Publisher: Medknow Publishers   (Total: 427 journals)

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Showing 1 - 200 of 427 Journals sorted alphabetically
Acta Medica Intl.     Open Access   (SJR: 0.101, CiteScore: 0)
Advanced Arab Academy of Audio-Vestibulogy J.     Open Access  
Advanced Biomedical Research     Open Access  
Advances in Human Biology     Open Access   (Followers: 5)
Advances in Skeletal Muscle Function Assessment     Open Access  
African J. for Infertility and Assisted Conception     Open Access   (Followers: 1)
African J. of Medical and Health Sciences     Open Access   (Followers: 3)
African J. of Paediatric Surgery     Open Access   (Followers: 7, SJR: 0.25, CiteScore: 1)
African J. of Trauma     Open Access   (Followers: 1)
Ain-Shams J. of Anaesthesiology     Open Access   (Followers: 2)
Al-Azhar Assiut Medical J.     Open Access   (Followers: 2)
Al-Basar Intl. J. of Ophthalmology     Open Access   (Followers: 1)
Alexandria J. of Pediatrics     Open Access   (Followers: 1)
Ancient Science of Life     Open Access   (Followers: 6)
Anesthesia : Essays and Researches     Open Access   (Followers: 10)
Annals of African Medicine     Open Access   (Followers: 2, SJR: 0.258, CiteScore: 1)
Annals of Bioanthropology     Open Access   (Followers: 5)
Annals of Cardiac Anaesthesia     Open Access   (Followers: 15, SJR: 0.308, CiteScore: 1)
Annals of Indian Academy of Neurology     Open Access   (Followers: 3, SJR: 0.434, CiteScore: 1)
Annals of Indian Academy of Otorhinolaryngology Head and Neck Surgery     Open Access  
Annals of Indian Psychiatry     Open Access  
Annals of Maxillofacial Surgery     Open Access   (Followers: 6)
Annals of Medical and Health Sciences Research     Open Access   (Followers: 7)
Annals of Nigerian Medicine     Open Access   (Followers: 1)
Annals of Pediatric Cardiology     Open Access   (Followers: 11, SJR: 0.352, CiteScore: 1)
Annals of Saudi Medicine     Open Access   (SJR: 0.238, CiteScore: 1)
Annals of Thoracic Medicine     Open Access   (Followers: 6, SJR: 0.524, CiteScore: 1)
Annals of Tropical Medicine and Public Health     Open Access   (Followers: 14, SJR: 0.152, CiteScore: 0)
Annals of Tropical Pathology     Open Access  
Apollo Medicine     Open Access  
APOS Trends in Orthodontics     Open Access   (Followers: 1)
Arab J. of Interventional Radiology     Open Access   (Followers: 1)
Archives of Cardiovascular Imaging     Open Access   (Followers: 2, SJR: 0.187, CiteScore: 0)
Archives of Intl. Surgery     Open Access   (Followers: 10, SJR: 0.302, CiteScore: 1)
Archives of Medicine and Health Sciences     Open Access   (Followers: 5)
Archives of Medicine and Surgery     Open Access   (Followers: 1)
Archives of Pharmacy Practice     Open Access   (Followers: 12, SJR: 0.102, CiteScore: 0)
Archives of Trauma Research     Open Access   (Followers: 4, SJR: 0.37, CiteScore: 2)
Asia Pacific J. of Clinical Trials : Nervous System Diseases     Open Access   (Followers: 1)
Asia-Pacific J. of Oncology Nursing     Open Access   (Followers: 5)
Asian J. of Andrology     Open Access   (Followers: 1, SJR: 0.856, CiteScore: 2)
Asian J. of Neurosurgery     Open Access   (Followers: 2)
Asian J. of Oncology     Open Access   (Followers: 2)
Asian J. of Transfusion Science     Open Access   (Followers: 1, SJR: 0.35, CiteScore: 1)
Asian Pacific J. of Reproduction     Open Access   (SJR: 0.227, CiteScore: 1)
Asian Pacific J. of Tropical Biomedicine     Open Access   (Followers: 2, SJR: 0.491, CiteScore: 2)
Asian Pacific J. of Tropical Medicine     Open Access   (Followers: 1, SJR: 0.561, CiteScore: 2)
Astrocyte     Open Access  
Avicenna J. of Medicine     Open Access   (Followers: 1)
AYU : An international quarterly journal of research in Ayurveda     Open Access   (Followers: 6)
Benha Medical J.     Open Access  
Biomedical and Biotechnology Research J.     Open Access   (Followers: 1)
BLDE University J. of Health Sciences     Open Access  
Brain Circulation     Open Access   (Followers: 1)
Bulletin of Faculty of Physical Therapy     Open Access   (Followers: 2)
Canadian J. of Rural Medicine     Full-text available via subscription   (Followers: 1, SJR: 0.202, CiteScore: 0)
Cancer Translational Medicine     Open Access   (Followers: 2)
Cardiology Plus     Open Access   (Followers: 1)
Chinese Medical J.     Open Access   (Followers: 10, SJR: 0.52, CiteScore: 1)
CHRISMED J. of Health and Research     Open Access   (Followers: 2)
Clinical Cancer Investigation J.     Open Access  
Clinical Dermatology Review     Open Access   (Followers: 5)
Clinical Trials in Degenerative Diseases     Open Access  
Clinical Trials in Orthopedic Disorders     Open Access   (Followers: 2)
Community Acquired Infection     Open Access  
Conservation and Society     Open Access   (Followers: 10, SJR: 0.811, CiteScore: 2)
Contemporary Clinical Dentistry     Open Access   (Followers: 5, SJR: 0.353, CiteScore: 1)
Current Medical Issues     Open Access   (Followers: 2)
CytoJ.     Open Access   (Followers: 3, SJR: 0.543, CiteScore: 1)
Delta J. of Ophthalmology     Open Access  
Dental Hypotheses     Open Access   (Followers: 5, SJR: 0.152, CiteScore: 0)
Dental Research J.     Open Access   (Followers: 14, SJR: 0.416, CiteScore: 1)
Dentistry and Medical Research     Open Access   (Followers: 1)
Digital Medicine     Open Access  
Drug Development and Therapeutics     Open Access  
Education for Health     Open Access   (Followers: 8, SJR: 0.242, CiteScore: 0)
Education in the Health Professions     Open Access   (Followers: 2)
Egyptian J. of Bronchology     Open Access  
Egyptian J. of Cardiothoracic Anesthesia     Open Access  
Egyptian J. of Cataract and Refractive Surgery     Open Access   (Followers: 1, SJR: 1.799, CiteScore: 2)
Egyptian J. of Chest Diseases and Tuberculosis     Open Access   (Followers: 3, SJR: 0.155, CiteScore: 0)
Egyptian J. of Dermatology and Venerology     Open Access   (Followers: 1)
Egyptian J. of Haematology     Open Access   (Followers: 1)
Egyptian J. of Internal Medicine     Open Access   (Followers: 1)
Egyptian J. of Obesity, Diabetes and Endocrinology     Open Access   (Followers: 1)
Egyptian J. of Otolaryngology     Open Access   (Followers: 2)
Egyptian J. of Psychiatry     Open Access   (Followers: 1)
Egyptian J. of Surgery     Open Access   (Followers: 1)
Egyptian Nursing J.     Open Access  
Egyptian Orthopaedic J.     Open Access   (Followers: 2)
Egyptian Pharmaceutical J.     Open Access   (Followers: 3)
Egyptian Retina J.     Open Access  
Egyptian Rheumatology and Rehabilitation     Open Access   (Followers: 2)
Endodontology     Open Access  
Endoscopic Ultrasound     Open Access   (SJR: 0.822, CiteScore: 2)
Environmental Disease     Open Access   (Followers: 4)
Eurasian J. of Pulmonology     Open Access  
European J. of Dentistry     Open Access   (Followers: 4, SJR: 0.749, CiteScore: 2)
European J. of General Dentistry     Open Access   (Followers: 2, SJR: 0.12, CiteScore: 0)
European J. of Prosthodontics     Open Access   (Followers: 4)
European J. of Psychology and Educational Studies     Open Access   (Followers: 11, SJR: 0.113, CiteScore: 0)
Fertility Science and Research     Open Access  
Formosan J. of Surgery     Open Access   (SJR: 0.112, CiteScore: 0)
Genome Integrity     Open Access   (Followers: 2, SJR: 0.153, CiteScore: 0)
Glioma     Open Access  
Global J. of Transfusion Medicine     Open Access   (Followers: 1)
Gynecology and Minimally Invasive Therapy     Open Access   (SJR: 0.311, CiteScore: 1)
Hamdan Medical J.     Open Access  
Heart and Mind     Open Access  
Heart India     Open Access   (Followers: 2)
Heart Views     Open Access   (Followers: 2)
Hepatitis B Annual     Open Access   (Followers: 3)
Ibnosina J. of Medicine and Biomedical Sciences     Open Access   (Followers: 1)
IJS Short Reports     Open Access  
Imam J. of Applied Sciences     Open Access  
Indian Dermatology Online J.     Open Access   (Followers: 3)
Indian J. of Allergy, Asthma and Immunology     Open Access   (Followers: 1)
Indian J. of Anaesthesia     Open Access   (Followers: 7, SJR: 0.478, CiteScore: 1)
Indian J. of Burns     Open Access   (Followers: 3)
Indian J. of Cancer     Open Access   (Followers: 1, SJR: 0.361, CiteScore: 1)
Indian J. of Cerebral Palsy     Open Access   (Followers: 1)
Indian J. of Community Medicine     Open Access   (Followers: 2, SJR: 0.37, CiteScore: 1)
Indian J. of Dental Research     Open Access   (Followers: 5, SJR: 0.266, CiteScore: 1)
Indian J. of Dental Sciences     Open Access  
Indian J. of Dentistry     Open Access   (Followers: 1)
Indian J. of Dermatology     Open Access   (Followers: 2, SJR: 0.468, CiteScore: 1)
Indian J. of Dermatology, Venereology and Leprology     Open Access   (Followers: 4, SJR: 0.445, CiteScore: 1)
Indian J. of Dermatopathology and Diagnostic Dermatology     Open Access  
Indian J. of Drugs in Dermatology     Open Access   (Followers: 1, SJR: 0.791, CiteScore: 1)
Indian J. of Endocrinology and Metabolism     Open Access   (Followers: 4, SJR: 0.568, CiteScore: 1)
Indian J. of Health Sciences and Biomedical Research KLEU     Open Access   (Followers: 3)
Indian J. of Medical and Paediatric Oncology     Open Access   (SJR: 0.425, CiteScore: 1)
Indian J. of Medical Microbiology     Open Access   (Followers: 2, SJR: 0.503, CiteScore: 1)
Indian J. of Medical Research     Open Access   (Followers: 4, SJR: 0.656, CiteScore: 1)
Indian J. of Medical Sciences     Open Access   (Followers: 3, SJR: 0.102, CiteScore: 0)
Indian J. of Multidisciplinary Dentistry     Open Access   (Followers: 1)
Indian J. of Nephrology     Open Access   (Followers: 2, SJR: 0.347, CiteScore: 1)
Indian J. of Nuclear Medicine     Open Access   (Followers: 2, SJR: 0.23, CiteScore: 0)
Indian J. of Occupational and Environmental Medicine     Open Access   (Followers: 3, SJR: 0.225, CiteScore: 1)
Indian J. of Ophthalmology     Open Access   (Followers: 5, SJR: 0.498, CiteScore: 1)
Indian J. of Oral Health and Research     Open Access  
Indian J. of Oral Sciences     Open Access   (Followers: 1)
Indian J. of Orthopaedics     Open Access   (Followers: 8, SJR: 0.392, CiteScore: 1)
Indian J. of Otology     Open Access   (Followers: 1, SJR: 0.199, CiteScore: 0)
Indian J. of Paediatric Dermatology     Open Access   (Followers: 2)
Indian J. of Pain     Open Access   (Followers: 2)
Indian J. of Palliative Care     Open Access   (Followers: 8, SJR: 0.454, CiteScore: 1)
Indian J. of Pathology and Microbiology     Open Access   (Followers: 4, SJR: 0.276, CiteScore: 1)
Indian J. of Pharmacology     Open Access   (SJR: 0.412, CiteScore: 1)
Indian J. of Psychiatry     Open Access   (Followers: 2, SJR: 0.408, CiteScore: 1)
Indian J. of Psychological Medicine     Open Access   (SJR: 0.368, CiteScore: 1)
Indian J. of Public Health     Open Access   (Followers: 1)
Indian J. of Radiology and Imaging     Open Access   (Followers: 5)
Indian J. of Research in Homoeopathy     Open Access   (Followers: 2)
Indian J. of Respiratory Care     Open Access   (Followers: 3)
Indian J. of Rheumatology     Open Access   (Followers: 1, SJR: 0.119, CiteScore: 0)
Indian J. of Sexually Transmitted Diseases and AIDS     Open Access   (Followers: 2, SJR: 0.34, CiteScore: 0)
Indian J. of Social Psychiatry     Open Access   (Followers: 1)
Indian J. of Transplantation     Open Access  
Indian J. of Urology     Open Access   (Followers: 5, SJR: 0.434, CiteScore: 1)
Indian J. of Vascular and Endovascular Surgery     Open Access   (Followers: 2)
Indian Spine J.     Open Access  
Industrial Psychiatry J.     Open Access   (Followers: 2)
Intervention     Open Access   (Followers: 2)
Intl. Archives of Health Sciences     Open Access  
Intl. J. of Abdominal Wall and Hernia Surgery     Open Access   (Followers: 1)
Intl. J. of Academic Medicine     Open Access  
Intl. J. of Advanced Medical and Health Research     Open Access  
Intl. J. of Applied and Basic Medical Research     Open Access  
Intl. J. of Clinical and Experimental Physiology     Open Access   (Followers: 1)
Intl. J. of Clinicopathological Correlation     Open Access   (Followers: 1)
Intl. J. of Community Dentistry     Open Access  
Intl. J. of Critical Illness and Injury Science     Open Access   (Followers: 1, SJR: 0.192, CiteScore: 0)
Intl. J. of Educational and Psychological Researches     Open Access   (Followers: 4)
Intl. J. of Environmental Health Engineering     Open Access   (Followers: 1)
Intl. J. of Forensic Odontology     Open Access   (Followers: 1)
Intl. J. of Green Pharmacy     Open Access   (Followers: 8, SJR: 0.142, CiteScore: 0)
Intl. J. of Growth Factors and Stem Cells in Dentistry     Open Access  
Intl. J. of Health & Allied Sciences     Open Access   (Followers: 3)
Intl. J. of Health System and Disaster Management     Open Access   (Followers: 3)
Intl. J. of Heart Rhythm     Open Access  
Intl. J. of Medicine and Public Health     Open Access   (Followers: 6)
Intl. J. of Mycobacteriology     Open Access   (SJR: 0.535, CiteScore: 1)
Intl. J. of Noncommunicable Diseases     Open Access  
Intl. J. of Nutrition, Pharmacology, Neurological Diseases     Open Access   (Followers: 4, SJR: 0.17, CiteScore: 0)
Intl. J. of Oral Health Sciences     Open Access   (Followers: 3)
Intl. J. of Orofacial Biology     Open Access   (Followers: 1)
Intl. J. of Orofacial Research     Open Access   (Followers: 2)
Intl. J. of Orthodontic Rehabilitation     Open Access   (Followers: 2)
Intl. J. of Pedodontic Rehabilitation     Open Access  
Intl. J. of Pharmaceutical Investigation     Open Access   (Followers: 2)
Intl. J. of Preventive Medicine     Open Access   (Followers: 1, SJR: 0.623, CiteScore: 1)
Intl. J. of Shoulder Surgery     Open Access   (Followers: 5, SJR: 0.653, CiteScore: 1)
Intl. J. of the Cardiovascular Academy     Open Access   (SJR: 0.105, CiteScore: 0)
Intl. J. of Trichology     Open Access   (SJR: 0.4, CiteScore: 1)
Intl. J. of Yoga     Open Access   (Followers: 16)
Intl. J. of Yoga : Philosophy, Psychology and Parapsychology     Open Access   (Followers: 7)
Iranian J. of Nursing and Midwifery Research     Open Access   (Followers: 3)
Iraqi J. of Hematology     Open Access  
J. of Academy of Medical Sciences     Open Access  

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Similar Journals
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Education in the Health Professions
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2590-1761
Published by Medknow Publishers Homepage  [427 journals]
  • Analyzing educational interventions without random assignment

    • Authors: Samuel C Karpen
      Pages: 51 - 54
      Abstract: Samuel C Karpen
      Education in the Health Professions 2019 2(2):51-54
      Since educational researchers rarely have the luxury of random assignment, confounding variables are a common concern. This manuscript introduces readers to methods for statistically controlling confounding variables, namely propensity score matching, propensity score weighting, and doubly robust estimation. These techniques allow researchers to accurately estimate the effect of an intervention (e.g. a new teaching method's effect on course grades) even when the groups being compared differ on other relevant variables (e.g. one group has a higher pre-DVM GPA than the other). Example analysis are included to aid researchers hoping to conduct their own analyses.
      Citation: Education in the Health Professions 2019 2(2):51-54
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_21_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Building and validating a predictive model for DVM academic performance

    • Authors: Samuel C Karpen, Scott A Brown
      Pages: 55 - 58
      Abstract: Samuel C Karpen, Scott A Brown
      Education in the Health Professions 2019 2(2):55-58
      Background: Predicting success in the veterinary curriculum with admissions variables is a longstanding interest of veterinary faculty. As linear models have consistently outperformed experts' opinions when making quantitative estimates, integrating them into admissions could both improve the outcome and reduce the burden of the admissions process. Aims and Objectives: To build and test linear models for predicting first year grade point average (GPA) and practice readiness in the Doctor of Veterinary Medicine (DVM) program. Materials and Methods: The authors built and validated models for predicting first year GPA and clinical rotation performance using data from the college's application management system and internal records. Lasso regression was used to select the subset of variables that best predicted both first year GPA and clinical faculty's ratings of practice readiness. Results: Validated models indicated no application variables reliably predicted practice readiness. Only total undergraduate GPA, GRE verbal/quantitate score, reference letter positivity, and number of unexplained course withdrawals reliably predicted first year GPA. Conclusion: Selecting applicants who will be successful in the first year of the veterinary curriculum is an important objective, particularly given the challenges many students face during this part of the veterinary curriculum. The overarching goal of a veterinary curriculum, however, is to produce practice ready veterinarians, thus additional work must be done to improve our ability to identify applicants who will be poised for success upon graduation.
      Citation: Education in the Health Professions 2019 2(2):55-58
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_20_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Creating measurable, practice-relevant day-1 competencies for swine
           veterinary education

    • Authors: Perle E Zhitnitskiy, Thomas W Molitor, Montserrat Torremorell, Laura K Molgaard
      Pages: 59 - 64
      Abstract: Perle E Zhitnitskiy, Thomas W Molitor, Montserrat Torremorell, Laura K Molgaard
      Education in the Health Professions 2019 2(2):59-64
      Background: Veterinary education (VE) is increasingly transitioning toward a competency-based model with a focus on educational outcomes. The American Association of Veterinary Medical Colleges published a framework of competencybased veterinary education (CBVE) to provide guidance to veterinary educators in creating a curriculum that would graduate proficient veterinarians, capable of carrying out activities central to the profession, without supervision. Aims and Objectives: Swine Faculty at a Midwest Institution aimed to create a subset of competencies anchored in the CBVE framework for graduates aspiring to practice swine medicine. Methods: Using the Delphi process and the collaboration of swine practitioners and educators around the country, the team developed a list of 109 competencies divided into nine domains and three levels of expertise. Results: The list was designed as an online, interactive, savable tool, available at http://z.umn.edu/SwineCompetencies. Conclusion: Following this work, the swine faculty plans to evaluate the swine curriculum at the college level with the intent to incorporate additional opportunities for the students to practice and be assessed on the activities listed.
      Citation: Education in the Health Professions 2019 2(2):59-64
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_23_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • What constitutes excellent teaching: A survey of the perceptions of AAVMC
           distinguished veterinary teacher award winners

    • Authors: Kenneth D Royal, Todd Zakrajsek, Keven Flammer
      Pages: 65 - 71
      Abstract: Kenneth D Royal, Todd Zakrajsek, Keven Flammer
      Education in the Health Professions 2019 2(2):65-71
      Background: Although researchers have attempted to discern the characteristics of good teachers and good teaching, no one has attempted to solicit the perspectives of instructors recognized for their teaching effectiveness in veterinary medicine. Thus, the purpose of this study was to survey national award-winning educators, namely recipients of the AAVMC Distinguished Veterinary Teacher Award, in an effort to gain insights about the beliefs, characteristics and behaviors of proven, outstanding educators. Methods: This mixed-methods study utilized survey and grounded theory methodologies to analyze quantitative and qualitative data. Results: Although most award-winning educators did not possess any formal training in education, each demonstrated a high-level understanding of modern learning theory and effective pedagogical techniques. Although opinions varied on some issues, there was virtually a consensus on the importance of issues such as emphasizing clinical relevance, focusing on core concepts, avoiding minutiae, offering opportunities for application, and illustrating how concepts are related. Further, most educators embraced backward design principles and were highly intrinsically motivated to perform their instructional duties well. Award-winning educators tend to believe developing expertise in teaching is just as important as developing expertise in one's academic discipline/content area. Conclusion: Continual and increasing efforts to promote faculty development are warranted in veterinary medical education.
      Citation: Education in the Health Professions 2019 2(2):65-71
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_6_18
      Issue No: Vol. 2, No. 2 (2019)
       
  • Applied teaching model for veterinary junior surgery laboratory

    • Authors: Andrea Kalei Herndon Erickson, Andrew B West, Margaret K Bruner, Dean A Hendrickson, Catriona M MacPhail
      Pages: 72 - 80
      Abstract: Andrea Kalei Herndon Erickson, Andrew B West, Margaret K Bruner, Dean A Hendrickson, Catriona M MacPhail
      Education in the Health Professions 2019 2(2):72-80
      Objective: To assess perceived veterinary student confidence and surgical skill set following a live animal, nonrecovery porcine surgical laboratory and to assess veterinary alumni long-term surgical confidence benefits from this laboratory during their first few years in practice. Sample Population: Four hundred students pre- and post-laboratory self-assessment surveys were analyzed from veterinary students participating in the junior surgery laboratory (JSL) from 2009 to 2018. One hundred and fifty veterinary alumni surveys were analyzed from JSL participants graduating between 2014 and 2018. Materials and Methods : Procedures performed on swine culled from food production included wound closure, abdominal exploratory, abdominal closure, splenectomy, nephrectomy, gastrostomy, intestinal anastomosis, and cystotomy. Procedures performed aimed to facilitate development of atraumatic tissue handling, vessel ligation, and hollow organ surgery. Results: All participants demonstrated significant self-evaluation improvement (P < 0.001) in all categories to include prepping and draping, scrubbing, gowning and gloving, sterile technique, instrument handling, gentle tissue handling, knowledge of abdominal surgery, abdominal surgical exploration, skin incisions, vessel ligation, handling and suturing of abdominal viscera, comfort in a surgical setting, perceived surgical ability, and knowledge of abdominal surgical procedures. Surveyed Professional veterinary medicine (PVM) alumni agree that JSL contributed to their perceived confidence and surgical skills. Conclusions and Clinical Relevance:
      Authors believe that the skills-oriented teaching method and deliberate practice using a combination of bench models, cadavers, and live animal procedures build perceived student surgical skills and confidence. The majority of surveyed PVM alumni support this statement and report long-term perceived surgical skill and confidence benefits gained from the JSL during their 1st year of practice.
      Citation: Education in the Health Professions 2019 2(2):72-80
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_15_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Part I: Perceptions of clinical experience in the veterinary teaching
           hospital: Views of students, staff, house officers, and faculty in
           veterinary medicine clinical education

    • Authors: Candice Stefanou, Juan Samper, Marina McConkey, Hailey Carter
      Pages: 81 - 90
      Abstract: Candice Stefanou, Juan Samper, Marina McConkey, Hailey Carter
      Education in the Health Professions 2019 2(2):81-90
      Background: The clinical portion of the education of health professionals occurs through the combined efforts of staff, interns, residents, and faculty in the teaching hospital. Exposure to the clinical environment is an essential element in shaping the emerging medical professional's development as a competent practitioner for their 1st day of independent practice. Although high value is placed on clinical education by students and educators alike, the expectations of what educational activities will occur, and the value of each to professional development varies. Thus, this study sought to explore the perceptions of students, faculty, and staff in clinical veterinary medical education regarding their expectations about what students would experience during clinical training and how important those experiences are believed to be. Methods: This study utilized survey research methods. Results: The results reveal a complex picture of competing expectations and experiences that differ based on the status of the respondent as a student, veterinary technician, resident, or clinical faculty. Conclusion: Varied perspectives speak to the complexities of clinical education in the authentic environment of the hospital.
      Citation: Education in the Health Professions 2019 2(2):81-90
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_18_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Part II: Observations of clinical teaching in the veterinary teaching
           hospital

    • Authors: Candice Stefanou, Kelly Moore, Juan Samper, Bobbi Conner, Marina McConkey, Michael Aherne
      Pages: 91 - 97
      Abstract: Candice Stefanou, Kelly Moore, Juan Samper, Bobbi Conner, Marina McConkey, Michael Aherne
      Education in the Health Professions 2019 2(2):91-97
      Background: Clinical education is uniformly considered an essential phase of training in all health professions, yet our understanding of the nature of clinical teaching is limited, including how teaching responsibilities are distributed among various teaching staff available. This study documents variety of teaching techniques used in the clinics of a veterinary teaching hospital and explores the teaching roles that are assumed by the clinical staff. Methods: Nearly 115 h of structured observations of clinical teaching in 11 different clinical services was evaluated. Results: Faculty and residents engaged in different but complementary teaching behaviors with the students. House officers were most likely to demonstrate their clinical reasoning for the students and respond to student questions. Faculty, on the other hand, primarily asked students questions. Providing opportunities for students to observe professionals demonstrating clinical problem-solving and decision-making and questioning and answering questions were the dominant teaching techniques. All teachers took opportunities to extend student learning by taking advantage of the “teaching moment” as the fourth most frequent teaching technique observed. Conclusion: Results suggest that, while a variety of valuable teaching techniques are utilized, there could be more opportunities for students to practice decision-making under the supervision of seasoned professionals.
      Citation: Education in the Health Professions 2019 2(2):91-97
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_19_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Team-based learning in postgraduate midwifery education: A descriptive
           qualitative study

    • Authors: Nusrat Bano, Jennifer de Beer, Tagwa Y Omer
      Pages: 98 - 102
      Abstract: Nusrat Bano, Jennifer de Beer, Tagwa Y Omer
      Education in the Health Professions 2019 2(2):98-102
      Background: Pharmacology is perceived as a difficult course by nursing students who find it difficult to retain drug names and complex pharmacokinetic and pharmacodynamics processes. Team-based learning is a student-centered instructional design associated with improved academic outcomes. Purpose: To explore experiences of postgraduate nursing students with team-based learning in clinical pharmacology course. Methods: A descriptive qualitative design comprising of in-depth interviews was used. Study sample comprised of post graduate midwifery nursing students enrolled in clinical pharmacology course conducted with team-based learning. Content analysis following Graneheimian inductive approach was used to yield themes and subthemes. Results: Two themes emerged as 'Learning environment' and 'Intellectual process', comprising of 3-4 subthemes. Students absorbed concepts in a relaxed yet challenging environment. Intellectual process showcased improvements in knowledge retention, grasping concepts, confidence and thinking. Conclusion: Postgraduate midwifery nursing students had positive learning experiences in clinical pharmacology course conducted with team-based learning.
      Citation: Education in the Health Professions 2019 2(2):98-102
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_17_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • Knowledge, attitude, and practice regarding preventive dentistry among
           dental students in Tamil Nadu, India

    • Authors: Sangeeta Chavan, S Lavanya Rahavi, K Umesh, Muthu Karuppaiah, Palanivel Pandian
      Pages: 103 - 107
      Abstract: Sangeeta Chavan, S Lavanya Rahavi, K Umesh, Muthu Karuppaiah, Palanivel Pandian
      Education in the Health Professions 2019 2(2):103-107
      Purpose: This study aimed to assess the knowledge, attitude, and practice of preventive dentistry among dental students. Materials and Methods: It is a cross-sectional study conducted among dental students in Tamil Nadu, India. Seven dental colleges were randomly selected. Final-year students, interns, and postgraduates were selected at random. The survey was conducted in the month of July–September 2018. A 17-item, structured, self-administered questionnaire consisting of demographic information and questions which were based on the knowledge, attitude, and practices of preventive dentistry was used to collect data from the study participants. Ethical clearance and informed consent were obtained. Results: Nearly 93.1% of final-year students, 98.4% of interns, and 45.7% of postgraduates were knowledgeable of preventive dentistry. Majority of the dental students responded that regular dental checkup is important in preventing oral diseases and nearly 67% of final-year students, 62.9% of interns, and 80.2% of postgraduates reported that they feel competent in performing preventive dental procedures. More than 50% of the respondents expressed a need for some changes in the dental curriculum. Conclusion: Results indicate that even though students have knowledge regarding preventive dentistry, the emphasis on practicing it is not adequate. Hence, there is a need a need for change to improve to improve knowledge, attitude, and practice regarding preventive dentistry in undergraduate students.
      Citation: Education in the Health Professions 2019 2(2):103-107
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_13_19
      Issue No: Vol. 2, No. 2 (2019)
       
  • The role of metacognition in teaching clinical reasoning: Theory to
           practice

    • Authors: Ken Kosior, Tracy Wall, Sarah Ferrero
      Pages: 108 - 114
      Abstract: Ken Kosior, Tracy Wall, Sarah Ferrero
      Education in the Health Professions 2019 2(2):108-114
      The ability to think critically in an uncertain and complex health-care environment is a paramount skill needed for health profession students to transition to clinical practice. Experts and educators in health profession education have unintentionally created confusion regarding operationalizing critical thinking, clinical reasoning, and clinical decision-making. In the purest form, health profession educators are referencing the cognitive abilities of a clinician to transfer thinking skills from an academic to a clinical setting. The problem with teaching clinical reasoning in health professions is that the ability to transfer knowledge and skill to patient care is often inefficient. Metacognitive awareness provides a theoretical and practical construct to make previously unconscious cognitive processes overt. The benefit of integrating and scaffolding pedagogical practices to emphasize explicit student knowledge and regulation of cognition may benefit health profession educators in teaching future clinicians how to handle cognitively complex problems. Making clinical reasoning overt through metacognitive awareness provides health profession educators a framework which helps to teach and assess cognitive strategies associated with clinical reasoning. Metacognitive awareness operationalizes a complex construct to allow a definitive way for health profession educators to instruct the cognitive system, resulting in enhanced clinical reasoning. Learning the components of metacognitive awareness is essential to a solid foundation for students and faculty. As students receive further instruction and feedback on cognitive strategies, the potential exists to improve metacognitive judgments. Case-based learning, simulated and standardized patient interactions, and experiential learning all provide pedagogical tools to promote metacognitive awareness in health profession students. Through serial assessment of metacognitive awareness, health profession educators may also gain valuable insight into how students develop cognitive strategies for future clinical reasoning. The increased ability to plan and evaluate cognitive processes may aid health profession students and educators in attaining more meaningful thinking for complex problem-solving in clinical practice.
      Citation: Education in the Health Professions 2019 2(2):108-114
      PubDate: Tue,5 Nov 2019
      DOI: 10.4103/EHP.EHP_14_19
      Issue No: Vol. 2, No. 2 (2019)
       
 
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