“A change would do you good”: Training medical students in Motivational Interviewing using a blended-learning approach – A pilot evaluation

Objectives This study aims to assess medical students’ interest in a Motivational Interviewing (MI), the objective need for a special training, and students’ satisfaction with and the effectiveness of such a course.Methods A mandatory MI course was implemented for sixth-semester medical students. Their interest in learning MI was evaluated, along with their satisfaction with the course, which was delivered in a blended-learning teaching approach. Participants’ baseline MI skills and general communication skills were assessed. MI non-adherent behavior, like persuading and confronting patients, was noted. Successful learning was measured with a multiple-choice test administered before and after the course that assessed subjective knowledge and skills.Results Students were highly interested in learning MI. At baseline, they showed good communication skills but moderate MI skills. Satisfaction with the course was high. The course was effective, as subjective and objective knowledge and skills improved significantly.Conclusions This pilot study suggests that basic MI skills can be successfully taught in a blended-learning teaching approach. Further research should investigate sustainability and transfer to clinical practice.Practice implications Medical schools should consider providing students with special training in MI to help students counsel patients towards behavioral changes.     

Implementing an interprofessional first-year teamwork project: some key reflections

Abstract

Implementing an interprofessional teamwork project for first-year students presents pedagogical and practical challenges. While transferable skills and attributes are important, engagement of students with limited professional experience in teamwork depends on relevance to current learning needs. This report outlines principles learned from planning and implementing a teamwork project for an interprofessional health administration and service development course. Practising interprofessional teamwork as leaders and teachers, aligning with previous, current and future teamwork content and processes and responding to student feedback and achievement have been the key factors in shaping the project over three semesters. Face-to-face and online interprofessional teamwork learning has necessitated developing resources that support self-direction, using familiar technology and providing enabling physical environments. Implications for first-year interprofessional teamwork are that structured well-resourced processes, responsiveness and alignment of learning all improve student outcomes.     

Preparing health students for interprofessional placements

Clinical education increasingly includes opportunities for interprofessional (IP) placements but few opportunities for students and supervisors to adequately prepare for such placements. The aim of this project was to further develop and evaluate an online multidisciplinary resource that was originally designed to prepare students for single-discipline placements. The revised resource aimed to prepare health students and their supervisors for IP placements. The resource was trialled in host organisations with participants from naturopathy, nursing, osteopathy and pharmacy. The resource used language that was common to all participants and comprised activities that had broad relevance such as orientating students to specific placements, developing learning plans, clarifying roles, rights and responsibilities, and clinical scenarios that raised ethical and professional issues. The effectiveness of the resource as an IP learning tool was evaluated using an E-survey, focus groups and feedback from the project team. According to participants, the resource afforded insights into what other disciplines do and opportunities for cross-disciplinary interactions, which helped break down stereotypes and misconceptions. Cross-disciplinary commonalities such as those pertaining to patient care, communication and ethics became evident. Collaborative projects involving academics, clinical supervisors and students from multiple disciplines provided an opportunity for culture change in an education organisation from single discipline to a more collaborative interdisciplinary one.     

E-learning平台在卫生学教学中的应用

卫生学是非预防医学专业医学生的必修课程之一,南京医科大学卫生学课程采用E-learning网络平台与课堂授课相结合的教学模式。为了探讨E-learning平台在卫生学教学中的应用效果,应用电子问卷调查1436名本科生参与E-learning平台学习卫生学课程的情况,结果显示大部分同学认可E-learning平台对理论课程学习有促进作用,但学习的主动性有待加强。提高平台使用便捷程度,激发学生学习兴趣,有利于提升卫生学教学效果。     

E-learning和图书馆的多重角色

 

简要介绍了E-learning的发展、概念和特点，并在论述图书馆参与E-learning的重要意义的基础上，着重分析了在E-learning中图书馆所扮演的多重角色：信息服务机构、教育者和学习者。

     

E-Learning in Nursing: Tool Development for Evaluating Virtual Patient Learning Systems

BackgroundThe growing number of online nursing programs increased the demand to utilize interactive virtual patient learning systems in online nursing courses.PurposeTo develop and assess the validity of a tool named “Virtual Patient Learning System Evaluation Tool”.MethodsThis study was conducted in 2015–2017. The tool’s validity was determined through the assessment of content validity using an exploratory factor analysis on the data provided by 160 RN-BSN online nursing students.ResultsExploratory factor analysis was used to analyze four factors including: (a) communication (19%), (b) nursing care plan application (21%), (c) competency development using a virtual learning system (42%), and performance evaluation (4.5%). These factors explained 86.5% of the total variance, with a correlation coefficient ranging from 0.46 to .921 (p < .001). In this study, reliability was demonstrated by a Cronbach’s alpha coefficient of 0.973 indicating a reliable measure for this tool.ConclusionEvaluating the effectiveness of virtual learning systems will guide the online teaching pedagogies and the online nursing program development.