Journal articles on the topic 'Medical students Australia Health'
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Tran, David Minh, and Malcolm P. Forbes. "Addressing cost of unwarranted medical care in the medical curriculum." Australian Health Review 41, no. 2 (2017): 151. http://dx.doi.org/10.1071/ah15172.
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Within the past decade, there has been a significant increase in Australia’s health expenditure, with a concurrent rise in overdiagnosis. Australia has introduced the Choosing Wisely campaign in a bid to identify and reduce commonly used investigations, treatments and procedures that add little benefit to patient care. By catalysing a discussion regarding evidence-based use of medications and medical testing, the Choosing Wisely campaign can minimise risk of harm to patients, as well as reduce expenditure. Internationally, several institutions are considering introducing training regarding cost-effective medical investigations into medical school curricula. The American College of Radiology has found positive results when conducting small-group teaching sessions with medical students regarding appropriate imaging modalities. These results are reflected in a US study that used an educational intervention to improve students’ understanding of investigation costs. In addition, the Academy of Clinical Laboratory Physicians and Scientists has developed a proposed curriculum to further medical students’ training in appropriate ordering of laboratory investigations. Australian medical educators must consider whether introducing evidence-based testing into Australian medical curricula should be part of a wider strategy to prevent unnecessary testing and health expenditure now and into the future.
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Lyons, Zaza, Brian Power, Natalia Bilyk, and Johann Claassen. "The University of Western Australia Institute of Psychiatry for Medical Students: An Australian First." Australasian Psychiatry 17, no. 4 (January 1, 2009): 306–10. http://dx.doi.org/10.1080/10398560902964602.
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Objective: Recruitment of medical graduates into psychiatry has become a growing issue over the last few decades. This paper describes the implementation of an innovative program, based on a Canadian concept, that aimed to promote psychiatry as a career choice to medical students, to immerse them in the ‘world of psychiatry’, and introduce them to potential mentors. The University of Western Australia Institute of Psychiatry for Medical Students was a week-long program that provided medical students with an opportunity to participate in a diverse agenda of interactive seminars on a range of psychiatric subspecialties and the neurosciences. Students were also able to attend elective sessions and meet registrars and psychiatrists on an informal basis. Lunches and social events were also provided. Conclusion: Twenty-one students attended the inaugural Institute. Twenty-seven speakers contributed to the morning seminars and there were 17 clinical elective site visits. Feedback from students was positive and the week was rated highly, both in terms of its organization and from an academic perspective. It is planned to run the Institute annually and, in time, it is hoped that it will increase the numbers of students who choose psychiatry as a career option.
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Usher, Wayne, and Lay San Too. "E-Health Knowledge Management by Australian University Students." International Journal of Reliable and Quality E-Healthcare 1, no. 3 (July 2012): 43–58. http://dx.doi.org/10.4018/ijrqeh.2012070105.
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This study is the first research project to investigate Australian university students’ e-health knowledge management trends. An online survey was developed (http://www.limesurvey.org) to collect both quantitative and qualitative empirical data. The survey was promoted via Facebook and 2 broadcast emails to students’ email accounts who were attending Griffith University, Gold Coast, Australia (Arts, Education & Law). Two hundred and seventy-five (275) responses were included for analysis. A profile which emerged identifies that the majority of participants used the Internet to search for personal health information, used a random search engine, accessed online health information every few months, would mostly spend more than 1-15 minutes in reading it, with the majority accessing health topics concerning, 1) specific diseases, 2) medical treatment, and 3) health services. Australian university health services could benefit from understandings pertaining to students’ e-health knowledge management usage trends to meet their personal health concerns. It seems plausible to claim that reliable websites, designed and managed by university health services, should have a predominant position among interventions which are specifically aimed to address students’ health concerns.
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Ryan, Geoffrey, Ian Marley, Melanie Still, Zaza Lyons, and Sean Hood. "Use of mental-health services by Australian medical students: a cross-sectional survey." Australasian Psychiatry 25, no. 4 (July 4, 2017): 407–10. http://dx.doi.org/10.1177/1039856217715990.
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Objective: Medical students have higher rates of mental illness compared to the general population. Little is known about services accessed by medical students for mental-health problems. This study aimed to assess the use of mental-health services by Australian medical students and to identify barriers that may prevent students from using mental-health services. Method: A cross-sectional online survey was designed and administered to medical students at the University of Western Australia. Questions focused on self-reported psychological well-being, use of mental-health services, the perceived usefulness of services and barriers to the use of services. Results: The response rate was 41% ( n=286). Sixty-two per cent self-reported experiencing mental-health problems, and of these, 75% had used at least one service. General practitioners and psychiatrists were rated as the most effective service type. The main barriers to seeking help were not enough time, affordability and concerns regarding stigma, including disclosure and peer judgement. Conclusion: A high proportion of students with self-reported mental-health problems had accessed services. However, barriers were also identified. Access to mental-health services needs to be improved, and strategies aimed at reducing stigma and raising awareness of mental-health issues should be encouraged by medical faculties.
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Biggs, John S. G., and Robert W. Wells. "The social mission of Australian medical schools in a time of expansion." Australian Health Review 35, no. 4 (2011): 424. http://dx.doi.org/10.1071/ah10970.
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The social mission, or accepted social responsibility of Australian medical schools, was assessed at a time of rapid expansion and resulting pressure on staff and facilities. Nine new schools have been established in 2005–10 and there has been particular concern about adequacy of clinical training places. Discussions with most of the deans revealed their strong social commitments. We consider two of these in depth – raising the status and thus the involvement of students in general and especially rural practice; and increasing the numbers of Indigenous students and the knowledge of Indigenous health and culture among all students. We examine a system by which medical schools in the USA have been ranked for social mission achievements and suggest this approach might be used in Australia to measure the response of medical schools to Government initiatives and policies. What is known about this topic? The rapid expansion of medical schools and student numbers has given rise to much concern. Encouragement of training for general practice is well described. Many medical schools have worked to increase intake of Indigenous students. Data on medical graduates are being gathered. What does this paper add? The social mission and responsibility of medical schools is new to Australia; information was obtained by interview of medical deans and review of the international literature. Matters of special note are rural healthcare, developments in general practice and expansion of support for Indigenous students. Recent studies of graduate output in the USA are considered. What are the implications for practitioners? Expansion of medical student numbers has brought increased demand for general practitioner involvement in training of students and graduates, which affects practice resources. The need for workforce planning to match training paths and places with future national needs means medical schools have new responsibilities for career guidance of students.
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Fox, Carly M., and Michael A. Bonning. "Australian Medical Students’ Association: what medical students are contributing to health care." Medical Journal of Australia 189, no. 11-12 (December 2008): 610–11. http://dx.doi.org/10.5694/j.1326-5377.2008.tb02210.x.
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Playford, Denese E., and Edwina Cheong. "Rural Undergraduate Support and Coordination, Rural Clinical School, and Rural Australian Medical Undergraduate Scholarship: rural undergraduate initiatives and subsequent rural medical workforce." Australian Health Review 36, no. 3 (2012): 301. http://dx.doi.org/10.1071/ah11072.
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Background. This study examined postgraduate work after an undergraduate clinical year spent in the Rural Clinical School of Western Australia (RCSWA), compared with 6 weeks Rural Undergraduate Support and Coordination (RUSC)-funded rural experience in a 6-year undergraduate medical course. Rural background, sex and Rural Australian Medical Undergraduate Scholarship (RAMUS)-holding were taken into account. Methods. University of Western Australia undergraduate data were linked by hand with postgraduate placements to provide a comprehensive dataset on the rural exposure history of junior medical practitioners working in Western Australia between 2004 and 2007. Results. Participation in the RCSWA program was associated with significantly more postgraduate year one rural work than RUSC placement alone (OR = 1.5, CI 0.97–2.38). The RCSWA workforce effect increased at postgraduate year two (OR = 3.0, CI 1.6484 to 5.5935 relative to RUSC). Rural-origin practitioners who chose the RCSWA program were more likely than other rural-origin practitioners to take rural rotations in both postgraduate years. RAMUS holders’ choice in relation to the RCSWA program predicted later rural work. There were no effects of sex. Conclusions. Rural initiatives, in particular the Rural Clinical School program, are associated with postgraduate rural choices. The real impact of these data rely on the translation of early postgraduate choices into long-term work commitments. What is known about the topic? Specific training of rural graduates is strongly related to subsequent rural workforce. In addition, rural educational placements affect medical students’ intentions to practise rurally. Retrospective data from rural relative to urban general practitioners link rural background, rural undergraduate experience and rural postgraduate experience with rural work. What does this paper add? Much of the Australian prospective outcomes research has looked at workforce intentions of graduates, or the workforce outcomes of small graduate cohorts of Rural Clinical Schools. This paper followed nearly 500 graduates by name through to their PGY1 and PGY2 workforce decisions. As this cohort comprised 80% of three completely graduated MBBS years, these data validly represent the outcome of a medical school which is comparable to all Australian medical schools in its RUSC, Rural Clinical School and RAMUS recipients. The paper provides the first peer-reviewed outcomes data for the RAMUS scholarship program. What are the implications for practitioners? Rural supervision of medical students is an effective way to recruit new workforce. The longer students are supervised in rural settings, the better. But undergraduate programs need to be linked with postgraduate initiatives that take graduates of medical student initiatives into vocational programs able to deliver a trained rural workforce.
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Noblet, Timothy David, John F. Marriott, Taryn Jones, Catherine Dean, and Alison B. Rushton. "Perceptions of Australian physiotherapy students about the potential implementation of physiotherapist prescribing in Australia: a national survey." BMJ Open 9, no. 5 (May 17, 2019): e026327. http://dx.doi.org/10.1136/bmjopen-2018-026327.
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ObjectivesTo explore the perceptions of Australian physiotherapy students about (1) the potential implementation and use of non-medical prescribing by physiotherapists in Australia and (2) how physiotherapist prescribing might impact the care that the physiotherapy profession can provide in the future.DesignA cross-sectional descriptive survey of physiotherapy students across Australia was completed using an online questionnaire developed by subject-experts and pretested (n=10) for internal consistency. A hyperlink to the questionnaire was emailed to all students enrolled in any accredited, entry-level Australian university physiotherapy programme. A reminder email was sent 4 weeks later.SettingParticipants completed an online questionnaire.Participants526 physiotherapy students from universities across all states with entry-level programmes.Outcome measuresQuantitative data underwent primary descriptive analysis. Thematic analysis was used to synthesise qualitative data.Results87% of participants supported the introduction of physiotherapist prescribing in Australia. 91% of participants stated that they would train to prescribe following introduction. Participants identified improvements in clinical and cost effectiveness, timely access to appropriate prescription medicines and optimisation of quality healthcare as key drivers for the introduction.ConclusionsStudent physiotherapists support the introduction of physiotherapist prescribing in Australia, reporting potential benefits for patients, health services and the physiotherapy profession. Stakeholders should use the results of this study in conjunction with supporting literature to inform future decisions regarding physiotherapist prescribing in Australia.
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CRAIG, MARK L., CHERYL A. JACKEL, and PETRA B. GERRITS. "Selection of medical students and the maldistribution of the medical workforce in Queensland, Australia." Australian Journal of Rural Health 1, no. 3 (May 1993): 17–21. http://dx.doi.org/10.1111/j.1440-1584.1993.tb00075.x.
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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.
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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Day, Gary. "Book Review: The Australian health care system." Australian Health Review 32, no. 2 (2008): 371. http://dx.doi.org/10.1071/ah080371.
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THIS IS THE THIRD edition of one of the seminal local texts on the Australian health care system. Over the last seven years, this text has proved a basis for helping students, casual readers and health professionals understand Australia?s sometimes difficult to understand health care system. The text is divided into ten chapters that deal with key aspects of Australia?s health care system, namely: � Frameworks for analysis � The Australian population and its health � Financing health care � The health workforce � Departmental and intergovernmental structures � Hospitals � Public health � Primary and community care � Pharmaceuticals � Policy challenges for the Australian health care system. There are several key reasons why this text has been widely used in the past and will continue to be of value well into the future. The author has been able to accurately describe the complexities of the Australian health care system in an easily digestible way. This is a feat in itself and worthy of praise. There is an appropriate use of tables and figures to support the written content. Finally, the author provides excellent conclusions that bring together the salient points and issues in each chapter. The publisher promotes that this edition includes new material on health workforce, patient safety and medical and health insurance. The Australian health care system delivers on this claim, providing useful insights and a deeper understanding of the issues that confront the future direction and delivery of health services in this country. This text is a useful addition to any library as well as a staple for students needing to more clearly understand the complexities and challenges of the Australian health care system. My only suggestion is that the text could have been enhanced by the inclusion of revision or reflective questions at the end of each chapter. In summary, a must-have as part of a good health-related library.
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Monrouxe, Lynn V., Peter Hockey, Priya Khanna, Christiane Klinner, Lise Mogensen, D. A. O'Mara, Abbey Roach, Stephen Tobin, and Jennifer Ann Davids. "Senior medical students as assistants in medicine in COVID-19 crisis: a realist evaluation protocol." BMJ Open 11, no. 9 (September 2021): e045822. http://dx.doi.org/10.1136/bmjopen-2020-045822.
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IntroductionThe assistant in medicine is a new and paid role for final-year medical students that has been established in New South Wales, Australia, as part of the surge workforce management response to the COVID-19 pandemic. Eligibility requires the applicant to be a final-year medical student in an Australian Medical Council-accredited university and registered with the Australian Health Practitioner Regulation Agency. While there are roles with some similarities to the assistant in medicine role, such as assistantships (the UK) and physician assistants adopted internationally, this is completely new in Australia. Little is known about the functionality and success factors of this role within the health practitioner landscape, particularly within the context of the COVID-19 pandemic. Given the complexity of this role, a realist approach to evaluation has been undertaken as described in this protocol, which sets out a study design spanning from August 2020 to June 2021.Methods and analysisThe intention of conducting a realist review is to identify the circumstances and mechanisms that determine the outcomes of the assistant in medicine intervention. We will start by developing an initial programme theory to explore the potential function of the assistant in medicine role through realist syntheses of critically appraised summaries of existing literature using relevant databases and journals. Other data sources such as interviews and surveys with key stakeholders will contribute to the refinements of the programme theory. Using this method, we will develop a set of hypotheses on how and why the Australian assistants in medicine intervention might ‘work’ to achieve a variety of outcomes based on examples of related international interventions. These hypotheses will be tested against the qualitative and quantitative evidence gathered from all relevant stakeholders.Ethics and disseminationEthics approval for the larger study was obtained from the Western Sydney Local Health District (2020/ETH01745). The findings of this review will provide useful information for hospital managers, academics and policymakers, who can apply the findings in their context when deciding how to implement and support the introduction of assistants in medicine into the health system. We will publish our findings in reports to policymakers, peer-reviewed journals and international conferences.
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Harris, Mary, and Paul H. Gavel. "Factors influencing decisions about the state in which doctors plan to practise: additional results from the 2002 Australian Medical Workforce Advisory Committee national survey." Australian Health Review 29, no. 3 (2005): 278. http://dx.doi.org/10.1071/ah050278.
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As a result of growing doctor shortages, postgraduate doctor recruitment and retention within Australian states and territories has become an issue of concern. Australia?s policy of national self-sufficiency in health workforce supply implies that state medical schools will, at a minimum, enrol a sufficient number of locally born students to meet future medical workforce requirements. This article focuses on factors influencing the state or territory in which doctors plan to practise medicine, identified through a national survey. Independent variables of interest were birth place, medical school and vocational training location because of their importance to medical workforce policy. The study found that the career location plans of Australianborn and overseas-born doctors in vocational training were similar and that 5% of doctors planned to work overseas. Of Australian-born doctors who planned to work in Australia, 88% graduated from a medical school in the state in which they were born, while 78% and 65%, respectively, were undertaking vocational training in, and proposed to work in, the state in which they were born. The study concludes that trainee-doctor decisions about the state or territory in which they will practise medicine when they are fully qualified are more complex than location of birth.
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Perlstein, Robyn, Scott McCoombe, Susie Macfarlane, Andrew Colin Bell, and Caryl Nowson. "Nutrition Practice and Knowledge of First-Year Medical Students." Journal of Biomedical Education 2017 (August 27, 2017): 1–10. http://dx.doi.org/10.1155/2017/5013670.
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Objectives. To compare the knowledge of Australian dietary recommendations to the dietary practices of first-year medical students. Design. Over a period of four years, anonymous online surveys were completed by medical students attending a first-year nutrition lecture. Background. There is little information on the nutritional knowledge and dietary practices of medical students. Setting. First-year postgraduate university medical students, Geelong, Victoria, Australia. Participants. Between the years 2012 and 2016, 32%–61% of first-year students completed the survey. Phenomenon of Interest. Student’s knowledge of dietary guidelines and related practices. Analysis. The frequency of response was assessed across the different year cohorts using descriptive statistics. Results. Between 59% and 93% of first-year students correctly identified the recommended daily servings for fruit, and between 61% and 84% knew the vegetable recommendations. In contrast only 40%–46% met the guidelines for fruit and 12%–19% met the guidelines for vegetables. Conclusions and Implications. Discrepancies between students’ nutrition knowledge and behavior can provide learning opportunities. With low rates of fruit and vegetable consumption in medical students, increased awareness of links between nutrition and health, together with encouragement to make behavioral changes, may increase the skills of graduates to support patients in improving dietary intake.
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Lyons, Zaza, Jonathan Laugharne, Richard Laugharne, and John Appiah-Poku. "Stigma Towards Mental Illness Among Medical Students in Australia and Ghana." Academic Psychiatry 39, no. 3 (May 21, 2014): 305–8. http://dx.doi.org/10.1007/s40596-014-0147-2.
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McAllister, Margaret, Dixie Statham, Florin Oprescu, Nigel Barr, Teressa Schmidt, Christine Boulter, Penny Taylor, Jo McMillan, Shauna Jackson, and Lisa Raith. "Mental health interprofessional education for health professions students: bridging the gaps." Journal of Mental Health Training, Education and Practice 9, no. 1 (April 8, 2014): 35–45. http://dx.doi.org/10.1108/jmhtep-09-2012-0030.
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Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT.
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Gerber, Jonathan P., and Louis I. Landau. "Driving change in rural workforce planning: the Medical Schools Outcomes Database." Australian Journal of Primary Health 16, no. 1 (2010): 36. http://dx.doi.org/10.1071/py09049.
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The Medical Schools Outcomes Database (MSOD) is an ongoing longitudinal tracking project of medical students from all medical schools in Australia and New Zealand. It was established in 2005 to track the career trajectories of medical students and will directly help develop models of workforce flow, particularly with respect to rural and remote shortages. This paper briefly outlines the MSOD project and reports on key methodological factors in tracking medical students. Finally, the potential impact of the MSOD on understanding changes in rural practice intentions is illustrated using data from the 2005 pilot cohort (n = 112). Rural placements were associated with a shift towards rural practice intentions, while those who intended to practice rurally at both the start and end of medical school tended to be older and interested in a generalist career. Continuing work will track these and future students as they progress through the workforce, as well as exploring issues such as the career trajectories of international fee-paying students, workforce succession planning, and the evaluation of medical education initiatives.
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Bonner, M., C. Bourne, J. Rhee, F. Robinson, and M. Tam. "P03.09 Implementing sexual health ‘spaced education’ for undergraduate medical students in new south wales, australia." Sexually Transmitted Infections 91, Suppl 2 (September 2015): A89.1—A89. http://dx.doi.org/10.1136/sextrans-2015-052270.237.
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McKelvey, Robert S., John A. Webb, Loretta V. Baldassar, Suzanne M. Robinson, and Geoff Riley. "Sex Knowledge and Sexual Attitudes Among Medical and Nursing Students." Australian & New Zealand Journal of Psychiatry 33, no. 2 (April 1999): 260–66. http://dx.doi.org/10.1046/j.1440-1614.1999.00549.x.
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Objectives: The aim of this study was to assess the relationship between background and sociodemographic variables, attitudes toward controversial aspects of human sexuality and sex knowledge among medical and nursing students. Method: The study design was a questionnaire-based survey of medical and nursing students in Western Australia. Participants were first-through fifth-year medical students at the University of Western Australia and first-through third-year undergraduate nursing students at Edith Cowan University. Outcome measures were students' attitudes toward controversial aspects of human sexuality expressed on a five-point Likert scale and a modified version of the Kinsey Institute/Roper Organization National Sex Knowledge Test. Results: A significant relationship was found between certain background and sociodemographic variables, sexual attitudes and sex knowledge. The background variable most strongly related to both attitudes and knowledge was frequency of attendance at religious services of any religious denomination during the past month, with those attending three or more times more likely to express negative attitudes and have lower sex knowledge scores. Lower sex knowledge was related to negative attitudes toward gay/lesbian/bisexual behaviour, masturbation, premarital sex and contraception. Other important background and sociodemographic variables related to negative attitudes were: never having experienced sexual intercourse; right-wing political orientation; lower family income; gender and ethnicity. Conclusions: Negative attitudes toward controversial aspects of human sexuality and lower sex knowledge scores among medical and nursing students can be predicted on the basis of background and sociodemographic variables. Education aimed at increasing sex knowledge and modifying negative attitudes may increase students' ability to function more effectively as sexual history takers and sex counsellors.
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Arora, Maansi, Kaete Walker, Judy Luu, Robbert J. Duvivier, Tinashe Dune, and Katie Wynne. "Education of the medical profession to facilitate delivery of transgender health care in an Australian health district." Australian Journal of Primary Health 26, no. 1 (2020): 17. http://dx.doi.org/10.1071/py19102.
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Transgender individuals who desire medical transition need to access care through their local healthcare system. This is the first study to explore the perceptions of the community and attitudes of healthcare providers towards the delivery of transgender health care in an Australian context. An anonymous survey was conducted of trans and gender-diverse community members; and physicians and trainees in the Hunter New England Local Health District of New South Wales, Australia. Community members were surveyed about their healthcare experiences. Medical students, GPs and hospital physicians were surveyed on their attitudes towards the delivery of transgender health care before and after a 1-h education session that included the lived experience of a community member. Community members expressed a need for increased education for healthcare providers in transgender medicine. Following the intervention, significantly more healthcare providers felt confident to facilitate transgender health care for adults, adolescents and children; and more healthcare providers agreed that medical and surgical treatment should be offered to transgender patients if desired. The positive safety profile of treatment was felt to be the most persuasive factor for the provision of care. Healthcare providers identified a need for health education in transgender medicine; easy access to evidence-based resources; and local referral pathways as key strategies to improving transgender health care.
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Simpson, Steve, Christine Clifford, Kaz Ross, Neil Sefton, Louise Owen, Leigh Blizzard, and Richard Turner. "Sexual health literacy of the student population of the University of Tasmania: results of the RUSSL Study." Sexual Health 12, no. 3 (2015): 207. http://dx.doi.org/10.1071/sh14223.
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Background Evidence suggests a varied level of sexual health literacy (SHL) among university student populations, so we evaluated the SHL among students at the University of Tasmania. Methods: Students were invited to complete an anonymous online questionnaire during August/September 2013. SHL was assessed using the ARCSHS National Survey of Australian Secondary Students & Sexual Health (ARC) and the Sexual Health Questionnaire (SHS). Predictors of literacy scores were evaluated by linear regression. Results: The study recruited 1786 participants (8.2% of 2013 student population), of similar composition to the general university population. Female sex, older age, sexual education, and sexual experience were significant predictors of SHL. As hypothesised, students in medical/nursing disciplines had the highest SHL. Less expected were the significant differences by birthplace and religious affiliation, many of which persisted on adjustment for confounders. Compared with Australian/New Zealander students, overseas-born students had significantly lower ARC (–3.6%, P < 0.001) & SHS (–4.2%, P < 0.001); this was driven by Malaysian, Indian, and Chinese students. Compared with agnostic/atheist-identifying students, those of Buddhist (ARC: –5.4%, P = 0.014; SHS: –6.7%, P = 0.002), Hindu (ARC: –8.8%, P = 0.098; SHS: –12.2%, P = 0.027), Muslim (ARC: –16.5%, P < 0.001; SHS: –13.4%, P = 0.001) and Protestant (ARC: –2.3%, P = 0.023; SHS: –4.4%, P < 0.001) identifications had markedly lower SHL. Conclusions: This study, one of the first among university students in Australia, found a varied SHL by sex, age, sexual education and sexual experience, as well as by birthplace and religious affiliation. These findings have applications in orientation and education programs at Australian universities.
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Ross, Simone Jacquelyn, Tarun Sen Gupta, and Peter Johnson. "Why we need to teach leadership skills to medical students: a call to action." BMJ Leader 3, no. 1 (December 27, 2018): 6–10. http://dx.doi.org/10.1136/leader-2018-000124.
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Health system reform models since the early 1990s have recommended leadership training for medical students, graduates and health workers. Clinicians often have leadership roles thrust on them early in their postgraduate career. Those who are not well trained in leadership and the knowledge that comes with leadership skills may struggle with the role, which can impact patient safety and create unhealthy working environments. While there is some literature published in this area, there appears to be little formal evaluation of the teaching of leadership, with scarcely any discussion about the need to do so in the future. There are clear gaps in the research evidence of how to teach and assess medical leadership teaching. In this paper, three leadership frameworks from Australia, Canada and the UK are compared in terms of leadership capabilities for a global view of medical leadership training opportunities. A literature review of the teaching, assessment and evaluation of leadership education in medical schools in Australia, the UK and America is also discussed and gaps are identified. This paper calls for an education shift to consider practical health system challenges, citing the mounting evidence that health system reform will require the teaching and rigorous evaluation of leadership methods. Opportunities for teaching leadership in the curricula are identified, as well as how to transform leadership education to include knowledge and practice so that students have leadership skills they can use from the time they graduate.
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Malek, Sharafat, and Md Humayun Kabir Talukder. "Medical Migration: a review on the licensing process for International Medical Graduates in Australia and other destinations." Bangladesh Journal of Medical Education 9, no. 1 (April 2, 2018): 26–34. http://dx.doi.org/10.3329/bjme.v9i1.36236.
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Movement of health care professionals, nationally or internationally, has now become a common trend worldwide. International recruitment of efficient physicians is an ongoing process for years although some studies have identified this culture as an issue.10-11 Waves of migration to popularly Australia under ‘Skilled Migration’ and other categories started in Bangladesh in early 1970, which have been ongoing since then.1 Among over thirty thousands of such migrants living in the popularly Australian States2; the medical graduates from Bangladesh are identified through their associations/forum made in each State as well as from the data on their participation in the re-accreditation examinations.3-4, 7-8 A lack of pre-migration awareness on social and academic barriers in the host country has been found far more common in the Australian International Medical Graduates’ (IMGs) studies published before 20045. Poor knowledge on the hurdles may affect IMGs’ post-migration coping or adjustment process. Fortunately, internet facilities are widely available so, modern IMGs no more need to rely on information from relatives, friends or high commission/embassy people. Yet, full access to career and job related journals could still be out of reach for many IMGs. Updated clear knowledge around licenselegislation at the destination would help IMGs gaining smoother transition whilst preparing to build the same career, albeit in a different system. This review article at first presents the background behind strict regulations on permitting the IMGs to practise in major destinations. It then progresses with reviewing these regulations in the developed countries including Australia. Following that a detailed summary has been made on the Australian regulations. Available literature6-8 demonstrates a large discrepancy between IMGs’ success rates in the knowledge and practical part of the licensing (Australian Medical Council) process (i.e. 80% vs. 42% in case of Bangladeshi-IMGs). Therefore, this paper has properly discussed the nature and structure of the practical (AMC-Clinical) examination incorporating examples. Useful web-links on Australian IMGs’ accreditation preparation, permanent migration and finding medical jobs have been provided at relevant sections. Finally, a recommendation has been made to teach 3rd-year medical students on this important area under the ‘Community Medicine’ curriculum in Bangladesh.Bangladesh Journal of Medical Education Vol.9(1) 2018: 26-34
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Han, Gil-Soo, Ben Wearne, Peter O'Meara, Matthew McGrail, and Janice Chesters. "Medical students' and GP registrars' accommodation needs in the rural community: insight from a Victorian study." Australian Health Review 26, no. 1 (2003): 92. http://dx.doi.org/10.1071/ah030092.
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Medical education in Australia is currently entering a new era, including support for the significant extension of medical students and general practitioner (GP)registrars' training programs in rural communities. This commitment to rural medical student and general practitioner recruitment and retention has made the provision of accommodation in rural communities a vital issue. This study has found that approximately half of all medical students on placement with rural GPs are currently accommodated with their GP supervisor or with other practice staff. This is a burden for many GPs and when the anticipated increase in the frequency and length of rural placements occurs what is currently a burden will become unsustainable. The changing gender and cultural demographics of medical students and rural general practitioners will also contribute to stresses on this accommodation system. It is important to have a systematic approach towards more appropriate and sustainable models of accommodation for both medical students and GP registrars.
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Hersch, Fred, Joel Negin, Alp Atik, and Jake Parker. "Australian medical students unaware of global development goals." Australian and New Zealand Journal of Public Health 34, no. 1 (February 2010): 94–95. http://dx.doi.org/10.1111/j.1753-6405.2010.00485.x.
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Bravery, Benjamin D., Kate Shi, Luke Nicholls, Revadhi Chelvarajah, Minh Thi Tieu, Sandra Turner, and Apsara Windsor. "Oncology and Radiation Oncology Awareness in Final Year Medical Students in Australia and New Zealand." Journal of Cancer Education 35, no. 6 (July 22, 2019): 1227–36. http://dx.doi.org/10.1007/s13187-019-01586-3.
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Fernando, Juanita, and Jennifer Lindley. "Lessons learned from piloting mHealth informatics practice curriculum into a medical elective." Journal of the American Medical Informatics Association 25, no. 4 (August 23, 2017): 380–84. http://dx.doi.org/10.1093/jamia/ocx076.
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Abstract Introduction This case study reports the development and delivery of an mHealth elective piloted for first-year undergraduate medical students at Monash University (Australia) and the lessons learned by designers. Results The students were not as adept at using mHealth devices as the literature had predicted. Expert speakers using mHealth for practice perceptibly engaged students. Force-field analysis was a useful basis for devising end-user evaluative research tools for practice. Combining small- and large-group discussions with eLearning discussions promoted student engagement with new concepts and associated jargon. Assessment by mHealth informatics champions supported the students’ independent learning. Lessons learned Promotion of mHealth curriculum must be transparent and clear. Our elective delivery was hampered by a lack of suitable mobile device ownership and limited availability of useful, free apps. Technological jargon required clarification. Educators require particular mHealth informatics and educational expertise to support mHealth pedagogies. This learning helps to prepare medical curriculum designers for addressing evolving mHealth practice horizons.
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Eyre, Harris A., Rob D. Mitchell, Will Milford, Nitin Vaswani, and Steven Moylan. "Portfolio careers for medical graduates: implications for postgraduate training and workforce planning." Australian Health Review 38, no. 3 (2014): 246. http://dx.doi.org/10.1071/ah13203.
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Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner’s primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services. What is known about the topic? Portfolio careers are well understood as a career structure in general business. However, in medicine little is known about the concept of portfolio careers, their drivers, benefits and risks. There are significant issues faced by the Australian junior medical workforce such as a need for diversified skill-sets (e.g. increased involvement in research, public health and leadership), low job satisfaction for junior doctors and an increasing emphasis of work-life balance and mental well-being. What does this paper add? This paper critically analyses the concept of portfolio careers in the postgraduate setting by critiquing literature on the international and national experiences in this field. This paper outlines potential benefits of portfolio careers requiring further research, such as a diversification in the workforce and improved job satisfaction. Risks include reducing the health service provision capacity of junior doctors and drawing doctors away from a medical career. What are the implications for practitioners? This paper has substantial educational and workforce implications for medical students, junior doctors and medical managers. For medical students and junior doctors this paper frames the possibilities in a medical career, as well as benefits and risks of aiming for a portfolio career in medicine. For medical managers, this paper suggests strategies for further research, enhancing workforce job satisfaction and potential pitfalls of increasing opportunities for medical portfolio careers.
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Le, Tran Tuan Anh, Robert S. Ware, Simon Denny, Nicholas Lennox, Lyn McPherson, and David Harley. "Health Profile of Australian Adolescents with Intellectual Disability." Disabilities 1, no. 4 (October 19, 2021): 377–87. http://dx.doi.org/10.3390/disabilities1040026.
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Background: Data on the health of adolescents with intellectual disability are scarce. This study describes carer-reported symptoms, chronic illnesses, level of functioning, and behaviour among Australian adolescents with intellectual disability. We compare students attending mainstream and special schools. Methods: Cross-sectional questionnaire data were obtained from a cohort of 592 adolescents (10–21 years) with intellectual disability attending school and living in South-East Queensland, Australia, in May 2007. We analysed data from a subset (176) who completed a health check before visiting their general practitioners. Results: Adolescents had significant health needs, and those in special education schools had worse health than those from mainstream schools. There was a discrepancy between the prevalence of significant psychopathology detected via the short form Developmental Behaviour Checklist (DBC-P24) and psychiatric conditions reported by carers. Conclusions: Given the significant health needs of this population, carefully designed and targeted programs, potentially including medical visits to these schools, are needed.
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Casey, Mavourneen G., Michael David, and Diann Eley. "Diversity and consistency: a case study of regionalised clinical placements for medical students." Australian Health Review 39, no. 1 (2015): 95. http://dx.doi.org/10.1071/ah14033.
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Objective A major challenge for medical schools is the provision of clinical skills training for increasing student numbers. This case study describes the expansion of the clinical school network at The University of Queensland (UQ). The purpose of the study was to investigate consistency in medical education standards across a regional clinical teaching network, as measured by academic performance. Methods A retrospective analysis of academic records for UQ medical students (n = 1514) completing clinical rotations (2009–2012) was performed using analysis of covariance (ANCOVA) for comparisons between clinical school cohorts and linear mixed-effects modelling (LEM) to assess predictors of academic performance. Results In all, 13 036 individual clinical rotations were completed between 2009 and 2012. ANCOVA found no significant differences in rotation grades between the clinical schools except that Rural Clinical School (RCS) cohorts achieved marginally higher results than non-RCSs in the general practice rotation (5.22 vs 5.10–5.18; P = 0.03) and on the final clinical examination (objective structured clinical examination; 5.27 vs 5.01–5.09; P < 0.01). LEM indicated that the strongest predictor of academic performance on clinical rotations was academic performance in the preclinical years of medical school (β = 0.38; 95% confidence interval 0.35–0.41; P < 0.001). Conclusions The decentralised UQ clinical schools deliver a consistent standard of clinical training for medical students in all core clinical rotations across a range of urban, regional and rural clinical settings. Further research is required to monitor the costs versus benefits of regionalised clinical schools for students, local communities and regional healthcare services. What is known about the topic? To help meet the demand of increasing numbers of students, Australian medical schools locate clinical training outside the traditional tertiary hospitals. However the viability of maintaining teaching standards across regional and rural locations is uncertain. What does this paper add? Maintaining teaching standards outside established urban teaching hospitals and across a diverse range of urban, regional and rural clinical settings is viable. What are the implications for practitioners? Decentralised clinical teaching networks provide consistent quality of clinical placements while diversifying exposure to different patient populations and clinical environments. These important outcomes may not only alleviate the strain on clinical teaching resources, but also help address the maldistribution of doctors in Australia.
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Kakar, Sheena R., Shailendra Sawleshwarkar, Darren B. Russell, and Richard J. Hillman. "Evaluation of sexual health medicine teaching at medical schools in Australia and New Zealand." Sexual Health 8, no. 1 (2011): 86. http://dx.doi.org/10.1071/sh10042.
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Background: In the absence of guidelines for sexual health medicine (SHM) curriculum for medical schools in Australia and New Zealand, little is known about the current curriculum. We therefore, sought to quantitatively and qualitatively measure the existing SHM teaching at medical schools in the region. Methods: SHM specialists and Deans (or their nominated delegates) were requested to complete a questionnaire with respect to the SHM teaching in their associated medical schools. Results: Forty-two specialists completed the questionnaire. Wide variations were found in the time spent on various topics in SHM. ‘Training to teach’ was found to be a major unmet need of SHM specialists. Four (16.7%) of 24 medical schools completed the questionnaire. The total time allocated to SHM in these medical schools varied from 13.6 to 39.0 h, with a median of 31.1 h. At least 70% of key SHM topics were covered in all curricula. Conclusion: SHM teaching varied markedly in terms of subject matter, allocated time and teaching modalities. National guidelines for the teaching of SHM to medical students could facilitate the development of more consistent standards within the medical workforce. Training in teaching and learning methods to specialists may improve dissemination of sexual health skills to the wider medical workforce.
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Tessier, J. F., P. Freour, C. Nejjari, D. Belougne, and J. W. Crofton. "Smoking behaviour and attitudes towards smoking of medical students in Australia, Japan, USA, Russia, and Estonia." Tobacco Control 2, no. 1 (March 1, 1993): 24–29. http://dx.doi.org/10.1136/tc.2.1.24.
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Gallo, Linda, Karen Moritz, and Lisa Akison. "Nutrient Intake, Physical Activity Levels, and Metabolic Status in Australian University Biomedical Students." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1404. http://dx.doi.org/10.1093/cdn/nzaa061_032.
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Abstract Objectives This study aimed to assess nutritional intake, physical activity levels and their association to metabolic health in a cohort of university biomedical science students. Methods This study followed a cross-sectional design. Participants were recruited from a third-year endocrinology practical class from The University of Queensland (2018–2019), with complete data obtained from 324 students, aged 19–25 years (n = 196 females and 128 males of which 57% were Caucasian, 28% Asian, 7% Subcontinental Asian, 6% of mixed race or other, and 2% not disclosed). Nutritional intake was quantified using the Automated 24 h dietary assessment Tool (ASA24-Australia) and physical activity levels quantified using the Active Australia Survey. Results Mean height and body mass (±SD) was 164.36 cm (±6.85) and 60.0 kg (±10.6) in females and 178.1 cm (±7.41) and 73.4 kg (±11.5) in males. Median daily energy intake was 6760 kJ in females and 10,338 kJ in males. The following nutrients had a low percentage of female and/or male students meeting the minimum recommendations: fibre (24% of females and 30% of males), calcium (16% of females and 32% of males), folate (32% of females, 59% of males), iron (6% of females, 80% of males), and potassium (33% of females and 32% of males). In females, median daily intake was well below recommendations for calcium (621 vs 1000 mg) and iron (8.8 vs 18 mg). Sufficient level of physical activity, defined as at least 150 minutes over at least five sessions in one week, was met in 82% of females and 85% of males. Conclusions These results suggest that undergraduate biomedical science students in Australia have inadequate intakes of fibre, calcium, folate, and potassium, with a particular concern regarding the very low intake of calcium and iron among young adult females. Associations to metabolic health, including blood glucose control, insulin sensitivity, advanced glycation end products, and body composition are currently being analysed. Funding Sources The study was funded by institutional support from School of Biomedical Sciences, The University of Queensland, Australia. L.A.G. was supported by an Early Career Fellowship from the National Health and Medical Research Council and Heart Foundation (Australia), and a UQ Amplify Fellowship. K.M.M was supported by a Senior Research Fellowship from the National Health and Medical Research Council.
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Shulruf, Boaz, Gary Mayer Velan, and Sean Edward Kennedy. "Medical student selection process enhanced by improving selection algorithms and changing the focus of interviews in Australia: a descriptive study." Journal of Educational Evaluation for Health Professions 19 (November 28, 2022): 31. http://dx.doi.org/10.3352/jeehp.2022.19.31.
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Purpose: The study investigates the efficacy of new features introduced to the selection process for medical school at the University of New South Wales, Australia: (1) considering the relative ranks rather than scores of the Undergraduate Medicine and Health Sciences Admission Test and Australian Tertiary Admission Rank; (2) structured interview focusing on interpersonal interaction and concerns should the applicants become students; and (3) embracing interviewers’ diverse perspectives.Methods: Data from 5 cohorts of students were analyzed, comparing outcomes of the second year in the medicine program of 4 cohorts of the old selection process and 1 of the new process. The main analysis comprised multiple linear regression models for predicting academic, clinical, and professional outcomes, by section tools and demographic variables.Results: Selection interview marks from the new interview (512 applicants, 2 interviewers each) were analyzed for inter-rater reliability, which identified a high level of agreement (kappa=0.639). No such analysis was possible for the old interview since it required interviewers to reach a consensus. Multivariate linear regression models utilizing outcomes for 5 cohorts (N=905) revealed that the new selection process was much more effective in predicting academic and clinical achievement in the program (R2=9.4%–17.8% vs. R2=1.5%–8.4%).Conclusion: The results suggest that the medical student selection process can be significantly enhanced by employing a non-compensatory selection algorithm; and using a structured interview focusing on interpersonal interaction and concerns should the applicants become students; as well as embracing interviewers’ diverse perspectives.
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Kelly, Heather, Anske Robinson, Marlene Drysdale, Janice Chesters, Susan Faulkner, Isabel Ellender, and Leanne Turnbull. "“It's Not About me, it's About the Community”: Culturally Relevant Health Career Promotion for Indigenous Students in Australia." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 19–26. http://dx.doi.org/10.1375/s1326011100000557.
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AbstractThe numbers of Indigenous students studying in health career courses at the tertiary level is low. This paper describes a forum conducted as part of a project of national significance which examines the solutions and barriers for Indigenous student entry to medical and other health science education. Small group discussions and observations were used to determine how a group of Indigenous students, school age and mature, became interested in a health career, what influenced them, their expectations and where they sourced information. The initial design of the forum, based on other successful non-Indigenous health career events, was deemed inappropriate. When an Indigenous educator intervened, and used a more culturally appropriate approach, the engagement of the Indigenous students increased. The importance of culturally relevant health career promotion is a vital part of a complex series of actions needed to increase the recruitment and retention of Indigenous students into health science careers.
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Pestell, Richard, and J. Richard B. Ball. "Authoritarianism among Medicine and Law Students." Australian & New Zealand Journal of Psychiatry 25, no. 2 (June 1991): 265–69. http://dx.doi.org/10.3109/00048679109077744.
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This study assessed the effects of gender, faculty, and year (level) on “authoritarianism” among university students within the faculties of law and medicine. A questionnaire, using the Ray Adapted F Scale to measure authoritarianism, was administered to 454 students at the University of Western Australia. The first, third and sixth year medical students were compared with first, third and final year law students. Gender alone was responsible for a significant source of variance, with males more authoritarian than females. Faculty alone showed a strong trend towards significance with medicine more authoritarian than law. Although no other 2– or 3– way interactions were significant a trend was apparent in which females became more and males less authoritarian with increasing level.
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Storz, Maximilian Andreas, and Eric P. Heymann. "On the Interrelationship Between Global and Public Health and a Healthy Environment: A Discussion with Professor Linda Selvey." University of Ottawa Journal of Medicine 6, no. 2 (November 30, 2016): 13–16. http://dx.doi.org/10.18192/uojm.v6i2.1795.
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ABSTRACTDr. Linda Selvey is currently associate professor in the School of Public Health at Curtin University in Perth, Australia. She is not only a renowned Public Health physician but also has a PhD in Immunology. Her remarkable career includes projects and campaigns around the globe, encompassing countries such as Australia, Nepal, India, the Philippines and Liberia [1,2]. More recently, she was involved in the response to the Ebola epidemic and worked for the World Health Organization as a Field Coordinator for the Montserrado County in Liberia [3].In the early 1980s she became an active environmentalist and is particularly passionate about climate change and its health implications. She has been involved in many environmental campaigns and between 2009 and 2011 she was CEO of Greenpeace Australia Pacific. Based on her huge experience in both global (and public) health and medicine, she often emphasizes on the strong links between environmentalism and health advocacy. These are going to be discussed in the interview below, including useful advice for medical students interested in global and public health.RÉSUMÉDre Linda Selvey travaille actuellement comme professeure agrégée au sein de l’École de santé publique de l’Université Curtin à Perth, en Australie. Détentrice d’un doctorat en immunologie, son travail en santé publique se distingue par de nombreux projets internationaux l’ayant menée dans divers pays, y compris l’Australie, le Népal, l’Inde et les Philippines. Elle a également récemment participé aux efforts de contrôle et d’éradication de l’Ebola au Liberia en tant que coordinatrice sur le terrain pour l’Organisation mondiale de la Santé [1-3].Depuis les années 1980, Dre Selvey a une passion pour le changement climatique et ses effets parfois délétères sur l’homme et la santé publique. Cet intérêt s’est traduit entre autres par plusieurs campagnes pour l’environnement, allant jusqu’à siéger comme PDG de Greenpeace pour la région Australie Pacifique. S’établissant sur de longues années d’expérience, Dre Selvey préconise aujourd’hui une surveillance étroite entre la santé publique et l’environnement. C’est avec cela en tête que nous nous sommes entretenues avec Dre Selvey. Cet entretien comprend entre autres des recommandations pour les étudiants en médecine qui s’intéressent à la santé publique.
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Lasserre, Kaye E., Nicola Foxlee, Lisa Kruesi, and Julie Walters. "Health Sciences Librarians' Research on Medical Students' Use of Information for Their Studies at The Medical School, University of Queensland, Australia." Medical Reference Services Quarterly 30, no. 2 (April 25, 2011): 141–57. http://dx.doi.org/10.1080/02763869.2011.562794.
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Theresa Ho, Maria, and Massimiliano Tani. "What medical students value from their teachers." Australian Health Review 31, no. 3 (2007): 358. http://dx.doi.org/10.1071/ah070358.
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As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medical students do not seem to have strong preferences when it comes to assessment, contradicting some of the fundamental suggestions of the recent educational literature, in which assessment is often viewed as a key element in the formation and the direction of learning. The fact that medical students seem to reject many of the paradigms of the psychology-based educational literature, at least based on the large sample surveyed at the University of New South Wales, suggests that caution should be used in the development of training programs for teachers in medical faculties, and that learning and teaching should ensure that students? expectations and teachers? training do not mismatch.
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Lyons, Zaza, Helen Wilcox, Lianne Leung, and Oliver Dearsley. "COVID-19 and the mental well-being of Australian medical students: impact, concerns and coping strategies used." Australasian Psychiatry 28, no. 6 (August 10, 2020): 649–52. http://dx.doi.org/10.1177/1039856220947945.
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Objective: Medical students are vulnerable to poor mental well-being. The recent COVID-19 pandemic has disrupted student life and had significant effects on curricula delivery at medical schools around Australia. The study aimed to assess the impact of COVID-19 on medical student mental well-being, assess concerns and determine activities used by students to help with the situation. Method: An online cross-sectional survey was designed. Questions focused on concerns and impact of COVID-19. The Kessler-10 (K10) measured psychological distress. Results: Two hundred and ninety-seven students participated with a 37.5% response rate. Mean K10 score was 20.6 indicating moderate psychological distress. There were no significant differences in K10 mean score or distress level (low, moderate, high, very high) between students in different years of the medical course. Deterioration in mental well-being since COVID-19 onset was reported by 68% students. Main negative impacts were on social connectedness, studies and stress levels. Concerns related to uncertainty about returning to normal and graduation. Common activities were using video chats, social media, exercise and hobbies. Conclusions: The impact of COVID-19 on mental well-being has led to legitimate concerns by students regarding their studies and progress through the medical course. We hope to minimise these disruptions, and reassure and support students to ensure that academic goals are achieved.
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Kerem, Nogah C., and Daniel Hardoff. "Adolescent health care education and training: insights from Israel." International Journal of Adolescent Medicine and Health 28, no. 3 (August 1, 2016): 303–7. http://dx.doi.org/10.1515/ijamh-2016-5014.
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Abstract There is a growing need for health care professionals to extend their knowledge in adolescent health care. Formal training curricula in adolescent medicine have been established in the United States, Canada, and Australia, yet many other countries have developed shorter training programs to enable interested physicians to further pursue knowledge and practical experience in delivering improved quality health care for adolescents. The Israeli experience in building an infrastructure that allows students and physicians to learn about adolescent medicine and to train in the field is described. It includes a series of lectures and seminars for medical students during medical school and at the clinical rotations in pediatric wards; the development of hospital-based and community-based multidisciplinary adolescent health services where residents can practice adolescent health care; a 3-year diploma course in adolescent medicine for specialists in pediatrics and family medicine; mini courses in adolescent medicine for pediatricians and family practitioners working in community settings; and a simulated patient-based program regarding communication with adolescents, aimed for all professional levels – medical students, residents, and specialists. This infrastructure has been developed to create a leading group of physicians, who are able to operate adolescent clinics and to teach adolescent medicine. Recently, a formal fellowship program in adolescent medicine has been approved by the Scientific Council of the Israel Medical Association. The Israeli experience described here could be applied in countries, where formal training programs in adolescent health care are not yet established.
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Bhandary, Shital, Kedar Prasad Baral, and Rajesh Nath Gongal. "Validation of mental agility test and personal qualities assessment tools for selecting medical students in Nepal." Journal of Patan Academy of Health Sciences 9, no. 2 (August 30, 2022): 95–101. http://dx.doi.org/10.3126/jpahs.v9i2.47985.
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Introduction: Patan Academy of Health Sciences (PAHS) decided to test mental agility and personal qualities to select undergraduate medical students, which was different than the conventional approach used in other health science universities in Nepal. PAHS emphasized testing cognitive and non-cognitive abilities than physic, chemistry and biology contents and this study shows how it was done for selecting medical students in Nepal.
Method: Personal Qualities Assessment (PQA) test batteries used to select medical students in twelve different countries were pilot tested with 10+2 non-science, 10+2 science and 10+3 health science students. PQA tools were forward translated in Nepali and back translated in English by bilingual experts independently. Face and content validity of these tools in Nepali language were established through discussions and consensus with the PAHS Admission team and PQA team in Australia.
Result: PQA tools assessing non-cognitive qualities in Nepali language were found to be internally consistent in the first pre-test with science and non-science students. PQA tool assessing mental agility in English language showed acceptable internal consistency in the second pre-test with science and health science students.
Conclusion: Mental agility test in English language is found to be suitable cognitive test for selecting medical students. Non-cognitive tests in Nepali language are found to be reliable and valid to identify applicants with unusual personal traits thereby leading to deselection. These tests can be considered for selecting undergraduate medical students at institute/university level or national level common entrance test in Nepal and beyond.
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Roche, A. M., P. Eccleston, and D. Jordan. "Smoking-related knowledge and attitudes of senior Australian medical students." Tobacco Control 5, no. 4 (December 1, 1996): 271–79. http://dx.doi.org/10.1136/tc.5.4.271.
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Guilfoyle, Charis, Pin-Hsiang Huang, Lesley Forster, and Boaz Shulruf. "Factors predicting rural location employment intent and choice among medical students and graduates." Korean Journal of Medical Education 34, no. 4 (December 1, 2022): 273–80. http://dx.doi.org/10.3946/kjme.2022.236.
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Purpose: Workforce shortage is a contributing cause of health inequality in rural Australia. There is inconclusive evidence demonstrating which factors cause doctors to choose rural practice. This study’s objective is to determine predictive factors for medical students’ intent to work rurally and for graduates’ current rural employment location choice.Methods: This prospective cohort study, utilized data gathered from the University of New South Wales about students and graduates who had spent one or more years in a Rural Clinical School. Participants were final year students and graduates already working in Australia. Stepwise logistic regression was used to determine predictive factors for the two outcomes.Results: Predictors for student intent to work rurally are rural background (odds ratio [OR], 7.16; 95% confidence interval [CI], 2.59–19.53), choosing to study at the Rural Clinical School (OR, 8.72; 95% CI, 1.32–57.63), and perceiving rural areas as opportunistic for career advancement (OR, 1.69; 95% CI, 1.15–2.49). Predictors for graduates currently working in a rural location are Bonded Medical Program participation (OR, 6.40; 95% CI, 1.15–35.59) and personal altruism (OR, 1.91; 95% CI, 1.02–3.57).Conclusion: While intent is predicted by having a rural background, choosing to study at the Rural Clinical School and perception of rural areas as having positive career opportunities, a current rural workplace location among graduates is predicted by holding a bonded medical position and a desire to serve an under-resourced population. Maintaining the Bonded Medical Program and clear communication regarding training pathways may increase numbers of rural doctors.
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Ahmad, M. S., M. A. Abuzar, I. A. Razak, S. A. Rahman, and G. L. Borromeo. "Educating medical students in oral health care: current curriculum and future needs of institutions in Malaysia and Australia." European Journal of Dental Education 21, no. 4 (June 8, 2016): e29-e38. http://dx.doi.org/10.1111/eje.12211.
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Raftery, Dylan, Vivian Isaac, and Lucie Walters. "Factors associated with medical students’ interest in remote and very remote practice in Australia: A national study." Australian Journal of Rural Health 29, no. 1 (February 2021): 34–40. http://dx.doi.org/10.1111/ajr.12694.
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McGurgan, Paul, Katrina Calvert, Elizabeth Nathan, Antonio Celenza, and Christine Jorm. "Opinions towards Medical Students’ Self-Care and Substance Use Dilemmas—A Future Concern Despite a Positive Generational Effect?" International Journal of Environmental Research and Public Health 19, no. 20 (October 14, 2022): 13289. http://dx.doi.org/10.3390/ijerph192013289.
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This study examines demographic factors which may influence opinions concerning medical students’ self-care and substance use behaviors as a means of providing insights into how future doctors view these issues compared to Australian doctors and members of the public. We conducted national, multicenter, prospective, on-line cross-sectional surveys using hypothetical scenarios to three cohorts- Australian medical students, medical doctors, and the public. Participants’ responses were compared for the different contextual variables within the scenarios and the participants’ demographic characteristics. In total 2602 medical students, 809 doctors and 503 members of the public participated. Compared with doctors and the public, medical students were least tolerant of alcohol intoxication, and most tolerant of using stimulants to assist with study, and cannabis for anxiety. Doctor respondents more often aligned with the public’s opinions on the acceptability of the medical students’ behaviors. Although opinions are not equivalent to behaviour, Australian students’ views on the acceptability for cannabis to help manage anxiety, and inappropriate use of prescription-only drugs are concerning; these future doctors will be responsible for prescribing drugs and managing patients with substance abuse problems. However, if current Australian medical student’s opinions on alcohol misuse persist, one of the commonest substance addictions amongst doctors may decrease in future.
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Ahmad, Mas S., Menaka A. Abuzar, Ishak A. Razak, Sabariah A. Rahman, and Gelsomina L. Borromeo. "Oral Health Education for Medical Students: Malaysian and Australian Students’ Perceptions of Educational Experience and Needs." Journal of Dental Education 81, no. 9 (September 2017): 1068–76. http://dx.doi.org/10.21815/jde.017.060.
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Reid, Mary Anne, and Kirsty Forrest. "Responding to COVID-19: What we learned in 2020." Asia Pacific Scholar 7, no. 2 (April 5, 2022): 1–5. http://dx.doi.org/10.29060/taps.2022-7-2/gp2663.
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Introduction: This article summarises a report published in July 2021 by Medical Deans Australia and New Zealand (Medical Deans), the peak body representing the 23 medical programs in Australia and New Zealand. It explores how medical schools responded to the early impacts of COVID-19 in 2020, and how they might build on some of the changes to achieve fundamental improvements in medical education in Australia and New Zealand. Methods: The Medical Deans report was based on: Responses to a survey midway through 2020 of its member schools about their experiences during the initial lockdowns; the contributions of presenters at the Medical Deans 2020 Annual Conference; subsequent discussions among communities of practice. Results: Innovations introduced in response to the pandemic, included greater equity of learning opportunities across geographical locations; health services taking more responsibility for clinical placements; greater emphasis on competencies and less on clinical rotations in specific disciplines; strong collaboration between medical schools, and with providers in the medical training and research pipeline. Challenges include balancing the benefits of online learning with the need for human connection and a chronic lack of clinical training opportunities in community-based care. Conclusion: While the impact of the pandemic on medical education and training was costly for all involved – both financially and personally – the scale of disruption provided a unique opportunity for step change. To fully realise this potential moving forward, medical schools will need to work in partnership with all those involved: students, health services, prevocational training, specialist colleges, regulators and governments.
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Leitch, Sharon, and Susan Dovey. "Review of registration requirements for new part-time doctors in New Zealand, Australia, the United Kingdom, Ireland and Canada." Journal of Primary Health Care 2, no. 4 (2010): 273. http://dx.doi.org/10.1071/hc10273.
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INTRODUCTION: By the time medical students graduate many wish to work part-time while accommodating other lifestyle interests. AIM: To review flexibility of medical registration requirements for provisional registrants in New Zealand, Australia, the United Kingdom, Ireland and Canada. METHODS: Internet-based review of registration bodies of each country, and each state or province in Australia and Canada, supplemented by emails and phone calls seeking clarification of missing or obscure information. RESULTS: Data from 20 regions were examined. Many similarities were found between study countries in their approaches to the registration of new doctors, although there are some regional differences. Most regions (65%) have a provisional registration period of one year. Extending this period was possible in 91% of regions. Part-time options were possible in 75% of regions. All regions required trainees to work in approved practice settings. DISCUSSION: Only the UK provided comprehensive documentation of their requirements in an accessible format and clearly explaining the options for part-time work. Australia appeared to be more flexible than other countries with respect to part- and full-time work requirements. All countries need to examine their registration requirements to introduce more flexibility wherever possible, as a strategy for addressing workforce shortages. KEYWORDS: Family practice; education, medical, graduate; government regulation