Twelve tips for distributed health professions training

Schalkwyk, Susan van; Couper, Ian; Blitz, Julia; Kent, Athol; Villiers, Marietjie de

doi:10.1080/0142159x.2018.1542121

Cited by 11 publications

(6 citation statements)

References 31 publications

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“…This is similar to the findings of Blitz et al 24 who noted that emerging preceptors of medical students at distributed training sites in South Africa harboured a desire to have a closer relationship with the university, including receiving feedback on how well they were doing. Van Schalkwyk et al 26 consider it the responsibility of the university to support preceptors at distributed training sites, including providing them with opportunities for faculty development geared towards making them better teachers and ensuring that they receive communication that boosts confidence and makes them feel supported. Child et al 27 present ongoing university support for preceptors as a vital good practice.…”

Section: Discussionmentioning

confidence: 99%

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Kakia

Couper

2021

African Journal of Primary Health Care & Family Medicine

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Background: Preceptors are key stakeholders in distributed health professions’ education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students’ skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training.Aim: The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme.Setting: The study was conducted at a rural university in the Eastern Cape province of South Africa.Methods: This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed.Results: Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support.Conclusion: Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.

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Section: Discussionmentioning

confidence: 99%

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Kakia

Couper

2021

African Journal of Primary Health Care & Family Medicine

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“…We found that teacher development opportunities were associated most strongly with more feelings of relatedness, underlining the importance in the literature of involving groups of teachers in faculty development initiatives to benefit peer-learning and community formation (Barber et al, 2019 ; Campbell et al, 2019 ; de Carvalho-Filho et al, 2020 ), particularly because we know that faculty development initiatives aiming to form communities of teachers benefit feelings of relatedness and competence in teaching (Ten Cate et al, 2011 ). It might certainly be important for faculty development efforts focusing on community formation to include all healthcare professionals in a distributed educational model because some contexts, such as PC, do not easily facilitate collaboration with other teachers (Alberti & Atkinson, 2018 ; van Schalkwyk et al, 2020a , 2020b ). The relation we found between having opportunities for teacher development and feeling more competent, furthermore, is also in line with the literature: utilizing development opportunities can boost feelings of competence, and feeling more competent, in its turn, may even lead to searching out more opportunities for further development (Dybowski & Harendza, 2014 ; Berg et al, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

“…Decentralized healthcare also implies the redistribution of educational responsibilities between contexts such as university hospitals, district hospitals, healthcare facilities in primary care and in the public health sector, and possibly new healthcare contexts (van Schalkwyk et al, 2020a(van Schalkwyk et al, , 2020bVan Schalkwyk et al, 2020a, 2020b. This is necessary to better align medical education, community healthcare needs and the future healthcare workforce.…”

Section: Introductionmentioning

confidence: 99%

Optimizing teacher basic need satisfaction in distributed healthcare contexts

Verhees

Engbers

Landstra³

et al. 2021

Adv in Health Sci Educ

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Optimizing teacher motivation in distributed learning environments is paramount to ensure high-quality education, as medical education is increasingly becoming the responsibility of a larger variety of healthcare contexts. This study aims to explore teaching-related basic need satisfaction, e.g. teachers’ feelings of autonomy, competence and relatedness in teaching, in different healthcare contexts and to provide insight into its relation to contextual factors. We distributed a digital survey among healthcare professionals in university hospitals (UH), district teaching hospitals (DTH), and primary care (PC). We used the Teaching-related Basic Need Satisfaction scale, based on the Self-Determination theory, to measure teachers’ basic needs satisfaction in teaching. We studied relations between basic need satisfaction and perceived presence of contextual factors associated with teacher motivation drawn from the literature. Input from 1407 healthcare professionals was analyzed. PC healthcare professionals felt most autonomous, UH healthcare professionals felt most competent, and DTH healthcare professionals felt most related. Regardless of work context, teachers involved in educational design and who perceived more appreciation and developmental opportunities for teaching reported higher feelings of autonomy, competence, and relatedness in teaching, as did teachers who indicated that teaching was important at their job application. Perceived facilitators for teaching were associated with feeling more autonomous and related. These results can be utilized in a variety of healthcare contexts for improving teaching-related basic need satisfaction. Recommendations for practice include involving different healthcare professionals in educational development and coordination, forming communities of teachers across healthcare contexts, and addressing healthcare professionals’ intentions to be involved in education during job interviews.

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“…Tools are available to evaluate the learning environment, 10 and local research has also identified 12 tips for distributed health professions training. 11 This research emphasises the importance of the relationships between stakeholders who contribute to the training and the learning environment. From the perspective of the family physician, these stakeholders might include the facility and district managers, the other health professionals, the university or educational institution and local non-profit organisations.…”

Section: What Is An Effective Organisational Environment?mentioning

confidence: 99%

Creating a learning environment in your practice or facility

Mash

Edwards

2020

South African Family Practice

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Family physicians are expected to build the capacity of the primary care team and to provide clinical training to students, but often lack the educational expertise and a supportive learning environment. This article aims to outline the competencies needed to fulfil these expectations and to assist with professional development in this area. The organisational environment has a profound effect on the success of learning and issues such as adequate infrastructure, optimal staff numbers and mix, appropriate patient mix, quality of care, supportive management and organisational culture are all important. Within this organisational culture learning is often dependent on an effective clinical trainer. Clinical trainers impact learning through role modelling, facilitation of learning and providing up to date information. They need educational competencies to embed brief and effective training into clinical practice, to provide effective feedback and to engage with small group teaching and assessment. The family physician can lead the entire team and practice through developing themselves as a clinical trainer, creating supportive relationships and transforming policies and processes to support innovation and learning.

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Twelve tips for distributed health professions training

Cited by 11 publications

References 31 publications

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Preceptors’ perceptions of assessing clinical associate students at district hospital sites

Optimizing teacher basic need satisfaction in distributed healthcare contexts

Creating a learning environment in your practice or facility

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