Understanding of caring - Radiography educators’ perspectives

Kammies, C.; Archer, Elize

doi:10.1016/j.radi.2022.05.003

Cited by 3 publications

(2 citation statements)

References 29 publications

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“…For example, while MI faculty value and understand constituents of empathy like caring, they remain unclear about the implications on the MI curricula and the applications within the MI-specific professional practice. Consequently, consensus on competence standard requirements for caring is important to clarify the meaning and identify caring behaviors as an integral part of MI practice and education (Kammies & Archer, 2022). Further, there is an urgent need to investigate and to develop a healthcare explicit definition of NTS like healthcare compassion to facilitate implementation into practice (Taylor et al, 2017).…”

Section: Standardsmentioning

confidence: 99%

“…Also, NTS like empathy can be better trained through realistic, relevant scenarios which reflect the reality of the clinical environment (Naidoo et al, 2020). For example, MI academics facilitate a culture of empathy by utilizing empathy-specific diverse learning opportunities (Kammies & Archer, 2022) such as authentic pedagogy simulation-based teaching, role-playing, reflective learning, and peer discussion (Naidoo et al, 2020). Additionally, when students practice deep and high-level group discussions, their communication and collaboration skills tend to improve (Deep et al, 2019, Latif et al, 2018.…”

Section: Problem-based Scenariosmentioning

confidence: 99%

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Alternative Digital Credentials: UAE’s First Adopters’ Design, Development, and Implementation Part (1)

Samar

2022

IJLTER

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The global skills gap and lack of a verified volunteering capacity for pandemics and catastrophes, amongst other factors, have compelled higher education to consider validated alternative credentials. However, alternative credentials are in the infancy stage, so universities are tailoring frameworks and curricula in the absence of a global standardization. Recently, calls to develop “soft”/non-technical skills like empathy among healthcare students are increasing. However, the current healthcare non-technical skills curricula do not account for the clinical aspects as they have originated from aviation programs adopted since the 1970s after high-profile plane crashes were mainly attributed to errors in non-technical skills. The aim of this paper is to address all these gaps by performing curriculum analysis, design, development, and implementation to lay the foundation for subsequent research to evaluate the outcomes. The developed curriculum was offered in an alternative credential format for a pilot group of seven undergraduate medical imaging students. This paper describes the development and implementation of five pedagogical interventions, and the subsequent paper shall review seven assessment and evaluation tools and requirements related to competency within entrustable medical imaging professional tasks. This paper is unique as we are unaware of any publications on deployed or awarded alternative credentials combining technical and non-technical skills within entrustable professional tasks. As such, the work presented can provide educators with practical curriculum development approaches to address the educational paradigm shifts.

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Section: Standardsmentioning

confidence: 99%