scholarly journals REAPing the Benefits: Development and Use of a Structured Evaluation Tool to Codify Learning Resources for Global Health Professionals

2021 ◽  
Author(s):  
Meike Jill Schleiff ◽  
Elizabeth Hahn ◽  
Caroline Dolive ◽  
Lillian James ◽  
Anant Mishra ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Learning Opportunities ◽  
Evaluation Tool ◽  
Course Quality ◽  
Health Leadership ◽  
Wide Range ◽  
Meaningful Engagement ◽  
Online Activities ◽  
Competency Domains

Abstract Introduction: The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods: We developed a structured tool to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this tool across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results: The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Discussion: Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.

scholarly journals REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meike Schleiff ◽  
Elizabeth Hahn ◽  
Caroline Dolive ◽  
Lillian James ◽  
Anant Mishra ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Learning Opportunities ◽  
Evaluation Framework ◽  
Course Quality ◽  
Health Leadership ◽  
Wide Range ◽  
Meaningful Engagement ◽  
Online Activities ◽  
Competency Domains

Abstract Background The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.

scholarly journals Developing a High-Impact Learning Program for Global Health Professionals: The STAR Project

2020 ◽  
Vol 6 (1) ◽  
pp. 23-30
Author(s):  
Bhakti Hansoti ◽  
Meike Schleiff ◽  
Anike Akridge ◽  
Caroline Dolive ◽  
Angelina Gordon ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Core Competency ◽  
Monitoring And Evaluation ◽  
Global Public Health ◽  
Learning Program ◽  
Practice Approach ◽  
Traditional Work ◽  
Competency Domains ◽  
The Impact

Background. The Sustaining Technical and Analytical Resources (STAR) project seeks to invest in and expand the capacity of diverse senior global public health professionals. STAR builds on traditional work-based fellowships by partnering with universities in order to curate (or develop) and deliver high-quality, tailored learning across a set of required “core competency domains” as well as elective skills- or content-based competency domains. Pedagogy. In a rapidly changing global health context, ongoing learning is essential but often gets sidelined by other pressures; STAR’s approach aims to respond to these challenges by developing a learning curriculum tailored to the needs of our participants and their roles in global health. STAR’s pedagogy utilizes individualized learning plans, a deliberate practice approach, and a hybrid mentorship model to support project participants to achieve their learning objectives as well as broader project goals. Next Steps. The STAR project is in its first year of implementation. Furthermore, our future work will focus on developing a monitoring and evaluation plan that seeks to track the progress of our participants, guide project improvements, measure the impact of learning activities, and inform the pedagogy of future global health training initiatives.

scholarly journals An exploration of migrant women’s perceptions of public health messages to reduce stillbirth in the UK: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tomasina Stacey ◽  
Melanie Haith-Cooper ◽  
Nisa Almas ◽  
Charlotte Kenyon
Keyword(s):  
Public Health ◽  
Perinatal Mortality ◽  
Health Professionals ◽  
Health Messages ◽  
Migrant Women ◽  
Global Public Health ◽  
Wide Range ◽  
Public Health Messages ◽  
Associated Risk Factors ◽  
The Uk

Abstract Background Stillbirth is a global public health priority. Within the United Kingdom, perinatal mortality disproportionately impacts Black, Asian and minority ethnic women, and in particular migrant women. Although the explanation for this remains unclear, it is thought to be multidimensional. Improving perinatal mortality is reliant upon raising awareness of stillbirth and its associated risk factors, as well as improving maternity services. The aim of this study was to explore migrant women’s awareness of health messages to reduce stillbirth risk, and how key public health messages can be made more accessible. Method Two semi-structured focus groups and 13 one to one interviews were completed with a purposive sample of 30 migrant women from 18 countries and across 4 NHS Trusts. Results Participants provided an account of their general awareness of stillbirth and recollection of the advice they had been given to reduce the risk of stillbirth both before and during pregnancy. They also suggested approaches to how key messages might be more effectively communicated to migrant women. Conclusions Our study highlights the complexity of discussing stillbirth during pregnancy. The women in this study were found to receive a wide range of advice from family and friends as well as health professionals about how to keep their baby safe in pregnancy, they recommended the development of a range of resources to provide clear and consistent messages. Health professionals, in particular midwives who have developed a trusting relationship with the women will be key to ensuring that public health messages relating to stillbirth reduction are accessible to culturally and linguistically diverse communities.

scholarly journals Effects of self-management education programmes on self-efficacy for osteoarthritis of the knee: a systematic review of randomised controlled trials

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Daisuke Uritani ◽  
Hitoshi Koda ◽  
Sho Sugita
Keyword(s):  
Health Professionals ◽  
Self Efficacy ◽  
Randomised Controlled Trials ◽  
Management Education ◽  
Self Management ◽  
Controlled Trials ◽  
Face To Face ◽  
Knee Oa ◽  
Wide Range ◽  
Randomised Controlled

Abstract Background Enhancing self-efficacy to manage symptoms and functions is an important aspect of self-management for patients with knee osteoarthritis (OA). Many reports have investigated the effects of self-management education programmes for arthritis patients. However, a study that exclusively focuses on patients with OA in the same joints is required to clarify the effects of self-management programmes because individuals with knee OA experience physical and psychological difficulties different from those experienced by individuals with other arthritis diseases. Furthermore, previous studies have reported a wide range of delivery styles of self-management education programmes. This systematic review aimed to evaluate the effects of group-based and face-to-face self-management education programmes conducted by health professionals targeting self-efficacy for knee OA exclusively. Methods The MEDLINE, CENTRAL, EMBASE, CINAHL, Web of Science, and PEDro databases were searched to identify quantitative measures used in randomised controlled trials (RCTs) to assess the effects of self-management education programmes targeting self-efficacy in patients with knee OA. We included studies in which medical professional-delivered self-management education programmes were conducted in a group-based and face-to-face manner in community or outpatient settings. Results Seven RCTs from five countries were included in this review. Our retrieved studies included various types of self-management education programmes such as cognitive behavioural counselling, pain management education, physical education, weight management education, and arthritis self-efficacy management education, and control arms. They assessed various aspects of self-efficacy, including pain, physical function, arthritis symptoms excluding pain, weight management, mobility, and self-regulation. The total score of the Arthritis Self-Efficacy Scale was also measured. Some studies have reported beneficial effects of group-based and face-to-face self-management education programmes on self-efficacy for management of pain and other symptoms and for self-regulatory, knee OA. However, the results of the included studies were varied and inconsistent. Conclusions The current review only included seven studies, and there was a wide range of clinical heterogeneity among these studies. Thus, the effects of group-based and face-to-face self-management education programmes conducted by health professionals on self-efficacy for knee OA exclusively are inconclusive to date. Therefore, high-quality studies are required to provide significant information on clinicians, patients, and healthcare professionals in the future.

Conceptualising a New Knowledge Management Logic Model for Global Health: A Case-Study Approach

2015 ◽  
Vol 14 (02) ◽  
pp. 1550015 ◽  
Author(s):  
Saori Ohkubo ◽  
Sarah V. Harlan ◽  
Naheed Ahmed ◽  
Ruwaida M. Salem
Keyword(s):  
Knowledge Management ◽  
Global Health ◽  
Case Studies ◽  
Health Professionals ◽  
Health Workers ◽  
Logic Model ◽  
Unique Contribution ◽  
Program Outcomes ◽  
New Knowledge ◽  
Health Field

Over the past few decades, knowledge management (KM) has become well-established in many fields, particularly in business. Several KM models have been at the forefront of promoting KM in businesses and organisations. However, the applicability of these traditional KM models to the global health field is limited by their focus on KM processes and activities with few linkages to intended outcomes. This paper presents the new Knowledge Management for Global Health (KM4GH) Logic Model, a practical tool that helps global health professionals plan ways in which resources and specific KM activities can work together to achieve desired health program outcomes. We test the validity of this model through three case studies of global and field-level health initiatives: an SMS-based mobile phone network among community health workers (CHWs) and their supervisors in Malawi, a global electronic Toolkits platform that provides health professionals access to health information resources, and a netbook-based eHealth pilot among CHWs and their clients in Bangladesh. The case studies demonstrate the flexibility of the KM4GH Logic Model in designing various KM activities while defining a common set of metrics to measure their outcomes, providing global health organisations with a tool to select the most appropriate KM activities to meet specific knowledge needs of an audience. The three levels of outcomes depicted in the model, which are grounded in behavioural theory, show the progression in the behaviour change process, or in this case, the knowledge use process, from raising awareness of and using the new knowledge to contributing to better health systems and behaviours of the public, and ultimately to improving the health status of communities and individuals. The KM4GH Logic Model makes a unique contribution to the global health field by helping health professionals plan KM activities with the end goal in mind.

scholarly journals Preservice Teachers’ Eliciting and Responding to Student Thinking in Lesson Plays

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2842
Author(s):  
Ji-Eun Lee ◽  
Woong Lim
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Learning Opportunities ◽  
Student Thinking ◽  
Assessment Design ◽  
Wide Range ◽  
Design Activities ◽  
Lesson Play

This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.

scholarly journals Health inequalities within professional health education at the University of Malta

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello
Keyword(s):  
Public Health ◽  
Health Professional ◽  
Health Inequalities ◽  
Health Professionals ◽  
Professional Training ◽  
Mesh Terms ◽  
Wide Range ◽  
Professional Health ◽  
The University ◽  
And Training

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.

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