Burns education for non-burn specialist clinicians in Western Australia

McWilliams, Tania; Hendricks, Joyce; Twigg, Di; Wood, Fiona

doi:10.1016/j.burns.2014.06.015

Cited by 12 publications

(9 citation statements)

References 23 publications

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“…[14][15][16][17][18][19] These factors make it extremely challenging for healthcare professionals to keep abreast of developments in their practice as the means of maintaining continued professional development are non-existent. 7,8 The UK has long expressed a commitment to improve healthcare and establish educational collaborations with low-resource, developing countries. This was formally outlined in the 2007 Department of Health Global Health Partnerships reports.…”

Section: Discussionmentioning

confidence: 99%

“…This underpins a key feature of all successful adult teaching programmes which advocate incorporating the specific needs of the student group in order to deliver targeted and resource-relevant teaching. 7,[11][12][13] At the end of the first cohort's first academic year, the students were asked to anonymously complete a further questionnaire to evaluate their progress and the educational validity of the tutorials and learning materials to date.…”

Section: Initial Interviewmentioning

confidence: 99%

“…The experience in Western Australia confirmed that the use of videoconferencing was able to increase healthcare professionals' knowledge and this was corroborated by the positive results of summative assessments. 7 There is evidence to support that the web-based delivery of burn prevention teaching is comparable in effectiveness to traditional classroom-based teaching, in terms of knowledge gain and retention which carries the implication that e-learning could be a valuable tool in the propagation of long-distance burn care education. 33,34 Multiple high-level evidence publications have also shown this to be true within other fields of long-distance education.…”

Section: Long-distance Burn Educationmentioning

confidence: 99%

“…4,5 Tele-education has enabled previously isolated healthcare professionals to embark on CPD, which is central to their ability to provide good clinical care. 7,8 In this report, we describe our experience as an academic institution in establishing a unique charity-funded postgraduate educational initiative. We present the achievements and challenges faced by a group of Palestinian students who partook in the postgraduate degree programmes in Burn Care offered by Queen Mary, University of London (QMUL) and evaluate the role of webbased, distance learning in delivering specialised burn care education to healthcare professionals in austere and isolated environments.…”

Section: Introductionmentioning

confidence: 99%

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London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education

Theodorakopoulou

Goutos

Mason

et al. 2019

Scars, Burns & Healing

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Burn injuries represent a significant epidemiological problem, with the vast majority occurring in low- to middle-income countries. These regions also represent areas where lack of socioeconomic growth and geopolitical instability pose additional barriers not only to healthcare provision but also to the acquisition of continuing professional development. Long-distance, web-based learning programmes (‘tele-education’) have been identified as a successful and powerful means of propagating up-to-date medical education and training in poor-resource, isolated or conflict-ridden regions. This report evaluates the role of tele-education in delivering a distance-learning Master’s degree in Burn Care to a group of 11 healthcare professionals working in the occupied Palestinian territories (OPT), which was funded as part of a collaboration between Queen Mary University of London and IMET-Pal (International Medical Education Trust – Palestine). We present our experience in delivering the programme in a conflict-ridden part of the world, which includes the specific adaptations to tailor the programme to regional needs as well the unique challenges faced by students and faculty in enhancing the educational value of this unique initiative. The academic achievements of this group of healthcare professionals were found to be comparable to historical student cohorts from privileged socioeconomic backgrounds and the majority of students felt that participation in the programme contributed to a direct improvement to their daily burn care practices. The successful outcomes achieved by our students support the constantly emerging evidence that targeted, well-delivered, long-distance learning programmes can become powerful tools in combating inequalities in global healthcare and health education.

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Section: Discussionmentioning

confidence: 99%

Section: Initial Interviewmentioning

confidence: 99%

Section: Long-distance Burn Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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London calling Gaza: The role of international collaborations in the globalisation of postgraduate burn care education

Theodorakopoulou

Goutos

Mason

et al. 2019

Scars, Burns & Healing

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“…They used a structured teaching program with PowerPoint class through videoconference and noticed increased knowledge and confidence in the care provided to victims of burns. 28 However, we acknowledge the need for future studies to assess the impact of the program on the quality of the clinical care that is offered.…”

Section: Teaching Of Care In Burn Patientmentioning

confidence: 99%

From theory to simulation to teach care for burn victims: case report

2018

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Aim: To report the experience of applying different teaching strategies on undergraduate nursing students caring for burn victims. Method: Experience report on the topic, "Nursing care for the patient with burns", for undergraduate nursing student education. Results: Teaching strategies during this course involved theoretical lecture, discussion of clinical cases, use of a virtual environment, and practice in a simulated environment. The students reported satisfaction with the tools used. Conclusion: It is important to incorporate different active teaching strategies, such as clinical simulation practices, e-learning, classes incorporating dialogue, case studies, and others, for undergraduate nursing education on caring for the burn victim.

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