Health Professional Education

Understanding communication of health information: A lesson in health literacy for junior medical and physiotherapy students

by Frank Doyle

Journal of Health Psychology, in press

Best practice communication between healthcare professionals and patients involves using quality patient information... more Best practice communication between healthcare professionals and patients involves using quality patient information leaflets (PILs). We assessed medical and physiotherapy students’ (N = 337) ability to appraise the readability, psychology theory content and quality of nine international smoking PILs. Flesch scores ranged from 52.8–79.7% (standard to fairly easy). Students identified components of the Health Belief Model (84- 98%), Theory of Planned Behaviour (65–88%) and Transtheoretical Model (37–86%). Importantly, student-proposed additional theory-based content had no detrimental effect on readability scores. Overall quality scores indicated low–moderate quality. This assignment helped students critically evaluate the utility of PILs for communication.

Health workers facing the transition to electronic patient records: a qualitative study

by Ivan Ricarte

Co-authored with Maria Cristiane Barbosa Galvão and Estela Mara Ferreira Gambi. Published in Annual Meeting of the North American Primary Care Research Group, 2011.

Around the world, health workers are facing the technological transition from paper to electronic patient records. The... more Around the world, health workers are facing the technological transition from paper to electronic patient records. The goal of this study was to better understand this transition from the perspective of medical archivists, who are generally neglected in this transition to electronic records.

125 Years of Health Professions Education at the Fiji School of Medicine

by Dr. Christian Chinyere Ezeala

Effective use of feedback

by Victoria S Kaprielian

Evaluating Without Fear

by Victoria S Kaprielian

The role of reflection in audiology students' development as professional practitioners: A constructivist grounded theory

by Stella Ng

Mississippi's Physician Labor Force

by Jeralynn Cossman

Self and continuing professional learning (development): issues of curriculum and identity in developing academic practice

by Chris Trevitt

Learning in academia is more than academic learning: action research in academic practice for and with medical academics

by Chris Trevitt

Advancing assessment practice in continuing professional learning: toward a richer understanding of teaching portfolios for learning and assessment

by Chris Trevitt

This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for... more This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes. While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often simply assumed to be an appropriate tool. However, it is important that, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio. In this paper we explore some of the appeal as well as the difficulties of using portfolios, many of which arise from the fact that portfolios are often simultaneously used for summative and formative purposes. We suggest how the challenges sometimes experienced with portfolio assessment can be addressed by course conveners.

(2006) « Convertirse en psicoanalista en Francia », Política y Sociedad, Madrid, (numéro spécial “Sociologia y Anthropologia de la Enfermedad Mental”), Vol. 43, N° 3: 73-88

by Samuel Lézé

article in spanish

RESUMEN
««¿Cómo convertirse en psicoanalista?» Las respuestas a esta pregunta representan el eje de las... more RESUMEN
««¿Cómo convertirse en psicoanalista?» Las respuestas a esta pregunta representan el eje de las discusio- nes que se han desarrollado en Francia, en torno a la formación más apropiada para los psicoanalistas. Apoyándose en un trabajo de campo de 6 meses, realizado en el mundo social de los psicoanalistas pari- sinos, desde una perspectiva de sociología política de la salud mental, este artículo se propone dos obje- tivos. En primer lugar, dado que se considera al análisis como un momento social particular dividido en dos polos y constituido por organizaciones militantes dentro de un campo político, se intenta comprender de qué manera una carrera de “trabajo con uno mismo” se vuelve, no sin tensiones, más una carrera mili- tante de un cierto tipo que una actividad profesional. En segundo lugar, se trata de restituir la compleji- dad de la socialización de los psicoanalistas, sus limitaciones objetivas y el tipo de carrera moral basada en el principio de cambio del self*.

PALABRAS CLAVE: Psicoanalistas, psicoanálisis, salud mental, interaccionismo, carrera, profesión, organiza- ción militante, socialización, cura por la palabra.

ABSTRAC T
Answering the question “how do we become a psychoanalyst?” is in the heart of the divisions of the psychoanalysis in France relating in particular to the most appropriate training. Leaning on a long- term fieldwork (6 years) in the social world of the Parisian psychoanalysts and a perspective of poli- tical sociology of the mental health, the aims of this article are: (i). to consider the psychoanalysis as a particular social movement divided into two poles and constituted by activist organizations in a poli- tical arena. Then the issue addresses how a self work’s career become, no without tensions, a type of activist’s career rather than a professional activity as such. (ii). To restore the complexity of the socia- lization of the psychoanalysts, its objective constraints and the type of moral career in the principle of the change of self.

KEY WORDS: Psychoanalysts, psychoanalyse, mental health, interactionism, career, profession, social movement organization, therapy.

Using an online forum to encourage reflection about difficult conversations in medicine

by Mark Aakhus

Abstract
Objective
Medical students encounter many challenging communication situations during the clinical... more Abstract
Objective
Medical students encounter many challenging communication situations during the clinical clerkships. We created the Difficult Conversations Online Forum (DC Forum) to give students an opportunity to reflect, debrief, and respond to one another about their experiences.

Methods
The DC Forum is a web-based application with structured templates for student posts and responses, along with a mechanism for faculty feedback. It became a required part of the curriculum for third-year medical students in 2003. We content analyzed data collected during the 2003–2004 and 2004–2005 academic years (N = 315). All open-ended responses were coded by two members of the research team; the few disagreements were resolved via discussion.

Results
While posts addressed a wide range of topics, more than one-third (35.6%) of students addressed delivering bad news. Nearly half (49.4%) of the students reported they had talked with someone about their difficult conversation, most frequently a resident physician; the suggestions they received varied in terms of helpfulness. Only a small percentage of students (4.7%) reported accessing other resources.

Conclusion
The DC Forum provides a template that encourages reflection and dialogue about challenging communication situations. The online design is feasible, and enables a virtual discussion that can be joined by students regardless of their clerkship schedule or clinical site.

Practice implications
A structured approach for reflection and a simple, safe mechanism for feedback are essential components of the learning process regarding difficult conversations. While the DC Forum was created for medical students, the online approach may prove useful across the continuum of medical education.

Keywords: Medical education; Difficult conversations; Online; Reflection

Conversations for Reflection: Augmenting Transitions and Transformations in Expertise.

by Mark Aakhus

Aakhus, M. (2007). Conversations for Reflection: Augmenting transitions and transformations in expertise. In C. R. McInerney & R. E. Day (Eds.), Rethinking Knowledge Management (pp. 1-20). Berlin, Heidelberg: Springer Berlin Heidelberg. doi:10.1007/3-540-71011-6

The challenge of augmenting transitions and transformations through technological design is addressed here by putting... more The challenge of augmenting transitions and transformations through technological design is addressed here by putting forward a model of Conversations for Reflection. This model helps deal with the practical problem of helping people develop their professional expertise. The model specifies procedural conditions that support the complex communicative activity of publicly testing private assumptions, surfacing dilemmas, and publicly discussing sensitive issues. This is illustrated by showing how the model informs two interventions that augment the development of expertise. The model follows from the theory of reflective practice, current understanding of accounting behavior in interaction, and the insights and recent developments in theory and research on the Language Action Perspective. The model, its rationale, and use illustrate an approach to understanding knowledge as a process.

Gender, identities and intersectionality in medical education research

by Lynn Monrouxe

Contesting medical hierarchies: nursing students' narratives as acts of resistance

by Lynn Monrouxe

Identity, identification and medical education: why should we care?

by Lynn Monrouxe

The Construction of Patients' Involvement in Hospital Bedside Teaching Encounters

by Lynn Monrouxe

Solicited audio diaries in longitudinal narrative research: a view from inside

by Lynn Monrouxe

Negotiating professional identities: dominant and contesting narratives in medical students' longitudinal audio diaries

by Lynn Monrouxe

Medical students learning intimate examinations without valid consent: a multicentre study

by Lynn Monrouxe