Publications by authors named "J Dart"
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.
Background: There is an intricate connection between eating disorders and trauma. Despite this, traditional eating disorders education for health professions has not taken a trauma-informed approach.
Aim: We aimed to explore the reflections of graduate entry dietetic and undergraduate nursing students who participated in a trauma-informed, co-designed education innovation that focussed on an individual's storied lived experience.
Objective: To determine the efficacy of advanced hybrid closed-loop (AHCL) therapy in a high-risk cohort of youth on continuous subcutaneous insulin infusion (CSII) with or without continuous glucose monitoring (CGM) with suboptimal glycemia.
Research Design And Methods: In a 6-month multicenter clinical trial, youth with type 1 diabetes with mean and most recent HbA1c >8.5% (65 mmol/mol) were randomly assigned 1:1 to AHCL or treatment as usual (CSII ± CGM).
Topic: To provide an overview on the incidence of Acanthamoeba keratitis (AK).
Clinical Relevance: Although being a sight-threatening cause of infectious keratitis, a comprehensive assessment of the incidence of AK is lacking.
Methods: Incidence of AK was computed as the number of eyes with AK per health care center, per year (annualized center incidence [ACI]).
Context: Traditionally, the impact and outcomes from health professions education research (HPER) have focused on academic outputs, whereas in the humanities, research translation is conceptualised more broadly and creatively, including research-based performances like verbatim theatre. Translating HPER findings through the emotive and embodied nature of a verbatim theatre performance provides a unique opportunity to translate research data and create alternative learning spaces for rich and valuable insights that aligns with transformative pedagogy.
Approach: In this paper, we describe the background of verbatim theatre, a form of performance, which draws on a research participants' testimony and lived experience and how we used this creative approach to translate HPER findings.