Health Professions Education A Bridge to Quality (2003) / Chapter Skim
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4. Current Educational Activities in the Core Competencies
4. Current Educational Activities in the Core Competencies
Pages 75-96
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From page 75... ...
In discussing preparation in the five competencies, the professions are addressed in order of the extent of available evidence: medicine, nursing, pharmacy, and allied health. Provide Patient-Centered Care In general, comprehensive attention to patient-centered care in medical education is lacking.
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From page 76... ...
Indeed, given the tradition in medicine of overwork, sleep deprivation, and neglect of one's own welIness, medical students and residents cannot even serve as good examples for patients of healthy lifestyles and welIness. Medical education has recently placed more emphasis on enhancing patient-clinician communication, and such efforts have been shown to increase patient satisfaction and improve patient outcomes (Halpern et al., 2001; Henbest and Stewart, 1990; Langewitz et al., 1998; Lewin et al., 2001; Lipkin, 1996; Smith et al., 1995; Swick et al., 1999~.
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From page 77... ...
, citing allied health professionals' frequent contact with patients and their relative lack of preparation in this area, have suggested that allied health curricula be strengthened further to include communication and patient and family education. Being competent in providing patientcentered care includes easing pain and providing comfort to patients who need it.
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From page 79... ...
Health professions education occurs largely in an environment of separately housed professional schools and separate clinical arenas governed by powerful separate deans, directors, and department chairs. Professional schools also have their own separate faculty, school calendars, and different points of entry into the profession.
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From page 80... ...
Some of the reluctance on the part of schools that educate health professionals to embark on interdisciplinary education is related to the limited research on the effect of such education on interdisciplinary practice and patient care (Zwarenstein, 1999~. Some fear that professional identities, hierarchies, and power relationships may be diluted if the focus becomes interdisciplinary (Headrick et al., l998b)
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From page 81... ...
Many medical schools are making strides in shifting away from rote memorization and incorporating evidence-based practice as part of the curriculum (Grad et al., 2001) In a 1999 AAMC survey, however, more than a quarter of the graduates of the 88 percent of medical schools teaching skills related to evidence-based medicine reported feeling unprepared to interpret clinical data, research, literature reviews, and critiques (American Association of Medical Colleges, 1 999a)
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From page 82... ...
This lack of data has impacted the diffusion of evidencebased practice into nursing curricula. Scattered educational experiences exist (French, 1999)
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From page 83... ...
et al., 1994~. Recent efforts by AAMC have articulated the learning objectives and educational strategies that should be used to integrate quality improvement into education (American Association of Medical Colleges, 20014.
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From page 84... ...
Quality improvement is usually discussed in terms of teams improving processes or systems, but there is another aspect of quality improvement that is more narrowly focused on the individual clinician continuous selfassessment. There is as yet no clear understanding of how health professionals are or should be educated to reflect on their own performance strengths and weaknesses in order to identify learning needs, conduct a review of their performance, and reinforce new skills or behaviors so they can improve their performance.
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From page 85... ...
. Probably as a result of resource constraints in the settings in which they are educated, nursing and allied health professionals have embraced informatics on a more limited scale as compared with their medical counterparts (Gassert, 1998; Hovenga, 2000; McDaniel et al., 1998~.
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From page 86... ...
The difficulty in conceptualizing informatics education is often exacerbated by a "tendency to conflate education in informatics with the use of computers to deliver education" (Buckeridge and Goel, 2002:4~. Interacting with computing resources in the educational process is not the same as applying informatics to patient care.
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From page 87... ...
Box 4-6 presents a scenario depicting an educational experience as it could be if these competencies were incorporated into the curriculum of the health professions.
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From page 88... ...
........................................................ ~ a ~ e - - a~ a ~ a a a ~ a J i ~ a ~p-a S.e.nt la eir t eatmenl pl..a.n tO a la ~ al~ a-e~ e -pea pSes lnteresl ln {ne p some suggestions aDoUl wa s~ ~ l-nteg -- a te~ t-n-e~ cn-a-n-g-es~ 88
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From page 89... ...
In this chapter, the committee has explored the extent to which such competencies are addressed in educational curricula. The identification of competencies is not an isolated activity identifying competencies is just the first of many steps in ensuring that students are prepared to deliver quality health care.
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From page 90... ...
Distance learning technology, standardized patients, and clinical skilIs-testing techniques also hold the potential for revolutionizing health professions education, offering students the opportunity to customize their learning and to progress at their own pace and at geographic locations that meet their educational needs. Of course, such an approach would need to be closely monitored bY faculty and validated through testing.
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From page 91... ...
The core set of competencies needs to be integrated more thoroughly into a cohesive educational experience and to be offered using interactive methods. · Evaluation of the effects of health professions education requires increased attention.
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From page 92... ...
2001. Its time to require theory and methods of quality improvement in basic and graduate nursing education.
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From page 93... ...
2002. Improving patient care outcomes by teaching quality improvement to medical students in community-based practices.
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From page 94... ...
1995. New rules for the game: Interdisciplinary education for health professionals.
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From page 95... ...
Medical Education 34 (10~:871-79. National League for Nursing Interdisciplinary Health Education Panel.
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From page 96... ...
2002. Changing educational paradigms to prepare allied health professionals for the 21 st century.
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