Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises Proceedings of a Workshop (2022) / Chapter Skim
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Appendix A: Evolution of a Decision Tree
Appendix A: Evolution of a Decision Tree
Pages 61-74
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From page 61... ...
Patel suggested a more fundamental question probing whether versus how: whether or not to keep learners in the clinical learning environment versus 1 This decision tree and its subsequent iterations were drafted by Robert Cain and are based on the discussions of individual workshop participants during the workshop sessions. The questions raised are those of the individual participants and do not necessarily represent the views of all workshop participants; the planning committee; or the National Academies of Sciences, Engineering, and Medicine, and the figure should not be construed as reflecting any group consensus.
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62 FIGURE A-1 Decision tree, first draft. SOURCE: Cain presentation, September 30, 2021.
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From page 63... ...
However, she also believed that while individual students are not part of the workforce, the student body as a whole is critical for the future workforce. Illustrating Whelan's point, an individual student can leave for summer break with no effect on the health care system, but if the education and training of an entire class of students is delayed, this will create a workforce shortage down the line.
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SOURCE: Cain presentation, September 30, 2021.
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From page 65... ...
For instance, if one goal is to ensure continuity of the health professions workforce, keeping learners progressing in their education and training is critical. This perspective can also be useful in discussions with other academic and health care leaders; for example, the workforce argument was helpful in getting hospitals to allow students back into the clinical setting.
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From page 66... ...
What we do know, however, it that there will be another crisis. COVID-19 caught the health professions community off guard, so it is critical to take this time to consider how decisions were made, how they affected stakeholders, and how to make informed and rational decisions during the next crisis.
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From page 67... ...
Taylor, program director and chair, Uniformed Services University of the Health Sciences Graduate School of Nursing; Heather Johnson, chair and director, F amily Nurse Practitioner and Women's Health Nurse Practitioner programs, Uniformed Services University of the Health Sciences Graduate School of Nursing; and Jessica S Thomas, Department of Pathology and Genomic Medicine, Houston Methodist Hospital and Weill Cornell Medical College.
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From page 68... ...
Johnson, Taylor, and Thomas responded that while they did not consider this specific type of impact when making their decisions during COVID-19, they agreed that it was important to include the perspective of multiple stakeholders, including patients. DECISION TREE -- THIRD DRAFT Cain described how his next iteration of the decision tree was shaped by discussions at the previous workshop sessions and expanded to include definitions of cultural safety (discussed on November 11, 2021)
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SOURCE: Cain presentation, November 11, 2021.
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From page 70... ...
• Infrastructure includes risks associated with multigenerational housingb and the social determinants of learning disparities to include housing, food and transportation assistance, learning technologies, and counsel ing services while in school.c Cultural Safety Cultural safety places an obligation on the provider/educator to provide safe service as defined by those receiving the service. It involves changes in thinking about power relationships and requires self-examination, openness, and flex ibility as well as a concerted effort not to blame victims of historical and social marginalization.d a https://nap.nationalacademies.org/read/10681/chapter/2 (accessed August 2, 2022)
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Amiel underscored that it is impossible to predict what the next crisis in health professions education will be: It could be another pandemic, the disruption of the power grid from a natural disaster, or the lack of faculty because of stress and burnout of our health professional educators -- we simply don't know what is ahead. What we do know is there will be another crisis.
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72 HEALTH PROFESSIONAL STUDENTS AND TRAINEES FIGURE A-5 Final draft of the decision tree and external factors. (continued)
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APPENDIX A 73 FIGURE A-5 Continued.
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From page 74... ...
• Infrastructure includes risks associated with multigenerational housingb and the social determinants of learning disparities to include housing, food and transportation assistance, learning technologies, and counsel ing services while in school.c Cultural Safety Cultural safety places an obligation on the provider/educator to provide safe service as defined by those receiving the service. It involves changes in thinking about power relationships and requires self-examination, openness, and flex ibility as well as a concerted effort not to blame victims of historical and social marginalization.d a https://nap.nationalacademies.org/read/10681/chapter/2 (accessed August 2, 2022)
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