Introduction: Health professions education research has evolved as a discipline, yet chronological trends in topics and methodologies together have not been comprehensively explored previously. This study aimed to identify the trends in research topics and methodologies used in primary empirical studies published in reputable health professions education research journals at the turn of three decades (2000, 2010, and 2020).
Methods: Underpinned by relativism and subjectivism, this review of trends included primary empirical studies published in five quartile 1 health professions education research journals, defined by Clarivate (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) from three sample years at the start of three decades (2000, 2010, and 2020).
Introduction: It is not clear whether patients with postprandial symptoms enjoy the meal.
Methods: Prospective trial in patients with postprandial distress syndrome and healthy controls, comparing their responses with stepwise ingestion of a comfort meal.
Results: Healthy individuals (N = 18) enjoyed the meal and experienced digestive well-being.
Background: Best practice evidence for identifying and managing professional behaviour lapses in a multidisciplinary context is lacking. This study aimed to evaluate multidisciplinary educators' attitudes and perceptions of the ProFESS (Professional standards, Ethical Behaviour and Student Support) framework and its companion Fitness for Practice model, designed and implemented at a large Australian university to address this using a behaviour change approach.
Methods: A 72-item survey based on the Context, Input, Process, Product evaluation framework was completed by 92 multidisciplinary faculty educators and analysed using descriptive and inferential statistics.
Adv Health Sci Educ Theory Pract
December 2024
At the foundation of research concerned with professional training is the idea of an assumed causal chain between the policies and practices of education and the eventual behaviours of those that graduate these programs. In medicine, given the social accountability to ensure that teaching and learning gives way to a health human resource that is willing and able to provide the healthcare that patients and communities need, it is of critical importance to generate evidence regarding this causal relationship. One question that medical education scholars ask regularly is the degree to which the unique features of training programs and learning environments impact trainee achievement of the intended learning outcomes.
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