جستجوی مقالات مرتبط با کلیدواژه "professional education" در نشریات گروه "پزشکی"

This study aimed to determine the perception, perspectives, and behaviors of health‑care providers, as well as cues to action toward interprofessional education (IPE).

The interview sessions were conducted from August 2020 to November 2020 at the College of Pharmacy, Gulf Medical University (GMU), Ajman. The invited participants belonged to all the colleges which are a part of GMU, providing academic and practice support to the university. All were residents of UAE, and both genders were considered for qualitative assessment. The sample size based on data saturation plus two as standard guidelines in qualitative res earch. All the interviews were audiotaped for verbatim transcriptions. All the recorded interviews were transcribed to avoid bias. The prepared transcripts were then verified for accuracy by the relevant participant and after approval, data were analyzed. In case of an emergent theme, all the investigators were focused on refining the analysis.

A total of 17 health‑care professionals (HCPs) were interviewed. The participants were chosen from five different colleges at GMU. All the participants had similar perceptions about IPE, as it is a collaboration between different HCPs to achieve better patient outcomes. A diversity in perspectives toward IPE was found among the participants. Several barriers were identified during the interview session and also highlighted the importance of choosing the right topic for IPE, as it affects planning of the activities greatly. The participants also stressed that the lack of communication also contributes to decreased involvement of HCPs.

This study identified inefficient implementation of IPE. The barriers were lack of team effort, lack of communication within the institute, and administrative support, despite the availability of resources and infrastructure in the university

Globally, depression is one of the leading causes of illness and disability among adolescents, and suicide is the third leading cause of death among the young and adolescents. Since we have limited data on the prevalence of psychological distress among the youth of India, our aim was to estimate the prevalence of psychological distress, anxiety, and depression among students of professional colleges.

This study was conducted in Visakhapatnam, Andhra Pradesh (India). A total of 502 apparently healthy students have participated in this study. Data were collected from 243 medical students, 119 engineering students, 103 dental students, and 36 nursing students. A pretested, prevalidated, and structured Kessler’s Psychological Distress Scale (K10) was used for the assessment of mental health among students. This is a self‑administered questionnaire‑based cross‑sectional study. Microsoft Office Excel was used for data storage and tabulation. Mean, standard deviation, Chi‑square test, Mann–Whitney U‑test, and Kruskal–Wallis test were used to find the association difference between various parameters using SPSS 22 software.

Out of 502 students, 34.7% of students were found to have normal mental health, 135 students were having mild mental problems, and 116 and 77 had moderate and severe mental illness, respectively. Out of 197 males, 66 were normal, 61, 46, and 24 had mild, moderate, and severe mental problems, respectively. Out of 305 females, only 108 were found to be normal.

Male students were found to have higher prevalence of mental abnormalities. A significant higher prevalence of depression is seen in day‑scholars compared to hostellers. Nursing students are having significantly higher prevalence of depression and nonpsychotic mental illness as compared to dental, engineering, and medical students. Medical students are having the lowest rate of depression than other nonmedical professional subjects.

Programs of continuing education (CE) for health personnel represent crucial challenges for the development of health systems, which are relevant and efficient. Continuing professional development (CPO) is a more complete definition, including medical, managerial, social and personal skills, leading to improvement of the health status and quality of life of the people. Review of the literature based on evidence gives clear guidance for CPO internationally. During the last two decades, the need for all health personnel to have highly developed learning skills in a society racing with change is evident. th'e health personnel are forced to continue their learning beyond graduation. Improvement in CE systems has resulted in the formation of CPO in many developed countries. A few of the developing countries implement these programs on a systematic basis, but a national program for continuing education is lacking in nearly all of them. In some of the countries scientific associations run CE programs; in many, CE programs are available for only a limited number of medical specialties and in other, on-the-job training is available for health personnel on an ad-hoc basis.The crucial knowledge gaps between current HR practice and the evidence based CE include:Based on the available evidence it is recommended to start a standardized information gathering system for CPO and CE activities in all the countries of the world and to publish the results annually (with the same format as used in vaccination coverage reports). Holding regional workshops and seminars on the significance of CPO for health policy makers and administrators of different countries can result in widespread application of CPO activities all over the world. Research studies, which have been performed on the efficacy of CE, should be extended on a wider scope and the results should be used in devising principles of an effective CPO programs. Application of novel methods of teaching and active learning techniques is recommended. Globalization of CPO can be facilitated through adoption of CE models from countries, which have been successful in the implementation of any of the ten principles of an active CE system.