to support teaching and learning in health care education – A scoping review

This scoping review aimed to describe the use of three-dimensional (3D) technology to support teaching and learning in health care education and the outcomes related to 3D technology from the perspective of teaching and learning. The study identified 31 articles that met the inclusion criteria. The results are presented in four categories: 3D environment, 3D image, 3D holograms and 3D print. There were multiple pedagogical contexts, including the teaching of anatomy. All categories were connected to positive learning outcomes and outcomes that supported learning, e.g. satisfaction. Positive learning outcomes were related to skills, knowledge, students’ perceptions and emotions. These findings describe multiple uses of 3D technology, which can have a positive effect on student learning in health care education.

Everywhere and nowhere: Work-based learning in healthcare education.

The shortage of healthcare professions is a global issue, which has highlighted the need to establish effective practice learning. In 2015 the UK government introduced a change to the way that healthcare education is funded. A subsequent fall in applications to healthcare programmes and high levels of vacancies across the sector in the UK have led to widespread concern about workforce shortages, especially nurses. Subsequently, initiatives that both address the shortage and aim to bridge the gap between registered nurse and healthcare support worker have been introduced, presenting opportunities to further develop the clinical workplace as a learning environment for employees. A sample of nine healthcare professionals was recruited; seven nurses and two allied health professionals. Semi-structured interviews were conducted between March and June 2018. These were recorded verbatim, transcribed and thematically analysed. Respondents identified opportunities for work-based learning and factors for success. The importance of an effective learning culture, commitment to work-based learning and time were identified as factors for success. Despite the richness of learning opportunities in healthcare, respondents identified challenges for both learners and supervisors in identifying these opportunities in the workplace. These findings have immediate relevance to healthcare education systems internationally. Areas for future research include the relationship between supervisor and learner and further insight into why the busiest areas might be identified as more effective learning environments.

Interprofessional learning in health care education

Interprofessional learning in health care education

Conscious Competence in Interprofessional Learning in Healthcare Education

This article was migrated. The article was not marked as recommended. The delivery of effective, high-quality patient care is a highly complex activity, demanding health and social care professionals to collaborate in an effective manner. Interprofessional learning (IPL) is professionally relevant, intellectually stimulating and evidence based. New learning paradigms for healthcare professionals explore new ways to combine expertise, delivering IPL programmes where patient safety and quality of care can be improved (WHO 2010). Intervening early in the health professional's career with collaborative activities with IPL is now considered important in healthcare training. Development of multidisciplinary student centred ideas hopefully results in the enhancement of patient-centred care. Conscious competence in understanding the benefits of IPL is needed to recognise those that are naïve to IPL and competent professionals who are able to design new curricular and deliver training to address unconscious incompetence to IPL. There are many diverse theories applied to IPL where theory is observation of practice, confirmed by practice. Much development and consolidation of IPL theory is needed.No one healthcare profession can give complete healthcare single-handed.

Developing the Evidence-Base to Support the Integration of Technology-Enhanced Learning in Healthcare Education

Technology-enhanced learning is now almost ubiquitous across all healthcare curricula. From social media, through eBooks to virtual reality, technology is having an increasingly important role in supporting students to reach the desired learning objectives. However, while it is common to find reports on these interventions in the literature, there remains a paucity of meaningful evaluation on the actual impact these novel and innovative approaches to education have on student learning. This commentary pushes forward the need to continually evaluate the role of technology with healthcare curricula.

医療教育における臨床推論を促進する「考えるOSCE-R」の開発

医療教育における臨床推論を促進する「考えるOSCE-R」の開発

Making rhetoric a reality: inclusion in practice as “transformative learning”

Purpose – “Inclusivity” and “empowerment” are central concepts in the philosophy of nursing practice and education. Recent professional concern has focused on the need to embed compassion in healthcare cultures where practice contributes to learning. The purpose of this paper is to explore an innovative partnership approach to undergraduate placement provision for adult-general nursing students in the context of learning disability and mental health. Design/methodology/approach – Critical discussion focuses on evaluation of a non-clinical placement centred on the health and social care of individuals with a learning disability or mental health needs. Two projects from practice around healthy living and hate crime illustrated the value of transformative learning as a pedagogic philosophy. Findings – Student feedback offered insight into social and cultural processes that impact on practice-based learning, and factors promoting inclusive engagement. Such included the context of identity formation, narrative as an evidence-base for caring, and personal/emotional growth through critical reflection. Practical implications – Evaluation provided a platform to re-think model(s) of clinical practice learning in healthcare education derived from a non-clinical placement. There are tangible benefits for sustaining value-led practice at a time of political change in the way health services are configured and delivered. Social implications – When engagement with the principles of inclusivity and empowerment become part of the lived-experience of the nursing student, longer-term recognition and retention of caring, and enabling values are more likely to endure. Originality/value – The emotional development and skills acquired by nursing students transfer to all branches of the profession by revitalising core conditions of compassion, respect, dignity, and humanity.