Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide

Waller, Susan; Walker, Lorraine; Farthing, Annie; Brown, Leanne; Moran, Mark

doi:10.1111/ajr.12700

Cited by 4 publications

(8 citation statements)

References 15 publications

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“…However, one placement focussed on the impact of rural and remote living on health (Mak & Miflin, 2012). One Australian article reported on educational elements of a constructively aligned interprofessional education program (Waller et al, 2021). For data extraction, see Table 3.…”

Section: Stage 5 -Results: Broad Description Of the Literaturementioning

confidence: 99%

“…This position is supported by this review with calls for communities and health professionals to identify potential health professionals early, based on their aptitude and attitude to rural health (Baral et al, 2016;London & Burton, 2018;Pelham et al, 2016), communication skills, sensitivity and compassion towards rural practice (Baral et al, 2016) and empathy for under-resourcing in rural communities (Baral et al, 2016;Mpofu et al, 2014;Stilp & Reynolds, 2019). The chance to observe community values and health needs, drives intention to return and work in rural communities where their care could make meaningful difference (Mpofu et al, 2014;Stilp & Reynolds, 2019;Waller et al, 2021). One student observed, "Here it seems to matter more" (Stilp & Reynolds, 2019, p. 9).…”

Section: Health Leadershipmentioning

confidence: 86%

“…Specific rural curriculum is hindered by urban-centric development of curriculum (Greenhill et al, 2015;Poulin & Skinner, 2020), ignorance regarding the health needs of rural populations (Yi et al, 2015) and in some countries such as New Zealand, by the lack of specific rural health policy and a lack of medical schools specifically focussed on primary health care and rurality (London & Burton, 2018). The literature highlights a disparate inclusion of rural health content within medical programs (Greenhill et al, 2015) and a need to ruralise curricula for cultural competence (Baral et al, 2016;Greenhill et al, 2015;Pelham et al, 2016;Sen Gupta & Murray, 2011), teaching social determinants of health (Baral et al, 2016;Doolan-Noble et al, 2021;London & Burton, 2018;Poulin & Skinner, 2020), context-specific education (Baral et al, 2016;Hanson et al, 2020;Kitchener, 2013;Lyle & Greenhill, 2018;Mak & Miflin, 2012;Pillay et al, 2016;Poulin & Skinner, 2020;Reid et al, 2011;Sen Gupta & Murray, 2011;Waller et al, 2021) and rural-specific assessment (Baral et al, 2016;Sen Gupta & Murray, 2011) that reflects the complexity of rural and remote contexts. Likewise, assessments should be linked to learning experiences and social determinants of health (Doolan-Noble et al, 2021) and health professional education should reflect the psycho-social, cultural and economic factors that affect rural-dwellers perceptions of health in order for students to be effective rural health practitioners (Poulin & Skinner, 2020).…”

Section: Curriculummentioning

confidence: 99%

“…The need for curriculum informed by, and aligned with, community needs is frequently advocated (Baral et al, 2016;Greenhill et al, 2015;van Schalkwyk et al, 2012;Waller et al, 2021) and inclusion of community in curriculum design (Baral et al, 2016) and research (Baral et al, 2016;Greenhill et al, 2015;London & Burton, 2018) are also noted, though rarely explored. Increased inclusion of community-based and rural concepts in medical curricula is described by Reid et al (2011) with Baral et al, (2016) noting that community and population health constitute 25% of the curriculum within Nepal.…”

Section: Curriculummentioning

confidence: 99%

“…Rural health is more than health care conducted in rural locations, therefore critical interaction with rural theory is necessary to shape provision of health services in rural 'places' (Farmer et al, 2012) by providing an approach to the way rural topics are studied (Bourke et al, 2010). Understanding the bio-psychosocial dimensions of rural places is needed if students are to understand the interaction of rural characteristics on the health of rural populations (Waller et al, 2021). Interprofessional Education to promote teamwork has been deemed essential for rural areas owing to the paucity of specialists, limited resources, increased costs and fragmentation of care (Stilp & Reynolds, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Education to Prepare Health Professionals for Rural Practice

Adams

2023

AIJRE

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Rural and remote communities are challenged by an incongruous combination of poorer health and deficits of health workers. Health professionals working in rural and remote practice contexts are largely educated with standardised curriculum content designed for urban-dominant systems, even though non-urban populations account for approximately half of the global population. Education is one strategy considered pivotal to recruitment and retention of health care workers in rural areas, yet has received less research attention than strategies such as rural background, incentive schemes and clinical placements. Peer reviewed literature published in English between 2011-2021 were obtained, guided by PRISMA-P guidelines (Shamseer, 2015). The aim of this review was to examine how health professionals are currently being prepared for rural practice. Following key health database searches 189 relevant articles were retrieved, of which 26 articles met the inclusion criteria for final analysis. This review identified a heavy reliance upon standardised curricula delivered via clinical and interprofessional placements with little attention to specific rural curriculum content or pedagogic strategies tailored to rural and remote practice. Three themes were developed from the literature: Context (‘learning to think differently’, ‘relationships’, and ‘health leadership’), Curriculum and Pedagogy (‘rural clinical placements’ and ‘interprofessional education’). There is a paucity of educational design and evaluation research to assess the value of education strategies that prepare health professionals to work in rural places. Identifying key rural pedagogic strategies can support curriculum content, experiences and assessment that provide health professionals with the competence, confidence and skills to sustain careers in rural and remote practice.

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Section: Stage 5 -Results: Broad Description Of the Literaturementioning

confidence: 99%

Section: Health Leadershipmentioning

confidence: 86%

Section: Curriculummentioning

confidence: 99%

Section: Curriculummentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education to Prepare Health Professionals for Rural Practice

Adams

2023

AIJRE

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Developing a Novel Health Interprofessional Education Curriculum: Strategies and Implementation

El-Awaisi,

Waller

2023

Novel Health Interprofessional Education and Collaborative Practice Program: Strategy and Implementation

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Editorial Special Issue

Jones¹,

Campbell²

2021

Australian J Rural Health

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Education in and for the rural and remote workforce is critical to ensuring that people living in those regions have equitable access to sustainable high-quality health care. 1 The accumulating evidence for rural and remote workforce retention emphasises the importance of locally available educational options for initial training and ongoing career pathway opportunities. [2][3][4] Much of this evidence relates to the rural medical workforce, with an emerging body of research from the nursing and allied health professions. 3,5 There continues to be inequitable access to health services for rural and remote communities, particularly in allied health and specialist medical services. This need to deliver services closer to, and appropriate for, the rural and remote communities was a major consideration in the conception of this special issue. As guest editors, our experiences working in rural and remote practice and being academics in non-metropolitan universities fuelled out shared passion to initiate and edit this special issue focusing on education.The call for papers resulted in an astounding number of submissions and resulted in the largest-ever issue of the AJRH. The issue brings together research articles, policy analysis, commentary papers and short reports reflecting the current status on rural and remote health professional education in Australia and New Zealand. The authors contributing to the special issue are from every state and territory in Australia, as well as New Zealand and Canada. The fact that four commentary papers and one policy analysis have been included demonstrates the interest and importance many people place on educating for rural and remote health practice. This desire to reflect deeply on how education can frame rural and remote practice is important in building appropriate health services for these communities.Aligning with the broad nature of educating health professionals for rural and remote practice, the topics covered in this special edition are wide-ranging. Papers cover disciplinespecific education, the use of simulation to enhance the rural clinical experience, 6 and numerous papers investigating interprofessional entry-level clinical education. Postgraduate training is also included with articles on medicine and allied health postgraduate training and educational pathways, as well as commentary on the need for research training to be situated in and for rural communities.

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Understanding the elements of a quality rural/remote interprofessional education activity: A rough guide

Cited by 4 publications

References 15 publications

Education to Prepare Health Professionals for Rural Practice

Education to Prepare Health Professionals for Rural Practice

Developing a Novel Health Interprofessional Education Curriculum: Strategies and Implementation

Editorial Special Issue

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