Burnout levels among radiographers, sonographers and radiologists are high and likely to vary according to some demographic and work-related factors. Further research is needed to examine ways to alleviate burnout in these professions so that loss of experienced staff due to burnout can be minimized and quality of patient care can be maintained.
Background: Empathy is a difficult characteristic to define, teach and assess; the 'nebulous' properties of empathic behaviour often means that educators fail to incorporate the explicit teaching and assessment of empathy within the curriculum. One solution suggested is that teaching empathy in an interprofessional education setting is an effective educational approach in developing empathic behaviours. Method: Student participants from Monash University, Deakin University, University of South Australia, and Edith Cowan University completed a self-reporting survey package pre and post two-hour empathy workshop consisting of the Jefferson Scale of Empathy -Health Profession -Student version (JSE-HP-S). Results: A total of 293 students from 12 different medical and health care professions participated in the empathy workshops. The majority of participants were from Monash University n = 230 (78 %), the nursing profession n = 59 (20 %), < 26 years of age n = 215 (73 %) and enrolled in first year studies n = 123 (42 %). Using a paired t-test repeated measure self-reported empathy levels improved at p < 0.0001, mean 114.34 vs. 120.32 (d = 0.22). Conclusion: This project has shown that self-reported empathy levels have been shown to statistically improve following DVD simulation-based workshops.
In recent years the role of the radiation therapist (RT) has increasingly evolved. In Australia, one of the major developments has been the transition from practice which was rarely based on scientific evidence, to the profession today which engages in and incorporates research into everyday practice. The aim of this article is to provide an insight into the current status of Australian radiation therapy research. In order to present a national overview, a survey relating to research activity was e-mailed to all (48) clinical centres in Australia. Thirty-six out of the 48 centres responded, representing 13 private and 23 public centres. The results demonstrated that a research culture is beginning to be established and that there are challenges associated with implementing research. The role of universities in facilitating the development of research skills was considered important with an increasing number of practitioners undertaking higher research degrees. Overall, research activity in the Australian radiation therapy community is becoming more prevalent. If the profession is to continue to strengthen its research profile the professional body and universities need to continue providing academic and funding support. Greater focus on multidisciplinary collaboration is needed with direct involvement of RTs in multi-centre studies.
The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the Index of Learning Styles (ILS) and the Online Learning Environment Survey (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using SPSS, a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their preferred scores for all 9 subscales were higher than their actual scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES actual and preferred subscales' variance. For the OLES actual subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards elearning. For the OLES preferred subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards elearning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.
Self-efficacy is an individual's perception of their ability to be successful in a given endeavour and it has been shown to have an important role in successful university education and clinical performance of healthcare workers. This article examines the self-efficacy beliefs of undergraduate healthcare students (n = 388) for the skills required for interprofessional education and interprofessional collaboration. The students were enrolled at an Australian university from the disciplines of public health, social work, and paramedic practice. The Self-Efficacy for Interprofessional Experiential Learning (SEIEL) scale, which is a valid and reliable scale, was used to determine the self-reported perceptions of self-efficacy in this cohort. The 16-item scale was developed for use with medicine and other healthcare professional undergraduate students. Student t-tests were used to compare scores between males and females, with one-way ANOVAs used to explore SEIEL scores across disciplines and year level. A significant difference was found between genders for the scores on SEIEL subscale 2 "Interprofessional evaluation and feedback" (p = 0.01) with the male mean being 2.65 units higher (Cohen's d = 0.29). There was also a significant gender difference for the overall SEIEL scale (p = 0.029) with the male mean being 4.1 units higher (Cohen's d = 0.238). No significant gender differences were demonstrated for the subscale "Interprofessional interaction." Neither subscale demonstrated significant differences between healthcare disciplines or course year. Further investigation is required to explore the reasons for the outcomes of this study. With the increasing importance of interprofessional education and practice within healthcare, it would also appear reasonable to consider further research into the development and support of student self-efficacy for the skills required for interprofessional education and interprofessional collaboration within healthcare curricula.
IntroductionThis article presents the results of a single‐day census of radiation therapy (RT) treatment and technology use in Australia. The primary aim of the study was to ascertain patterns of RT practice and technology in use across Australia. These data were primarily collated to inform curriculum development of academic programs, thereby ensuring that training is matched to workforce patterns of practice.MethodsThe study design was a census method with all 59 RT centres in Australia being invited to provide quantitative summary data relating to patient case mix and technology use on a randomly selected but common date. Anonymous and demographic‐free data were analysed using descriptive statistics.ResultsOverall data were provided across all six Australian States by 29 centres of a possible 59, yielding a response rate of 49% and representing a total of 2743 patients. Findings from this study indicate the increasing use of emerging intensity‐modulated radiotherapy (IMRT), image fusion and image‐guided radiation therapy (IGRT) technology in Australian RT planning and delivery phases. IMRT in particular was used for 37% of patients, indicating a high uptake of the technology in Australia when compared to other published data. The results also highlight the resource‐intensive nature of benign tumour radiotherapy.ConclusionsIn the absence of routine national data collection, the single‐day census method offers a relatively convenient means of measuring and tracking RT resource utilisation. Wider use of this tool has the potential to not only track trends in technology implementation but also inform evidence‐based guidelines for referral and resource planning.
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