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Journal articles on the topic 'Health professional education'

To see the other types of publications on this topic, follow the link: Health professional education.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Chen, Michael, Charles Chen, and Alice J. Lin. "Game for Health Professional Education." International Journal of Information and Education Technology 6, no. 12 (2016): 972–75. http://dx.doi.org/10.7763/ijiet.2016.v6.827.

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2

Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.

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The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.

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3

Adiga, Kasturi R., and Anice George. "Inter-professional Education-a Challenge for Health Professionals." International Journal of Nursing Education 7, no. 3 (2015): 123. http://dx.doi.org/10.5958/0974-9357.2015.00148.8.

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4

Gonchigjav, Battsetseg, Altantulga Bayaraa, Badamsuren Yadam, and Batchuluun Pandaan. "P5.06: Health Professional Education." Transplantation 106, no. 9S (September 2022): S527. http://dx.doi.org/10.1097/01.tp.0000888296.78954.0f.

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5

Anderson, Claire, Tina Brock, Ian Bates, Mike Rouse, Jennifer Marriott, Henri Manasse, Billy Futter, Suresh Bhojraj, Andrew Brown, and Diane Gal. "Transforming Health Professional Education." American Journal of Pharmaceutical Education 75, no. 2 (March 10, 2011): 22. http://dx.doi.org/10.5688/ajpe75222.

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6

Thompson, Sharon E., and Ronald F. Bybee. "Professional Portfolios for Health Educators and Other Allied Health Professionals." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 52–55. http://dx.doi.org/10.32398/cjhp.v2i1.581.

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A professional portfolio is a compilation of material that documents a health educator’s competencies. A portfolio can assist students relate academic assignments to the practical skills that are necessary for the practicing health educator (Waishwell, Morrow, Micke & Keyser, 1996). The portfolio should be conceptualized as a “living document” that is ever-changing with the increasing depth of knowledge and experience of the individual. During a Society for Public Health Education/American Association for Health Education Program Approval Process (SABPAC) visit, the site team recommended that students develop a portfolio as an assignment in an introductory health education course. By instituting this assignment earlier in their academic careers, students become oriented to the process of collecting and organizing assignments and material for their portfolio, as well as documenting volunteer experiences and/or health education in the community. This portfolio can eventually be used as a job-seeking instrument that gives potential employers an overview of an applicant’s strengths and experiences.

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7

Leggat, Sandra. "Australian Health Review call for papers." Australian Health Review 30, no. 4 (2006): 417. http://dx.doi.org/10.1071/ah060417.

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The Editor of Australian Health Review invites contributions for an upcoming issue on health professional education. Submission deadline: 6 February 2007 It is expected that tertiary education and research for health professionals will be the focus of substantial change over the next couple of years. The health professional workforce has been the subject of recent studies in Australia and New Zealand. The New Zealand Health Workforce Advisory Committee has focused on ensuring an effective strategic framework and outlined seven principles comprising equity and appropriateness, strategic and sustainable supply, healthy workplaces, collaborative practice, effective education, stakeholder involvement and information and monitoring.1 In Australia, the Productivity Commission made strong recommendations directed at improving health professional education to enhance coordination, reduce practice barriers and address shortages of health professionals. 2 To help inform policy and practice, Australian Health Review is looking to publish feature articles, research papers, case studies and commentaries related to health professional education. Potential topic areas include: � Addressing health workforce challenges � Multidisciplinary professional practice and interdisciplinary education � Management education and clinician managers � Evidence-based education � Sector-based approaches to education and training � Partnerships and social change � Impact of national education and research policy on health professional education. Submissions related to international programs with lessons for Australia and New Zealand will also be welcomed. Submissions can be short commentaries of 1000 to 2000 words, or more comprehensive reviews of 2000 to 4000 words. Please consult the AHR Guidelines for Authors for information on formatting and submission.

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8

Leggat, Sandra G. "Health professional education: perpetuating obsolescence?" Australian Health Review 31, no. 3 (2007): 325. http://dx.doi.org/10.1071/ah070325.

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THE CURRENT SUITE of health professions was established to respond to health care needs of the distant past. Organisation of health professional skills that is based on health care practices of previous centuries is unlikely to serve the public health care system in the future. Judging by the number of papers on health professional education we received, it appears that health care practitioners, policy makers and educators may be slowly realising that, just like many of the health care technologies of the 18th century, the organisation of our health professional workforce has become obsolete. But, as identified in a survey of Australian health workforce policy experts, there is a fundamental lack of coordination between the national and state levels of government and insufficient long-range planning to effectively address health professional workforce issues (see page 385).

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9

Playford, Denese, Simon Towler, Scott Blackwell, Fiona Lake, Barbara O'Neill, Jill Thistlethwaite, and Gillian Nesbitt. "Health professional education: perpetuating obsolescence?" Australian Health Review 32, no. 1 (2008): 6. http://dx.doi.org/10.1071/ah080006.

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10

Friedman, PK. "Women's health: implications for health professional education." Journal of Dental Education 57, no. 10 (October 1993): 759–61. http://dx.doi.org/10.1002/j.0022-0337.1993.57.10.tb02801.x.

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11

Mathieson, Ian. "The value of psychology in health professional education: A health professional’s perspective." Psychology Teaching Review 14, no. 1 (March 2008): 13–20. http://dx.doi.org/10.53841/bpsptr.2008.14.1.13.

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12

Ghebrehiwet, Tesfamicael. "Inter-Professional Education for Collaborative Practice in Health Care." International Journal of Person Centered Medicine 5, no. 2 (November 9, 2015): 74–77. http://dx.doi.org/10.5750/ijpcm.v5i2.527.

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Today’s health care delivery is increasingly complex and the complex needs of patients demand that health professionals communicate and collaborate to deliver the best care. Governments around the world are looking for innovative solutions that will ensure the appropriate supply, mix and distribution of the health workforce. One of the most promising solutions can be found in inter-professional education (IPE) and collaboration. IPE occurs when students from different professions learn together at some point during their training in order to prepare them to work together in health teams. Unfortunately most health professional training institutions provide little or no opportunity for IPE. Effective inter-professional education (IPE) fosters respect among the health professions, eliminates negative stereotypes, and fosters a team approach in health care. At the same time quality of care is improved when health professionals learn together. These considerations mean that the approach and content of medical, nursing and other curricula must adapt to adequately prepare health professionals to practice within the health team model. This will require the implementation of well-planned educational strategies; so that health professionals learn together in order to work together in coordinated manner to deliver person-centred and team-based health care. The paper highlights key issues in IPE and its benefits in the delivery of quality health care and improved patient safety through collaborative practice.

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13

Uslu Sahan, Fatma, and Fusun Terzioglu. "Simulation-Based Interprofessional Education in Health Professional Education." Journal of Health Sciences and Professions 6, no. 2 (September 10, 2019): 437–45. http://dx.doi.org/10.17681/hsp.470925.

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14

Boričić, Katarina. "Education of health care professionals, health associates and expert associates on gender-based violence." PONS - medicinski casopis 17, no. 1 (2020): 14–19. http://dx.doi.org/10.5937/pomc17-24352.

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Objective. The aim of this study is to determine the quality of accredited education on the topic of gender-based violence to health care professionals, health and professional associates in the Republic of Serbia. Methods. A search of a database of accredited continuing education programs published on the website of the Health Council of the Republic of Serbia for the period between January 2010 and July 2019. identified programs using the keywords "violence", "family" "gender-based". The ch2 test was used to examine the differences between the independent variables versus the dependent variable. Results. This study showed that two thirds of the training was intended for health care professionals, only while health care workers, health and professional associates were allocated for every seventh education. If the type of institution is observed, it can be noticed that twice as many programs are accredited by civil society organizations in relation to the number of programs accredited by health institutions. Considering the time period in which the programs are accredited, a trend of increasing number of programs can be observed. Among the accredited programs, national courses accounted for 42.6% of the accredited programs while every other program was free. There is a statistically significant difference between educations organized by different types of institutions in relation to the type and cost of education. Conclusion. Although in the observed period there is an increasing trend in the number of accredited programs dealing with gender-based violence, there is still room to improve the quality of continuing education in terms of increasing the number of trainings with an interactive method of work, trainings aimed at different profiles of health professionals and health and professional associates, as well as free on line trainings.

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15

Muniyandi, S. "Integrated Teaching of Health Professional Education." International Journal of Nursing Education and Research 7, no. 3 (2019): 425. http://dx.doi.org/10.5958/2454-2660.2019.00097.8.

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16

Shakman, Lina, Renu G, and Arwa Obeidat. "Inter Professional Education in Health Care." International Journal of Nursing Education 5, no. 1 (2013): 86. http://dx.doi.org/10.5958/j.0974-9357.5.1.021.

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17

Bearman, Margaret, and Rola Ajjawi. "Avoiding tokenism in health professional education." Medical Education 47, no. 1 (December 21, 2012): 9–11. http://dx.doi.org/10.1111/medu.12109.

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18

Walsh, Kieran, Jennifer Cleland, and Stephen Maloney. "Efficiency in health care professional education." Medical Education 52, no. 3 (February 14, 2018): 347. http://dx.doi.org/10.1111/medu.13483.

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19

Hamburg, Marian V. "Professional Preparation for International Health Education." Health Education 18, no. 2 (May 1987): 23–25. http://dx.doi.org/10.1080/00970050.1987.10616014.

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20

Mohandas, K. "Health professional education: A paradigm shift." Archives of Medicine and Health Sciences 1, no. 1 (2013): 4. http://dx.doi.org/10.4103/2321-4848.113547.

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21

Bartnof, Harvey S. "Health care professional education and AIDS." Death Studies 12, no. 5-6 (September 1988): 547–62. http://dx.doi.org/10.1080/07481188808252269.

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22

Ghose, Seetesh. "‘Recent Advances in Health Professional Education’." Annals of SBV 2, no. 1 (2013): 0. http://dx.doi.org/10.5005/jp-journals-10085-2102.

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23

Sethuraman, Prof K. R. "Inter-Professional Education in Health Sciences." Annals of SBV 6, no. 1 (2017): 16–18. http://dx.doi.org/10.5005/jp-journals-10085-6105.

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24

CARPENTER, DAVID O. "Integrating Public Health in Professional Education." Optometry and Vision Science 70, no. 9 (September 1993): 699–702. http://dx.doi.org/10.1097/00006324-199309000-00002.

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25

Hayden, Joanna. "Professional Socialization and Health Education Preparation." Journal of Health Education 26, no. 5 (October 1995): 271–79. http://dx.doi.org/10.1080/10556699.1995.10603114.

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26

Gupta, Tarun Sen, and Richard Murray. "Assessment in rural health professional education." Australian Journal of Rural Health 19, no. 6 (November 21, 2011): 277–78. http://dx.doi.org/10.1111/j.1440-1584.2011.01240.x.

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27

Towle, Angela, and Wayne Weston. "Patient's voice in health professional education." Patient Education and Counseling 63, no. 1-2 (October 2006): 1–2. http://dx.doi.org/10.1016/j.pec.2006.08.008.

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28

Wells, Maryann Papanier. "Continuing Education for the Health Professional." AORN Journal 42, no. 3 (September 1985): 410. http://dx.doi.org/10.1016/s0001-2092(07)63669-2.

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29

RATZAN, SCOTT C., NORMAN S. STEARNS, J. GREGORY PAYNE, PHILIP P. AMATO, JACQUELINE W. LIEBERGOTT, and MORTON A. MADOFF. "Education for the Health Communication Professional." American Behavioral Scientist 38, no. 2 (November 1994): 361–80. http://dx.doi.org/10.1177/0002764294038002015.

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30

Carpenter, David O., and John B. Conway. "Optimizing Professional Education in Public Health." Journal of Public Health Management and Practice 2, no. 4 (1996): 66–72. http://dx.doi.org/10.1097/00124784-199623000-00018.

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31

Ellaway, Rachel H. "Ideology and health professional education scholarship." Advances in Health Sciences Education 21, no. 3 (May 2, 2016): 501–3. http://dx.doi.org/10.1007/s10459-016-9684-7.

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32

Burke, Wylie. "Contributions of Public Health to Genetics Education for Health Care Professionals." Health Education & Behavior 32, no. 5 (October 2005): 668–75. http://dx.doi.org/10.1177/1090198105278761.

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With growing knowledge about the role of genetics in health, genetics education for health care professionals has taken on increasing importance. Many efforts are under way to develop new genetics curricula. Although such efforts are primarily the responsibility of health professional schools and professional societies, the public health system is an important stakeholder, and different sectors of public health have opportunities to enhance educational efforts. These include the development of authoritative information sources about the clinical utility of genetic susceptibility and pharmacogenetic tests, creation of networks that link professionals in underserved regions to educational materials and consultative backup, and sponsorship of forums for multidisciplinary discussion of controversial issues. Public health input can help to ensure an appropriate emphasis on health outcomes as new genomic tests and technologies come into use, thus helping to protect society from the social and medical costs of genetic tests with limited clinical value.

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33

Nyoni, Champion N., Cecilna Grobler, and Yvonne Botma. "Towards Continuing Interprofessional Education: Interaction patterns of health professionals in a resource-limited setting." PLOS ONE 16, no. 7 (July 9, 2021): e0253491. http://dx.doi.org/10.1371/journal.pone.0253491.

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There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely “Formed professional identities influencing interprofessional interaction”, “Diversity in communication networks and approaches” and “Professional practice and care in resource limited contexts”. This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.

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34

Rogers, Bonnie. "Environmental Health Hazards and Health Care Professional Education." AAOHN Journal 52, no. 4 (April 2004): 154–55. http://dx.doi.org/10.1177/216507990405200419.

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35

O’Connor, Paul, Sinéad Lydon, Emily O’Dowd, and Dara Byrne. "Entrustable professional activities for early health professionals: What's next?" Medical Education 55, no. 9 (July 16, 2021): 984–86. http://dx.doi.org/10.1111/medu.14594.

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36

Curran, Vernon R., Lisa Fleet, and Fran Kirby. "Factors influencing rural health care professionals' access to continuing professional education." Australian Journal of Rural Health 14, no. 2 (April 2006): 51–55. http://dx.doi.org/10.1111/j.1440-1584.2006.00763.x.

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37

Kene, Mamata, Mary E. Pack, P. Gregg Greenough, and Frederick M. Burkle. "The Professionalization of Humanitarian Health Assistance: Report of a Survey on What Humanitarian Health Workers Tell Us." Prehospital and Disaster Medicine 24, S2 (August 2009): s210—s216. http://dx.doi.org/10.1017/s1049023x00021610.

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AbstractIntroduction:While the number of humanitarian health workers has grown considerably along with the emphasis on evidence-based humanitarian practice over the last 15 years, no organization exists to ensure ongoing professionalization of this area of expertise.Hypothesis/Problem:To determine whether and to what degree the community of humanitarian health workers self-identify as a professional group; whether a need for a professional society exists to support such a group; and if so, what fundamental elements and activities should it encompass and provide.Methods:A humanitarian, listserv-based survey was undertaken to evaluate humanitarian professional self-identification, needs for and interest in professional support functions, and priorities toward developing a professional organization to provide needed services.Results:The resulting respondent population represented a broad distribution of age and experience with education and experience being equally important factors in defining humanitarian health professionals. Respondents viewed themselves as humanitarian professionals nearly to the extent they viewed themselves as health-specific technical experts who happen to work in humanitarian assistance; they expressed a strong desire to establish a professional society reflecting that self-identification; and that body should focus on activities of education and training, networking and dialogue, and developing and refining core competencies to support best practices.Conclusions:Humanitarian health workers self-identify as professionals in humanitarian assistance and as technical experts. A professional organization with specific support functions would be of interest to many humanitarian health professionals.

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38

A.A., Istri Putra Kusumawati. "Health Student Readiness Following Inter Professional Education based on Tri Kaya Parisudha." Journal of Advanced Research in Dynamical and Control Systems 24, no. 4 (March 31, 2020): 321–29. http://dx.doi.org/10.5373/jardcs/v12i4/20201446.

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39

Allegrante, John P., Margaret M. Barry, M. Elaine Auld, Marie-Claude Lamarre, and Alyson Taub. "Toward International Collaboration on Credentialing in Health Promotion and Health Education: The Galway Consensus Conference." Health Education & Behavior 36, no. 3 (May 15, 2009): 427–38. http://dx.doi.org/10.1177/1090198109333803.

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The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consensus Conference and the background to the meeting that was convened.

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40

Naigovzina, N. B., A. K. Konanykhina, A. V. Kochubei, Ye V. Zimina, and M. V. Navarkin. "DEVELOPMENT TRENDS OF SYSTEM OF TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTH PROFESSIONALS." Bulletin of Siberian Medicine 13, no. 3 (June 28, 2014): 126–31. http://dx.doi.org/10.20538/1682-0363-2014-3-126-131.

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Implement approach of innovative education is development priorities of Russian system of training and continuous professional development of health professionals. Conception of innovative education is aligned with national policy, including statutory regulation, in the sphere of professional medical education.

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41

Clark, Jeffrey K., Roberta J. Ogletree, Brenda E. Chamness, Dixie Atkinson, and James F. Mckenzie. "An Assessment of Health Education Competencies Addressed in Health Education Professional Literature." Journal of Health Education 31, no. 5 (October 2000): 282–91. http://dx.doi.org/10.1080/10556699.2000.10604704.

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42

Barros, Sônia, Maria do Perpétuo Socorro de Sousa Nóbrega, Jussara Carvalho dos Santos, Laís Mariana da Fonseca, and Lara Simone Messias Floriano. "Mental health in primary health care: health-disease according to health professionals." Revista Brasileira de Enfermagem 72, no. 6 (December 2019): 1609–17. http://dx.doi.org/10.1590/0034-7167-2018-0743.

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ABSTRACT Objective: to analyze perceptions of the Family Health Strategy (FHS) professional team about mental health-disorder and to identify health actions developed by the team for people with mental disorders. Method: a qualitative study of a Marxist theoretical framework and a dialectical method. 99 FHS middle and higher level professionals from São Paulo participated. Semi-structured interviews were conducted. Data were submitted to ALCESTE software and Thematic Content Analysis. Results: there were three empirical categories: Training in Mental Health; Perception of the FHS professional about mental health-disorder; and Health actions developed by the FHS team with people with mental disorders. Actions that converge and diverge from the psychosocial care model were identified. Final considerations: there is an effort from professionals to work according to the psychosocial care model, but it is necessary to invest in the Permanent Education in Health of these professionals to overcome barriers and foster successful territorial actions.

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43

Walker, Bailus, Caswell A. Evans, and Charles Mouton. "Workshop on Global Health Trends for Health Professional Education." Journal of Health Care for the Poor and Underserved 17, no. 1 (2006): 12–16. http://dx.doi.org/10.1353/hpu.2006.0035.

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44

Ewen, Shaun, Jenny Barrett, and Sarah Howell-Meurs. "Health Disparity and Health Professional Education: A New Approach." Medical Science Educator 26, no. 2 (February 11, 2016): 247–53. http://dx.doi.org/10.1007/s40670-016-0230-2.

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45

Iphofen, Ron, and Fiona Poland. "Professional Empowerment and Teaching Sociology to Health Care Professionals." Teaching Sociology 25, no. 1 (January 1997): 44. http://dx.doi.org/10.2307/1319110.

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46

Tai, Joanna, Juan Fischer, and Christy Noble. "Observational studies in health professional education research." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 1 (March 31, 2021): 94–111. http://dx.doi.org/10.11157/fohpe.v22i1.536.

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Observational studies are not uncommon in health professional education and are frequently associated with ethnography as a methodology. This article aims to provide an overview of how observational studies are used in health professional education research. Firstly, we explore some ways in which observational methods can be used in association with a range of qualitative research stances, and then we focus on the practicalities of undertaking observational research. Next, we use two case studies to illustrate some of the key decision points when designing observational research. Finally, we collate resources and consider the implications of contemporary world events on observational research.

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47

Wheeler, Erica, Julian Fisher, and Sam Wing-Sum Li. "Transforming and Scaling Up Health Professional Education." Res Medica 22, no. 1 (November 29, 2014): 143. http://dx.doi.org/10.2218/resmedica.v22i1.1123.

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48

Nyquist, Julie G. "The Hidden Curriculum in Health Professional Education." Journal of Chiropractic Education 30, no. 1 (March 1, 2016): 48–49. http://dx.doi.org/10.7899/jce-15-20.

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49

Mezzich, Juan E., Marijana Braš, Veljko Dorđević, and James Appleyard. "Professional health education and person centered medicine." International Journal of Person Centered Medicine 4, no. 1 (November 17, 2014): 1–5. http://dx.doi.org/10.5750/ijpcm.v4i1.467.

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Health professional education and training is a major concern and activity in the field of medicine. Thus, not surprisingly, a person- and people-centered approach to health professional education has been a continuous topic in programmatic international efforts aimed at placing the whole person at the center of medicine and health. This has been certainly the case in the endeavors of the International College of Person Centered Medicine (ICPCM) through events such as its Geneva Conferences and International Congresses and its publications, particularly the International Journal of Person Centered Medicine. Further reflecting the ICPCM’s educational priorities have been institutional collaboration with the educational units of the World Health Organization, the consistent engagement of the World Federation for Medical Education and the International Association of Medical Colleges, and the increasing collaboration with distinguished academic institutions around the world. The First International Congress of the International College of Person Centered Medicine in Zagreb had as main theme Whole Person Health Education and Training. This event and its proceedings are highlighted in this editorial, which then briefly introduces the papers included in the present issue of the Journal.

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50

Dixit, Hemang. "History of Health Professional Education in Nepal." Journal of Kathmandu Medical College 6, no. 4 (June 18, 2018): 161–66. http://dx.doi.org/10.3126/jkmc.v6i4.20122.

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The introduction of Western medicine in Nepal took place during Jung Bahadur’s time as Prime Minister and was slowly disseminated during the tenure of subsequent Rana Prime Ministers Bir, Chandra, Bhim and Joodha. The provision of healthcare in the country was taken as a form of charity provided to the people by the rulers. Whilst the first two government hospitals were started at Kathmandu and Birgunj, others followed as would be rulers were banished to places such as Dhankuta, Tansen or Doti. It was only after the dawn of democracy in 1950 that the Department of Health Services was established. During the past 67 years more hospitals and academic centres for teaching health sciences have come up in different parts of Nepal. Strides have made in the delivery of health care and health sciences education. Much more needs still to be done.Journal of Kathmandu Medical College, Vol. 6, No. 4, Issue 22, Oct.-Dec., 2017, Page: 161-166

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