Authors:Nicole Tombers, Joe Bauer, Aaron Boraas, Jordan Lundberg, Rachel Pfeifer, Cassidy Reinartz Pages: 1 - 7 Abstract: Nicole Tombers, Joe Bauer, Aaron Boraas, Jordan Lundberg, Rachel Pfeifer, Cassidy Reinartz Education in the Health Professions 2023 6(1):1-7 Study Design: Systematic review. Objective: To evaluate the effectiveness of pipelines in increasing enrollment of underrepresented students into graduate healthcare programs. Materials and Methods: Eight databases (CINAHL, Medline, Nursing and Allied Health Premium, OVID, ScienceDirect, Education Index, Proquest, Google Scholar) were searched in October 2021. Inclusion criteria: studies investigating the effect of pipeline programs on enrollment of underrepresented students in individual graduate healthcare programs within the USA. Studies evaluating a pipeline program where students went on to be enrolled at another institution were excluded. Two reviewers screened articles, extracted data and assessed study quality, with a third reviewer resolving disputes. Primary data collected was percentage of underrepresented students enrolled per cohort. Additional data included the profession of the healthcare program, entrance point into the pipeline and interventions used in the pipeline. Study quality was assessed using the National Institutes of Health Quality Assessment Tool for pre/post studies with no control group. Results: After duplicates were removed, 1524 studies were evaluated, with five studies included. Following initiation of a pipeline, fifteen institutions reported increased enrollment of underrepresented students, three reported decreased enrollment, and one reported no change. All studies were of low quality for drawing associative conclusions. Conclusion: Pipelines may be effective at increasing underrepresented students enrolled in graduate healthcare programs. Results are limited in scope, representing only medical and dental programs, and lacking in long-term outcomes. Citation: Education in the Health Professions 2023 6(1):1-7 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_29_22 Issue No:Vol. 6, No. 1 (2023)
Authors:Claire Marks, Priyanka K Prasad, Julianne Stout Pages: 8 - 14 Abstract: Claire Marks, Priyanka K Prasad, Julianne Stout Education in the Health Professions 2023 6(1):8-14 Background: Recent data suggests female physicians can be up to twice as likely to experience infertility compared to the general population. Despite this, fertility and family planning are rarely incorporated into formal medical education. In this study, medical students’ knowledge and perspectives regarding childbearing were investigated along with how fertility-related information could be presented in medical curricula. Materials and Methods: An anonymous, online questionnaire was designed for this study, comprised of multiple choice, open ended, and Likert questions. Respondents were recruited from medical students in all phases of training at a large, Midwest medical school, yielding 184 responses. The survey included sections on knowledge, perspectives, curriculum, and demographics. Results: The average score on fertility knowledge was 70%. Most respondents were interested in having biological children (76% agreed/strongly agreed). Students worried about having children during medical education (71% agreed/strongly agreed). About 40% of respondents disagreed/strongly disagreed that their institution would support their decisions regarding family building. Respondents indicated benefits of delayed childbearing are financial stability, career establishment, and increased maturity. Nearly 80% of individuals preferred that fertility education be a required component of the medical curriculum. Conclusions: These results suggest many medical students hope to have children and are aware of the logistical challenges associated with childbearing during medical training. However, they may not fully appreciate the impact of biological decline in fertility over time, potentially a factor contributing to increased physician infertility. Further curricular content addressing fertility would be beneficial to undergraduate medical students. Citation: Education in the Health Professions 2023 6(1):8-14 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_26_22 Issue No:Vol. 6, No. 1 (2023)
Authors:Lauren E Markovic, Sarah Nguyen, Sherry Clouser Pages: 15 - 21 Abstract: Lauren E Markovic, Sarah Nguyen, Sherry Clouser Education in the Health Professions 2023 6(1):15-21 Introduction: Congenital heart disease (CHD) is a common heart defect that can be present in small and large animals at birth. Student understanding of normal and abnormal cardiac anatomy is imperative for proper diagnosis and management of CHD. Objectives were to create and use three-dimensional (3D) heart models during a workshop to understand veterinary student perception of 3D models for CHD education. We hypothesized that 3D models would enhance student understanding of CHD, and students would prefer 3D models during cardiac education. Materials and Methods: Computed tomography angiography datasets from canine patent ductus arteriosus were used to create 3D models. Segmentation and computer-aided design were performed. Virtual overlays of 3D models were displayed onto two-dimensional (2D) thoracic radiographs. Stereolithography files were fabricated by a 3D printer. Students participated in a CHD workshop consisting of 2D and 3D teaching stations. Self-assessment surveys before and after the workshop were completed. Results: Twenty-two veterinary students attended the workshop. The 3D-printed models were found to be the most helpful teaching modality based on students’ perception. The 3D-printed model (P < 0.0001) and the 3D digital model (P < 0.0001) were perceived to be significantly more helpful than the 2D radiograph station. All students strongly agreed (15/22) or agreed (7/22) that virtual models overlayed onto 2D radiographs enhanced their spatial recognition of anatomic structures. All students strongly agreed (17/22) and agreed (5/22) that the CHD workshop was a valuable learning opportunity. Conclusion: Creation of virtual and fabricated 3D heart models is feasible. Three-dimensional models may be helpful when understanding spatial recognition of cardiovascular anatomy on thoracic radiographs. We advocate using 3D heart models during CHD education. Citation: Education in the Health Professions 2023 6(1):15-21 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_28_22 Issue No:Vol. 6, No. 1 (2023)
Authors:Kerri L Murphy, Kimberly B Klug, Margaret D Kasimatis Pages: 22 - 26 Abstract: Kerri L Murphy, Kimberly B Klug, Margaret D Kasimatis Education in the Health Professions 2023 6(1):22-26 Background: The prevalence of mental health issues increased dramatically during the Covid-19 pandemic. Providing programs to build mental health literacy of healthcare students is a necessity. This study examines the efficacy of Mental Health First Aid (MHFA) for improving the mental health literacy of healthcare students and assessing the value of a post-training simulation experience to reinforce skills. Research supporting the use of MHFA in the lay population to recognize psychological distress and provide effective support readily exists; however, few studies focus on MHFA’s value for healthcare professionals. Materials and Methods: Participants included graduate students from physical therapy, physician assistant, and occupational therapy. This study was a one-way repeated measures design. Data from the students were collected using the Mental Health Literacy for Health Care Professional Students (MHLS-HC) before MHFA training, after training, and after a simulation experience. Pairwise t tests with a Tukey correction were calculated to determine significant interactions. Results: Change scores on the MHLS-HC show that all student disciplines educated in the MHFA had statistically significant increases in mental health literacy scores. After simulation, small additional increases in scores were noted for students participating in simulation synchronously, unlike scores for students participating asynchronously. Conclusion: This study supports the use of MHFA to improve mental health literacy and skills in healthcare students. Simulation enhanced the impact of the MHFA program when utilized in a synchronous format. Continued development of programs for healthcare students to manage the mental health needs of their future patients and colleagues fills an urgent need within the global community. Citation: Education in the Health Professions 2023 6(1):22-26 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_1_23 Issue No:Vol. 6, No. 1 (2023)
Authors:Kanica Kaushal, Anupam Parashar, Dineshwar Singh Dhadwal, V. M. S. Jaswal, Pramod Jaret, Salig Ram Mazta Pages: 27 - 33 Abstract: Kanica Kaushal, Anupam Parashar, Dineshwar Singh Dhadwal, V. M. S. Jaswal, Pramod Jaret, Salig Ram Mazta Education in the Health Professions 2023 6(1):27-33 Background: A sharp increase in the prevalence of type 2 diabetes mellitus has been observed in the South East Asian region, both in urban and rural areas, associated with the lifestyle transitions toward urbanization. A substantial proportion of people with type 2 diabetes remain undiagnosed till they have evidence of the micro-vascular complications. Therefore, the need for early diagnosis and treatment is urgent. This awareness study (based on CURES-9 questionnaire) is a part of MDRF IDRS validation study done in the state of Himachal Pradesh in India which has been published elsewhere. Materials and Methods: A cross sectional household survey was conducted for a period of 1 year from August 2015 through July 2016 using a two-stage sampling design. Basic data regarding awareness, knowledge, beliefs, treatment practices among a total of 465 consenting participants was collected and composite score was derived as CURES-9 study. Results: Mean percent KAP composite score of the screened population (n = 417) regarding knowledge of diabetes was 76.04%. Approximately 5% of participants yielded a score of 0% correct, indicating no knowledge whatsoever of diabetes. Additionally, only 27% of participants obtained the maximum score of 100%. The KAP composite scores were significantly higher in both educated and employed group. Conclusion: The goal was to raise awareness of the risk factors for type 2 diabetes and assist adults in determining their own level of risk. Prior to COVID-19 pandemic, people saw little need to cover remote health management. COVID-19 might have opened the door for a “New Deal” as it comes to remote diabetes management and that can be uncovered by furthering this study in today’s environment. Citation: Education in the Health Professions 2023 6(1):27-33 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_24_22 Issue No:Vol. 6, No. 1 (2023)
Authors:Emily S Becker, Michael Grant, Maria M Witte, Lauren T Deveikis, Rachel K Traisman Pages: 34 - 41 Abstract: Emily S Becker, Michael Grant, Maria M Witte, Lauren T Deveikis, Rachel K Traisman Education in the Health Professions 2023 6(1):34-41 Purpose: While formal mentorship is a valued development tool, there is limited information regarding these programs within physical therapy. This study aims to identify factors that influence mentorship program outcomes, including increasing mentee confidence and perception of improved clinical outcomes. Materials and Methods: Eighty-five physical therapists participated in a 38-question online survey regarding their employer’s mentorship program within the first 5 years of practice. Responses regarding the mentorship program’s structure, quality of mentorship experiences, and frequency of best practice behaviors demonstrated by the mentor were collected using five-point Likert-type scales for agreement and frequency. Associations between mentorship practices and mentorship outcomes were analyzed via Chi-square and Cramer’s V likelihood ratios. Results: All indicators related to mentorship best practices showed strong associations with the intended outcomes for formal mentorship programs of increased mentee confidence and improved perception of clinical outcomes. These associations ranged from χ2(36) = 153.202, P = <0.001, V = 0.667 to χ2(36) = 186.946, P = <0.001, V = 0.805. The same three variables of creating safe learning environments, being invested in the mentee’s growth, and preparing for the session had the strongest associations with these mentorship program outcomes ranging from χ2(36) = 171.378, P = <0.001, V = 0.778 to χ2(36) = 186.946, P = <0.001, V = 0.805. Conclusions: Though the results demonstrated that mentees reported overall positive experiences, formal mentorship programs should find additional ways to incorporate mentorship best practices. Creating a safe learning environment, investing in a mentee’s growth, and preparing for mentorship sessions, in particular, bolster mentorship program outcomes of increasing mentees’ confidence and perception of improved overall clinical outcomes. Citation: Education in the Health Professions 2023 6(1):34-41 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_2_23 Issue No:Vol. 6, No. 1 (2023)
Authors:Priya Baby, Angelina Philip, Anna E Simon, Ann M Sibi, Anitta M Shaju, Ann M Abraham, Kathyayani B V Pages: 42 - 45 Abstract: Priya Baby, Angelina Philip, Anna E Simon, Ann M Sibi, Anitta M Shaju, Ann M Abraham, Kathyayani B V Education in the Health Professions 2023 6(1):42-45 Introduction: Nursing education is based on experiential learning. This study aimed to understand undergraduate nursing students’ perceptions and experiences of online learning during the COVID-19 pandemic. Materials and Methods: A cross-sectional survey was conducted among undergraduate nursing students using a questionnaire that was developed for the study. Results: Majority of the students (72.5%) agreed that the learning experience through online classes met their expectations. However, 73.3% opined that they prefer traditional face-to-face classes over online classes. On a scale of 0–10, the mean score for the effectiveness of learning practical procedures through online sessions was 4.7 (S.D 2.3). The most important challenge faced by the students included connectivity issues and fear of the negative impact of online classes on health. Conclusion: Even though online classes were a viable option during the COVID-19 pandemic, undergraduate nursing students prefer traditional in-person education to the online mode of learning. Citation: Education in the Health Professions 2023 6(1):42-45 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_25_22 Issue No:Vol. 6, No. 1 (2023)
Authors:Fok-Han Leung, Giovanna Sirianni, Kulamakan Kulasegaram Pages: 46 - 48 Abstract: Fok-Han Leung, Giovanna Sirianni, Kulamakan Kulasegaram Education in the Health Professions 2023 6(1):46-48 The Objective Structured Clinical Examination (OSCE) is a commonly utilized modality to assess learner clinical skills in a simulated environment. It is important that OSCE cases are well written; A poorly constructed case can frustrate the learner, lack realism, and lead to disrupted narrative flow. An ideal response process in an OSCE case, or for any assessment, takes the learner to the patient’s bedside or puts them into the cognitive and affective state similar to that of clinical work. There are several parallels between writing OSCEs and creating Dungeons and Dragons (D&D) adventures. From determining the central conflict to designing D&D adventures using the classic three part structure, from creating challenging yet solvable challenges to distributing loot and treasure, the approaches and lessons of being a DM align with being an OSCE case writer. Citation: Education in the Health Professions 2023 6(1):46-48 PubDate: Fri,14 Apr 2023 DOI: 10.4103/EHP.EHP_27_22 Issue No:Vol. 6, No. 1 (2023)
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