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| doctor of health professions education: Clinical Education for the Health Professions Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough, 2023-07-19 This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education. |
| doctor of health professions education: Health Professions Education Institute of Medicine, Board on Health Care Services, Committee on the Health Professions Education Summit, 2003-07-01 The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system. |
| doctor of health professions education: The Health Professions Educator Gerald Kayingo, PhD, PA-C, Virginia McCoy Hass, DNP, MSN, RN, FNP-C, PA-C, 2017-08-28 Provides one-of-a-kind, in-depth guidance for improving effectiveness in the classroom This is the only book for new and midcareer faculty that delivers practical, evidence-based strategies for physician assistants, nurse practitioners, and other clinical professionals teaching in advanced health provider education programs. The text disseminates interprofessional teaching and learning strategies that can be used across the gamut of advanced clinical disciplines. It also features sample curricula and syllabi, lecture tips, evaluation strategies, and in-depth information about state-of-the-art technology and virtual classrooms. Key pedagogical principles set a firm foundation for both novice and experienced educators, and practical applications and case examples integrated into each chapter offer concrete reinforcement. The text describes how to design and implement a curriculum that promotes cognitive diversity and inclusion, and examines ways to encourage leadership and scholarship. It addresses methods for fostering active learning and clinical reasoning through the use of technology, simulation, distance education, and student-centered pedagogy. Edited by experienced PA and NP faculty who are leaders in interprofessional education, the book distills the insight and expertise of top PA, nursing, and physician educators and provides valuable tools that help faculty become effective educators in the U.S. and abroad. Key Features: Delivers cutting-edge tools of the trade for advanced health professions educators Provides evidence-based strategies for interprofessional education Describes key pedagogical principles for both beginner and advanced educators •Includes strategies to promote cognitive diversity and inclusion in the teaching environment Weaves practical applications and case examples into each chapter Offers strategies for faculty to establish and maintain work-life balance |
| doctor of health professions education: Strengthening the Connection Between Health Professions Education and Practice National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Global Health, Global Forum on Innovation in Health Professional Education, 2019-09-12 On November 13 and 14, 2018, members of the National Academies of Sciences, Engineering, and Medicine's Global Forum on Innovation in Health Professional Education participated in a joint workshop with affiliates of the National Center for Interprofessional Practice and Education. The workshop participants explored the intersection of health professions education and practice. Both sectors are working toward the same goal of improving the health of patients and populations, without compromising the mental stability and wellbeing of the workforce or its learners. However, while education and practice have the same goal, there is a need for greater alignment between the sectors to more fully realize these desired outcomes. For example, educators, practitioners, and administrators must learn to adapt and respond to the growing role of technology within a wider context, in order to most effectively apply higher education within health systems. This publication summarizes the presentations and discussions from the workshop. |
| doctor of health professions education: Mentoring In Health Professions Education Alice Fornari, Darshana T. Shah, 2022-01-11 This IAMSE Manual, Mentoring Across the Continuum, is a product of its co-editors' and authors’ lifetime work in mentoring faculty and studying the impact of this mentoring. The book defines the field of academic medicine as highly dependent on finding and relating to mentors at virtually every stage of a doctor's career. It describes and analyzes successful mentor/mentee relationships, examining the authors' personal experiences, as well as a data-driven approach, to explore the many different roles and perspectives on mentoring relationships and ultimately the mentoring culture. The editors look at the data with respect to the success of different strategies in mentoring, as well as different structures of diverse mentoring programs. As well, proven ways to deliver these programs successfully for all professionals who lead mentoring programs or are active participants as mentees. There is a special emphasis on the mentoring of medical educators. However, the themes explored in this book are generalizable beyond the medical educator to include diverse academic roles across the continuum. In particular, enumerating the many specific roles of a mentor beyond just the traditional concepts adds breadth and depth to understanding what can be gained from mentor-mentee relationships. This Manual is a valuable resource for clinicians, educators, and trainees in addition to anyone involved in medical education and progressing through the stages of practicing, teaching, and learning in medicine. This Manual represents a meaningful addition to the literature on this most important professional subject. |
| doctor of health professions education: Foundations of Health Professions Education Research Charlotte E. Rees, Lynn V. Monrouxe, Bridget C. O'Brien, Lisi J. Gordon, Claire Palermo, 2023-08-07 Foundations of Health Professions Education Research Understand the principles, perspectives, and practices for researching health professions education with this accessible introduction Educating healthcare students and professionals is critical to the long-term improvement of human health. Health professions education research (HPER) is a growing field with enormous potential to enrich the education of medical, nursing, and allied health students and professionals. There is still, however, an urgent need for a textbook focusing on the foundations of HPER that will help new and existing HPE researchers ground their work in research philosophies, evidence-based methodologies, and proven best practices. Foundations of Health Professions Education Research meets this need with a broad-based and accessible introduction to the foundations of HPER. Rooted in the latest theoretical and methodological advances, this book takes a global and interdisciplinary approach, designed to provide the widest possible range of backgrounds with a working knowledge of HPER. It promises to become an indispensable contribution to this growing field of increasingly rigorous research. Foundations of Health Professions Education Research readers will also find: An authorial team with decades of combined HPER experience on multiple continents Educational features such as learning outcomes, illustrative case studies, discussion points, and exercises to facilitate understanding and retention Detailed discussion of different approaches to HPER including scientific, realist, interpretivist, critical, and pragmatic approaches alongside a range of topics taking you through your entire research journey Foundations of Health Professions Education Research is a useful reference for both new and experienced HPE researchers, including postgraduate students studying HPER. |
| doctor of health professions education: The Hidden Curriculum in Health Professional Education Frederic W. Hafferty, Joseph F. O'Donnell, 2015-01-06 The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments. For better and sometimes for worse, HC functions as a powerful vehicle for learning and requires serious attention from health professions educators. This volume, of interest to medical and health professionals, educators, and students, brings together twenty-two new essays by experts in various aspects of HC. An introduction and conclusion by the editors contextualizes the essays in the broader history and literature of the field. |
| doctor of health professions education: Applied Philosophy for Health Professions Education Megan E. L. Brown, Mario Veen, Gabrielle Maria Finn, 2022-05-17 This book increases the accessibility of philosophical concepts to a wider audience within medical education, translating ‘knowing’ to ‘doing.’ It prompts health professions educators and researchers to consider the dynamics and structure of contemporary issues within health professions education in new, philosophical ways. Through considering the practical implications of applying philosophical concepts to contemporary issues, the book recommends avenues for further research and pedagogical change. Individual educators are considered, with practice points for teaching generated within each chapter. Readers will acquire practical ways in which they can change their own practice or pedagogy that align with the new insight offered through our philosophical analysis. These practical recommendations may be systemic in nature, but the authors of this book also offer micro-level recommendations for practitioners that can be considered as ways to improve individual approaches to education and research. |
| doctor of health professions education: Challenges and Opportunities in Health Professions Education Mora Claramita, Ardi Findyartini, Dujeepa D. Samarasekera, Hiroshi Nishigori, 2022-02-22 This book addresses health professions educational challenges specific to non-Western cultures, implementing a shifting paradigm for educating future health professionals towards patient-centered care. While health professions education has received increasing attention in the last three decades, promoting student-centered learning principles pioneered by leaders in the medical community has, for the most part, remain rooted in the Western context. Building from Hofstede’s analysis of the phenomena of cultural dimensions, which underpin the way people build and maintain their relationships with others and influence social, economic, and political well-being across nations, this book demarcates the different cultural dimensions between East and West, applied to medical education. The respective ‘hierarchical’ and ‘collectivist’ cultural dimensions are unpacked in several studies stemming from non-western countries, with the capacity to positively influence healthcare education and services. The book provides new insights for researchers and health professional educators to understand how cultural context influences the input, processes, and output of health professionals’ education. Examples include how cultural context influences the ways in which students respond to teachers, how teachers giving feedback to students, and the challenges of peer feedback and group work. The authors also examine causes for student hesitation in proposing ideas, the pervasive cultural norm of maintaining harmony, the challenges of teamwork in clinical settings, the need to be sensitive to community health needs, the complexity of clinical decision making, and the challenge of how collectivist cultural values play into group dynamics. This book aims to advocate a more culturally-sensitive approach to educating health professionals, and will be relevant to both students and practitioners in numerous areas of public health and medical education. |
| doctor of health professions education: The Hidden Curriculum in Health Professional Education Frederic W. Hafferty, Joseph F. O'Donnell, 2015-01-06 The hidden curriculum (HC) in health professional education comprises the organizational and institutional contexts and cultural subtexts that shape how and what students learn outside the formal and intended curriculum. HC includes informal social processes such as role modeling, informal conversations and interactions among faculty and students, and more subterranean forces of organizational life such as the structure of power and privilege and the architectural layout of work environments. For better and sometimes for worse, HC functions as a powerful vehicle for learning and requires serious attention from health professions educators. This volume, of interest to medical and health professionals, educators, and students, brings together twenty-two new essays by experts in various aspects of HC. An introduction and conclusion by the editors contextualizes the essays in the broader history and literature of the field. |
| doctor of health professions education: Health Professions Education and Distribution Act of 1980 United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Health and Scientific Research, 1980 |
| doctor of health professions education: Navigating the Complexities of Health Professions Education for Millennial and Generation Z Learners Channing R. Ford, Kimberly Garza, Lindsey E. Moseley, Emily B. Wilkins, 2024 Adapting to the unique needs of multiple generations of learners is critical to actively engage, retain, and prepare students for future healthcare practice. This book will guide health professions educators as they navigate the teaching and learning environment by integrating student-focused and evidence-based best practices-- |
| doctor of health professions education: Improving Health Professional Education and Practice Through Technology National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Global Health, Global Forum on Innovation in Health Professional Education, 2018-10-19 A pressing challenge in the modern health care system is the gap between education and clinical practice. Emerging technologies have the potential to bridge this gap by creating the kind of team-based learning environments and clinical approaches that are increasingly necessary in the modern health care system both in the United States and around the world. To explore these technologies and their potential for improving education and practice, the National Academies of Sciences, Engineering, and Medicine hosted a workshop in November 2017. Participants explored effective use of technologies as tools for bridging identified gaps within and between health professions education and practice in order to optimize learning, performance and access in high-, middle-, and low-income areas while ensuring the well-being of the formal and informal health workforce. This publication summarizes the presentations and discussions from the workshop. |
| doctor of health professions education: Handbook of Research on Improving Allied Health Professions Education: Advancing Clinical Training and Interdisciplinary Translational Research Almeida, Rui Pedro Pereira, 2022-05-20 Due to the current paradigm shift from traditional teaching to a mixed model with the inclusion of e-learning strategies, reforms in clinical education models are necessary and must carefully consider the socio-professional changes needed to support such efforts. Further study of the implementation of clinical and virtual reality education simulators in education, the irreplaceable role of teaching in the design of advanced roles for health professionals, and the role of education in the continuing professional development are all necessary for the future of successful allied health professional education. The Handbook of Research on Improving Allied Health Professions Education: Advancing Clinical Training and Interdisciplinary Translational Research discusses a range of important topics related to medical and health professions education and clarifies purposes, processes, and future priorities in introducing changes in the educational system. Covering topics such as new technologies and patient safety, this major reference work is ideal for researchers, practitioners, academicians, industry professionals, instructors, and students. |
| doctor of health professions education: Health Professions Educational Assistance and Nurse Training Act of 1980 United States. Congress. House. Committee on Interstate and Foreign Commerce. Subcommittee on Health and the Environment, 1980 |
| doctor of health professions education: Medical Humanities and Medical Education Alan Bleakley, 2015-03-02 The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence. Just what is the impact of medical humanities provision upon the education of medical students? In an era of limited resources, is such provision worth the investment? This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice). In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum. It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities. |
| doctor of health professions education: Educate, Train & Transform: Toolkit On Medical And Health Professions Education Dujeepa D Samarasekera, Matthew C E Gwee, 2021-04-21 This handbook contextualises medical and health professions education concepts using contemporary best evidence available with the relevant theoretical underpinnings.Each section is developed by internationally renowned experts in their respective fields. All chapters are succinct and concise, providing answers to everyday issues and challenges using practical solutions. Through its unique structure, this handbook facilitates learning by raising and providing solutions to the questions 'What', 'Why' and 'How'. It emphasises lifelong learning and future directions in medical and health professions education — highlighting trends, issues, priorities and strategies (TIPS). |
| doctor of health professions education: Health Professions Education Institute of Medicine, Board on Health Care Services, Committee on the Health Professions Education Summit, 2003-08-01 The Institute of Medicine study Crossing the Quality Chasm (2001) recommended that an interdisciplinary summit be held to further reform of health professions education in order to enhance quality and patient safety. Health Professions Education: A Bridge to Quality is the follow up to that summit, held in June 2002, where 150 participants across disciplines and occupations developed ideas about how to integrate a core set of competencies into health professions education. These core competencies include patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and informatics. This book recommends a mix of approaches to health education improvement, including those related to oversight processes, the training environment, research, public reporting, and leadership. Educators, administrators, and health professionals can use this book to help achieve an approach to education that better prepares clinicians to meet both the needs of patients and the requirements of a changing health care system. |
| doctor of health professions education: Envisioning the Future of Health Professional Education National Academies of Sciences, Engineering, and Medicine, Institute of Medicine, Board on Global Health, Global Forum on Innovation in Health Professional Education, 2016-05-18 In April 2015, the Institute of Medicine convened a public workshop to explore recent shifts in the health and health care industry and their implications for health professional education (HPE) and workforce learning. This study serves as a follow-up to the 2009 Lancet Commission report on health professions education for the 21st century and seeks to expand the report's messages beyond medicine, nursing, and public health. Envisioning the Future of Health Professional Education discusses opportunities for new platforms of communication and learning, continuous education of the health workforce, opportunities for team-based care and other types of collaborations, and social accountability of the health professions. This study explores the implications that shifts in health, policy, and the health care industry could have on HPE and workforce learning, identifies learning platforms that could facilitate effective knowledge transfer with improved quality and efficiency, and discusses opportunities for building a global health workforce that understands the role of culture and health literacy in perceptions and approaches to health and disease. |
| doctor of health professions education: Health Professions Educational Assistance, Hearing, 89-1, Sept. 8, 1965 United States. Congress. Senate. Committee on Labor and Public Welfare, 1965 |
| doctor of health professions education: Clinical Education in the Health Professions Clare Delany, Elizabeth Molloy, 2009-09-01 Clinical settings are dynamic educational spaces that present both opportunities and barriers to learning and teaching. Designed to inform, challenge and educate health professionals about the evidence underpinning clinical education practices and outcomes, this multi-disciplinary book brings together important concepts in healthcare education and addresses context and processes of learning, professional identity and socialisation, feedback and assessment, ethics, and inter-professional education. The authors encourage teaching and learning practices based on research findings, expertise and innovation, and the development of individual teaching methods and styles from a theoretical base that provides relevant principles, direction and support. With clear links between theory, research and practice, collaboration from a broad range of clinical disciplines, and models for learning and teaching grounded in empirical research, Clinical Education in the Health Professions will become a standard reference for all health professionals and educators. - examines patterns of practice in clinical education in the health professions, using a qualitative research focus - identifies the roles of university and clinical educators, students, peers and patients in clinical education - highlights implicit tensions in clinical education practice and presents strategies to identify and address such tensions - challenges the reader to consider new approaches to clinical education that may optimise students' learning and enculturation into the health professions |
| doctor of health professions education: Insights in Healthcare Professions Education: 2022 Lynn Valerie Monrouxe , Jacqueline G. Bloomfield, 2024-08-09 We are now entering the third decade of the 21st Century, and, especially in the last years, the achievements made by scientists have been exceptional, leading to major advancements in the fast-growing field of Healthcare Profession Educations. Frontiers has organized a series of Research Topics to highlight the latest advancements in science in order to be at the forefront of science in different fields of research. This editorial initiative of particular relevance, led by Dr. Jacqueline Bloomfield and Lynn Monrouxe, Specialty Chief Editors of the Healthcare Professions Education section, is focused on new insights, novel developments, current challenges, latest discoveries, recent advances, and future perspectives in the field of Healthcare Professions Education. |
| doctor of health professions education: Character Building and Competence Development in Medical and Health Professions Education Mora Claramita, Diantha Soemantri, Rachmadya Nur Hidayah, Ardi Findyartini, Dujeepa D. Samarasekera, 2023-11-05 This book is a collection of the best scientific research presented during the First International Conference of Indonesian Medical and Health Professions Education (INA-MHPE Conference 2022) hosted by the Departments of Medicine, Health Professions Education, and Bioethics in the Faculty of Medicine, Public Health, and Nursing at the Universitas Gadjah Mada (UGM) in Indonesia. The conference was held in co-operation with the co-hosts of Department of Medical Education at Universitas Indonesia (UI) and the Medical Education Unit in the Faculty of Medicine at Universitas Airlangga (UA), who will host the forthcoming INA-MHPEC in 2024 and 2026, respectively. This collection presents selected papers presented by health professionals and bioethicists from these leading institutions in Indonesia, focusing on the theme of character building in the context of health education for medical professionals in the twenty-first century. It considers effective learning strategies for character building, appropriate methods of character assessment, means of assessing and improving the learning environment in the community, clinics, university classes and hospitals, and addresses the role of the healthcare educator in providing resources, program evaluations, and effective medical management to support the development of healthcare professionals’ characters, and their modus operandi, in the future. The book is relevant to medical and public health professionals in Indonesia, Southeast Asia, and beyond. |
| doctor of health professions education: Crossing the Quality Chasm Institute of Medicine, Committee on Quality of Health Care in America, 2001-07-19 Second in a series of publications from the Institute of Medicine's Quality of Health Care in America project Today's health care providers have more research findings and more technology available to them than ever before. Yet recent reports have raised serious doubts about the quality of health care in America. Crossing the Quality Chasm makes an urgent call for fundamental change to close the quality gap. This book recommends a sweeping redesign of the American health care system and provides overarching principles for specific direction for policymakers, health care leaders, clinicians, regulators, purchasers, and others. In this comprehensive volume the committee offers: A set of performance expectations for the 21st century health care system. A set of 10 new rules to guide patient-clinician relationships. A suggested organizing framework to better align the incentives inherent in payment and accountability with improvements in quality. Key steps to promote evidence-based practice and strengthen clinical information systems. Analyzing health care organizations as complex systems, Crossing the Quality Chasm also documents the causes of the quality gap, identifies current practices that impede quality care, and explores how systems approaches can be used to implement change. |
| doctor of health professions education: The Economics of Health Professional Education and Careers Barbara McPake, Allison Squires, Mahat Agya, Edson Araujo, 2015-10-01 The formation of health professionals is critical for the health system to function and to achieve its universal health coverage (UHC) goals, and this is well recognized by the majority of governments that plan to ensure enough training places and aim to regulate in order to ensure quality. But the importance of market forces is often overlooked, resulting in interventions and regulations that often fail to achieve their intended effects. This publication aims to inform the design of health professionals' education policies to better manage health labor market forces toward UHC. It documents what is known about the influence of market forces on the health-professional formation process. The report sought to answer the following questions: - What have been the large global and regional trends in the development of health professions? - How have these trends affected the career decisions of current and potential health professionals? - What is the evidence base on the value and effectiveness of health professional education of different types? - How has the market for health professional education evolved, and with what interrelationships with the health labor and health care markets? The contexts of the market for health professional training have been subject to important changes in recent decades, in particular: the growing extent of employment of mid-level cadres of health professionals; changes in technology and the associated growth of high skilled occupations; the increasing interconnectedness of national health systems through globalization, with its implications for international health professional mobility; and the greater complexity of the public-private mix in employment options. There is a need to ensure that market forces align with the intentions of planning and regulation and the needs of UHC goals. This publication provides recommendations to support the design of policies that help to achieve these. |
| doctor of health professions education: Health Professions Educational Assistance Act of 1974 United States. Congress. Senate. Committee on Labor and Public Welfare, 1974 |
| doctor of health professions education: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives Ford, Channing R., Garza, Kimberly B., 2021-10-08 The outbreak of the Coronavirus in early 2020 resulted in unprecedented changes to health professions education. The pervasive stay-at-home orders resulted in faculty, who were trained for preparing the next generation of health professionals in a traditional learning environment, throwing out their lesson plans and starting anew. New approaches to teaching and learning were created quickly, and without the typical extensive planning, which introduced several challenges. However, lessons learned from these approaches have also resulted in increased technology adoption, innovative assessment strategies, and increased creativity in the learning environment. The Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives explores the various teaching and learning strategies utilized during the pandemic and the innovative approaches implemented to evaluate student learning outcomes and best practices in non-traditional academic situations and environments. The chapters focus specifically on lessons learned and best practices in health professions education and the innovative and exciting changes that occurred particularly with the adoption and implementation of technology. It provides resources and strategies that can be implemented into the current educational environments and into the future. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, medical trainers, medical professionals, researchers, academicians, and students interested in curriculum, course design, development of policies and procedures within academic programs, and the identification of best practices in health professions education. |
| doctor of health professions education: Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks Aviv Shachak, Elizabeth Borycki, Shmuel P. Reis, 2017-07-26 Health Professionals' Education in the Age of Clinical Information Systems, Mobile Computing and Social Networks addresses the challenges posed by information and communication technology to health professionals' education, and the lessons learned from field experiences and research. This book is divided in three parts: the changing landscape of information and communication technology in health care, in which it discusses how information and communication technology is transforming health care and the implications of these changes for health professions education; experiences from the field, with real-life examples of health professionals' education in and for the digital era; and evaluation of students and programs, addressing the use of technology to assess learners as well as the complexity of evaluating programs to enhance competence in an information technology-rich health care world Written by leading researchers from different parts of the world, the book is a valuable source for educators and professionals who are active or wish to be part of the health informatics field. - Brings an in-depth understanding and background on the challenges for education of the health professions brought by information and communication technology - Provides real-life examples on how technology is used in healthcare and how it can be used in education - Presents valuable information in a visually appealing format with tables and figures |
| doctor of health professions education: The Decentralization and Regionalization of Health Professional Education and Training , 1975 |
| doctor of health professions education: Comprehensive Healthcare Simulation: Mastery Learning in Health Professions Education William C. McGaghie, Jeffrey H. Barsuk, Diane B. Wayne, 2020-03-10 This book presents the parameters of Mastery Learning (ML), an especially stringent variety of competency-based education that guides students to acquire essential knowledge and skill, measured rigorously against a minimum passing standard (MPS). As both a scholarly resource and a teaching tool, this is a “how to” book that serves as a resource for a wide variety of health professions educators. A seminal source of information and practical advice about ML, this book divided into five parts: Clinical Education in the Health Professions, The Mastery Learning Model, Mastery Learning in Action, Transfer of Training from Mastery Learning and The Road Ahead. Complete with high-quality images and tables, chapters take an in-depth look into ML principles and practices across the health professions. Specific educational content instructs readers on how to build and present ML curricula, evaluate short and long-run results, conduct learner debriefing and give powerful feedback, set learner achievement standards, and prepare faculty for new educational roles. An invaluable addition to the Comprehensive Healthcare Simulation Series, Mastery Learning in Health Professions Education is written and edited by leaders in the field for practicing clinicians in a variety of health professions. |
| doctor of health professions education: Department of Health, Education, and Welfare United States. Congress. Senate. Committee on Appropriations, 1969 |
| doctor of health professions education: International Best Practices for Evaluation in the Health Professions William Mcgaghie, 2022-02-16 This unique text presents a comprehensive narrative on why and how health professions students need to be evaluated for practice in the 21st century. It systematically addresses current evaluation best practices in the health professions to identify today's evaluation benchmarks, reveal evaluation limits, address improvement pathways, and map a research agenda to boost future evaluation practices. Advancements in information and communication technology, bioscience and behavioral research, and worldwide travel are dissolving barriers that have separated professions, countries, and cultures for centuries. This book both celebrates these achievements and carefully considers next steps. It recognizes the huge improvements made in evaluation practices within the health professions over the past 40 years but asks for more - calling for added reform and better understanding of current practice from different social, cultural, and educational perspectives. International Best Practices for Evaluation in the Health Professions values crossprofessional programs that span boundaries and acknowledge the authority of the future rather than historical baggage. Educators worldwide will be enlightened and inspired by its straightforward, compelling narrative. |
| doctor of health professions education: Departments of Labor, and Health, Education, and Welfare Appropriations for Fiscal Year 1970 United States. Congress. Senate. Committee on Appropriations, 1969 |
| doctor of health professions education: Transformative Learning in Healthcare and Helping Professions Education Teresa J. Carter, Carrie J. Boden, Kathy Peno, 2019-05-01 Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities is a co-edited book (Carter, Boden, and Peno) with invited chapters from educators who share our passion for learning in healthcare and the helping professions. The purpose of the book is to introduce professional learners (students, residents, and others in professional training) to transformative learning for building resilient professional identities amid practice environments that include widespread burnout and compassion fatigue. With a diverse set of authors engaged in clinical and educational practice in academic medicine, nursing, dentistry, physical therapy, mental health counseling, science education, psychology, social work, and inter-professional collaborative practice, we offer strategies for building resilience throughout the years of professional training and into professional practice. We do so through the experiences of authors involved in healthcare and the helping professions to illustrate how some are coping with the challenges of burnout and compassion fatigue through learning that can be transformative. This book explores the nature of professional identity formation by examining ways that professionals in training can thrive amid the challenges of today’s stressful practice environments. First-hand stories of resilience illustrate how learners, as well as educators in these professions, are addressing adversity, career decision-making, service to the underserved, and the self-care needed to provide excellent care for others. The prominence of transformative learning within adult learning theory is illustrated for its potential to revise the meaning that learners make of their experiences and open up new possibilities for renewed vitality in professional education and practice environments. The book has two primary audiences: professional learners in healthcare and helping professions education, and their educators who are often professional practitioners themselves. These educators have a significant role in influencing the next generation of professionals by serving as mentors, role models, and teachers. The importance of fostering learning that is transformative has never been more important than it is today for those who will work in these demanding professions. We invite readers to discover experiences and strategies for achieving individual wellbeing, as well as opportunities for building a culture within professional education and practice settings that will foster resilience. |
| doctor of health professions education: AHEC The Decentralization and Regionalization of Health Professional Education and Training United States. Health Manpower Bureau, 1975 |
| doctor of health professions education: Assessing Health Professional Education Institute of Medicine, Board on Global Health, Global Forum on Innovation in Health Professional Education, 2014-09-19 Assessing Health Professional Education is the summary of a workshop hosted by the Institute of Medicine's Global Forum on Innovation in Health Professional Education to explore assessment of health professional education. At the event, Forum members shared personal experiences and learned from patients, students, educators, and practicing health care and prevention professionals about the role each could play in assessing the knowledge, skills, and attitudes of all learners and educators across the education to practice continuum. The workshop focused on assessing both individuals as well as team performance. This report discusses assessment challenges and opportunities for interprofessional education, team-based care, and other forms of health professional collaborations that emphasize the health and social needs of communities. |
| doctor of health professions education: The Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues Lisa Astalos Chism, 2010-10-22 The Doctor of Nursing Practice provides information regarding the DNP degree and related role and professional topics. This unique reference includes chapters on the discussion of the evolution of doctoral education in nursing and the development of the DNP, rationale for the development of the DNP degree including relevant discussion of the American Association of Colleges of Nurse’s (AACN) Essentials of Doctoral Education for Advanced Practice Nursing, the AACN’s Position Paper on the DNP, and the Institute of Medicine’s Report calling for higher education among health care professionals. This book also discusses the various roles of the DNP prepared advanced practice nurse including researcher, health policy advocate and nurse leader. |
| doctor of health professions education: To Err Is Human Institute of Medicine, Committee on Quality of Health Care in America, 2000-03-01 Experts estimate that as many as 98,000 people die in any given year from medical errors that occur in hospitals. That's more than die from motor vehicle accidents, breast cancer, or AIDSâ€three causes that receive far more public attention. Indeed, more people die annually from medication errors than from workplace injuries. Add the financial cost to the human tragedy, and medical error easily rises to the top ranks of urgent, widespread public problems. To Err Is Human breaks the silence that has surrounded medical errors and their consequenceâ€but not by pointing fingers at caring health care professionals who make honest mistakes. After all, to err is human. Instead, this book sets forth a national agendaâ€with state and local implicationsâ€for reducing medical errors and improving patient safety through the design of a safer health system. This volume reveals the often startling statistics of medical error and the disparity between the incidence of error and public perception of it, given many patients' expectations that the medical profession always performs perfectly. A careful examination is made of how the surrounding forces of legislation, regulation, and market activity influence the quality of care provided by health care organizations and then looks at their handling of medical mistakes. Using a detailed case study, the book reviews the current understanding of why these mistakes happen. A key theme is that legitimate liability concerns discourage reporting of errorsâ€which begs the question, How can we learn from our mistakes? Balancing regulatory versus market-based initiatives and public versus private efforts, the Institute of Medicine presents wide-ranging recommendations for improving patient safety, in the areas of leadership, improved data collection and analysis, and development of effective systems at the level of direct patient care. To Err Is Human asserts that the problem is not bad people in health careâ€it is that good people are working in bad systems that need to be made safer. Comprehensive and straightforward, this book offers a clear prescription for raising the level of patient safety in American health care. It also explains how patients themselves can influence the quality of care that they receive once they check into the hospital. This book will be vitally important to federal, state, and local health policy makers and regulators, health professional licensing officials, hospital administrators, medical educators and students, health caregivers, health journalists, patient advocatesâ€as well as patients themselves. First in a series of publications from the Quality of Health Care in America, a project initiated by the Institute of Medicine |
| doctor of health professions education: Redesigning Continuing Education in the Health Professions Institute of Medicine, Board on Health Care Services, Committee on Planning a Continuing Health Care Professional Education Institute, 2010-03-12 Today in the United States, the professional health workforce is not consistently prepared to provide high quality health care and assure patient safety, even as the nation spends more per capita on health care than any other country. The absence of a comprehensive and well-integrated system of continuing education (CE) in the health professions is an important contributing factor to knowledge and performance deficiencies at the individual and system levels. To be most effective, health professionals at every stage of their careers must continue learning about advances in research and treatment in their fields (and related fields) in order to obtain and maintain up-to-date knowledge and skills in caring for their patients. Many health professionals regularly undertake a variety of efforts to stay up to date, but on a larger scale, the nation's approach to CE for health professionals fails to support the professions in their efforts to achieve and maintain proficiency. Redesigning Continuing Education in the Health Professions illustrates a vision for a better system through a comprehensive approach of continuing professional development, and posits a framework upon which to develop a new, more effective system. The book also offers principles to guide the creation of a national continuing education institute. |
| doctor of health professions education: In the Nation's Compelling Interest Institute of Medicine, Board on Health Sciences Policy, Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Health Care Workforce, 2004-06-29 The United States is rapidly transforming into one of the most racially and ethnically diverse nations in the world. Groups commonly referred to as minorities-including Asian Americans, Pacific Islanders, African Americans, Hispanics, American Indians, and Alaska Natives-are the fastest growing segments of the population and emerging as the nation's majority. Despite the rapid growth of racial and ethnic minority groups, their representation among the nation's health professionals has grown only modestly in the past 25 years. This alarming disparity has prompted the recent creation of initiatives to increase diversity in health professions. In the Nation's Compelling Interest considers the benefits of greater racial and ethnic diversity, and identifies institutional and policy-level mechanisms to garner broad support among health professions leaders, community members, and other key stakeholders to implement these strategies. Assessing the potential benefits of greater racial and ethnic diversity among health professionals will improve the access to and quality of healthcare for all Americans. |
为什么英语中，医生叫doctor，博士也叫doctor？ - 知乎
1、doctor的本意是“讲授者”。过去几乎所有的自然学科和人文学科都叫philosophy，所以学问最高者被称为doctor of philosophy，这bai也是博士Ph.D的来历。但是医学不属于刚才说的philosophy，所 …
Prof. Dr. 与 Prof.有什么区别？ - 知乎
Dr.是doctor的简写，即博士（最高学位。且必须是取得该头衔后才能称呼。在读博士是 Doctoral Candidate）。 by the way：博士后不是学位的一种，只是在某处工作的博士的类职称而已。 德国 …
为什么博士叫PhD？ - 知乎
博士（Doctor）学位意味着能独立完成研究任务。 （科学网-博士究竟和硕士有何不同——重申陈式兔子定理-陈安的博文） 如那张图和许多人所说，博士能够创造新的知识。 许多人没有博士文凭也能创造 …
请问MD PhD PharmD 等等这些，各代表哪种医学学历? - 知乎
DO Doctor of Osteopathic 也是医学博士，美国开设医学院校中有部分是DO院校，比MD多学习一些正骨医学，鄙视链低于上面。 MBBS Bachelor of Medicine and Bachelor of Surgery我国（除上交和 …
研究生，硕士，博士，phd等这些学历分别是什么？ - 知乎
博士拿的是博士学位，硕士拿的是硕士学位。博士还可以分为PhD、DBA、DD等，国外分的正式一点，国内目前图一乐。“博士”或者“Doctor”这个头衔一般授予拥有博士学位的人。 所以每次有人学历 …
为什么说一天一个苹果不生病，an apple a day, keep doctor away?
"An apple a day keeps the doctor away" 一天一个苹果，医生离你远 这句谚语出现在1913年杂志封面上 19世纪，疾病的治疗效果没有并没有现在好，对疾病的了解还停留在表面，当时普通人对手术恐惧的 …
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都是一些无良的推荐，上面问可以下载ed2k的软件，你们回答问题之前都试了吗？推荐 BitComet 比特彗星、 Motrix 、qBittorrent、uTorrent、BitComet，文件蜈蚣
求《神秘博士》的官方观看顺序！？ - 知乎
我看完了第二季，rose和doctor分开了。所以我接下来得看剧场版,特别篇，还是什么？同时，能跟我解释下那…
请问专业博士和学术博士有什么区别？对以后的工作有什么影响？ …
专业/授课博士，英语名称professional/ taught doctorate，最后学位是doctor of+具体专业。 学术/哲学博士，英语名称research doctorate/doctor of philosophy，最后学位是doctor of philosophy in+具 …
“工学硕士”和“工程硕士”分别该如何翻译？ - 知乎
A Master of Science in Engineering can require completion of a thesis and qualifies the holder to apply for a program leading to a Doctor of Philosophy (PhD) in engineering. A Master of …
Medical Terminology for Health Professionals, 7th ed.
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Health Professions Education - hpe.researchcommons.org
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This chapter provides a general overview of professional identity formation in health professions education, a summary of relevant theories related to professional identity formation, and a ...
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medical education and research pertaining to serious health problems faced by our country. Introduction SZABMU Pakistan has launched a Certificate in Health Professions Education …
UK Policy on Doctor Remediation: Trajectories and Challenges
Archer, J., & Price, T. (2017) 'UK Policy on Doctor Remediation: Trajectories and Challenges', Journal of Continuing Education in the Health Professions, 37(3), pp. 207-211. Available at: …
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Keywords: Systematic review, Digital storytelling, Health professions education Background Advances in technology increase the potential use of digital storytelling in health professions …
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Learning Curves in Health Professions Education
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Constructivism: reflections on twenty five years teaching the ...
Correspondence: Prof. Reg Dennick, Medical Education Unit , School of Medicine, University of Nottingham, Nottingham, NG7 2UH, UK. Email: reg.dennick@nottingham.ac.uk . Accepted: …
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Philosophy for Healthcare Professions Education: A Tool for …
education, through several examples and two specific case studies, while unpacking the very notion of Philosophy for Healthcare Professions Education. In the last part, we bring our …
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School of Health Professions and Education Office: 230 White Hall (315) 792-3059 Dean of the School of Health Professions and Education Ahmed Radwan, PT, DPT, PhD, CPE, MBA. (315) …
Providers Empowering Patients: An Exploration of Agency and …
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Use of Learning Style Frameworks in Health Science …
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Doctor for a day: the impact of a health professions
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The Evolution of Dental Education in the Philippines
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Over the years, Rwanda has been innovating to develop its health workforce, starting with the establishment of the Community Health Program in 1995 through the Rwanda Human …
Competencies For the Traditional Chinese Medicine Doctor
o Doctor of Traditional Chinese Medicine (Dr.TCM) The creation of the Doctor TCM Class is based on the authorization of the Traditional Chinese Medicine Doctor Class by • The …
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Health Professions Education - hpe.researchcommons.org
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BA Adair White Associate Professor, Health Professions …
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Megan A. Connelly Ortega, PT, DPT, GCS - University of …
University of Minnesota Continuing Education Course, Minneapolis, MN. Continuing education course. 2013. 2. Hernandez M., Ortega MAC. Hard to say goodbye – When is the right time? …
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Department of Physical Therapy Doctor of Physical Therapy
• Opportunities for exposure to rural and global health through coursework and clinical rotations • Faculty with board-certified clinical specializations in various fields of practice • …
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As authorized in Title 38 Section 7302, VA assists the nation in training health professionals in over 60 professions. VA health professions education is conducted in partnership with U.S. …
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Healthcare Professions Education Concentration: This track is for SLPs with more than five years of professional experience and currently in higher education settings. The SLPD Healthcare …
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Doctor of Occupational Therapy (Entry-Level) 3 OTDE 725 3 OTDE 760 2 OTDE 730 3 17 17 6 Year 2 Fall Hours Spring Hours Summer Hours OTDE 756 5 OTDE 860 2 OTDE 870 2
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implemented in the newly organized School of Allied Health Professions (now the College of Health Professions). A letter of intent for a proposed Master of Science in Nurse Anesthesia …
The Veterans Health Administration and Medical …
The Veterans Health Administration and Medical Education: In Brief Congressional Research Service 1 Background Training health care professionals—including physicians1— is part of …
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Part 4200 Physician – Doctor of Osteopathy § 185-10-4201 Definitions § 185-10-4202 [Reserved] § 185-10-4203 Exemptions from Licensure § 185-10-4204 [Reserved] ... established by the …
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Deputy Under Secretary for Health for Discovery, Education and Affiliated Networks. The Deputy Under Secretary for Health for Discovery, Education and Affiliated Networks is responsible for: …
Health Professions Education - Research Commons
Health Professions Education Volume 2 Issue 1 Article 2 2016-05-04 The Effects of Problem-Based-Learning on the Academic ... recognition that a medical doctor should be skilled in …
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College of Health Professions . Doctor of Physical Therapy Program . SPRING Semester, 2024 . ... PHTH 720 Clinical Education I, Inpatient . Credit Hours: 5 semester hours . Class …
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The clinical education experiences are designed to provide the student with a supervised, concentrated course of study in which he/she is given opportunities to apply theory and …
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• bachelor or doctor of science in pharmacy; • doctor of podiatric medicine; • doctor of optometry; and • doctor of veterinary medicine. Note: With the enactment of the Health Professions …
