Community and Workplace Expectations of Graduates in the Health Professions

Prideaux, David; Lindemann, Iris; Cottrell, Anaise

doi:10.1007/978-94-6209-353-9_7

Cited by 6 publications

(3 citation statements)

References 33 publications

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“…Flinders University was established within the region through relationships with health services, student education, a physical workspace and accommodation, and a site administrator who could link with Yolŋu cultural consultants. While contemporary models of clinical education emphasise the importance of symbiotic relationships, 37 the important feature of the East Arnhem student‐implemented service was that community need was positioned as central to all relationships and outcomes, providing the students with the opportunity to develop their capacity to provide people‐centred care 38 in a culture and community different to their own.…”

Section: Discussionmentioning

confidence: 99%

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Barker

Witt²,

Bird

et al. 2022

Australian J Rural Health

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Section: Discussionmentioning

confidence: 99%

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Barker

Witt²,

Bird

et al. 2022

Australian J Rural Health

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“…Main themes which were identified are "authentic learning", "constructivist learning" and "selfdirected learning" These outcomes support the research from different authors in teaching methods that promote critical thinking. According to Prideaux et al (2013) and Wolf and Archer (2013), the purpose of reducing face-to-face time is that students can do more interactive learning. But lecturer's emphasis on traditional teaching only means no discussion in the class, no-problem solving and no thinking skills.…”

Section: Discussionmentioning

confidence: 99%

Developing critical thinking in student seafarers: An exploratory study

Khan

2020

JALT

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Short course curricula for seafarers using a traditional, teacher-focused, instructional pedagogy has resulted in students demonstrating surfacelevel achievement of learning outcomes and limited development of their critical thinking skills. This paper reports on the introduction of a student-centric pedagogy aiming to develop self-directed learning and critical thinking. The elements included introducing authentic and collaborative learning activities, constructively aligned with the content delivery and assessment. The differences between the current 'traditional' approach and a 'student-centric' approach was evaluated. This included a pre-and post-test on student assessment, and a set of semi-structured interviews with the students. A thematic analysis identified three themes including: authentic learning, constructivist learning and self-directed learning. The evaluation demonstrated that a student-centric approach promotes critical thinking and active learning in students, improving learning outcomes.

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“…One study showed caring for the underserved was no more likely among students with religious beliefs [33]. Community based clinical experiences can provide students opportunities for inquiry into diverse human contexts of illness [34]. Yet, retention of humanist values in an 'evidence-based' science program may rely on student socialisation in service-learning programs and extra-curricular student-led associations.…”

Section: Theorising Social Health Practice In Medical Professions Edu...mentioning

confidence: 99%

Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

Whittenbury

2022

Preprint

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Pedagogy for socially accountable medical professionalism lacks systematic integration of relevant social and biomedical facts. A sociological gaze and change in medical discourse may be transformative. A mixed methods study compared perceptions of social justice in healthcare of forty medical student participants from diverse social positions enrolled in two Australian medical schools. The ‘capability to aspire’ to prosocial professionalism links Sen’s capability theory and Bourdieu’s theory of practice to compare outsiders and insiders in a traditional and a socially accountable program. Comparison of First and Final Year cohorts aimed to identify the regulative discourses of each program. Demographic, short answer and multi-choice questions, and semi-structured audio-recorded interview tested participants’ aspirations, knowledges and reasoning related to social accountability. All cohorts supported social justice learning and agreed Indigenous, refugee and migrant groups were most disadvantaged in Australian health care. Final Year participants had greater awareness of health system shortfalls in social accountability, citing professional discourses lacking equity awareness, unfair patient responsibilisation, system overload and mismatch to Indigenous health needs. Less intention to practice in areas of health need was shown by participants with zero and multiple devalorised social identities than those with single equity identities. A common finding was inability to modify clinical reasoning to recognise what matters for equity needs, making ‘health equity’ a threshold concept. Critical reflexivity on human contexts of illness production was best realised by outsiders, unrelated to program. International participants held stronger perceptions of mismatch between the Australian health system and Indigenous health needs. Results inform a socio-science approach to learning health equity that builds on students’ prosocial values, social identities, and meaning-making of social contexts. A re-contextualising principle to validate health equity perspectives in medical pedagogy, and knowledge management system to integrate social and medical discourses, are proposed. The potential benefits of biosemiotic, edusemiotic and semioethic approaches to the humanising turn in medical education are discussed. Legitimation Code Theory provides a means to systematise diverse discourses in medical education. Biosemiotic concepts of lifeworld and dialogical communication may further cultivate students’ sociological and moral imagination of health production, and creativity for socially accountable solutions to emergent illness.

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Community and Workplace Expectations of Graduates in the Health Professions

Cited by 6 publications

References 33 publications

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Co‐creation of a student‐implemented allied health service in a First Nations remote community of East Arnhem Land, Australia

Developing critical thinking in student seafarers: An exploratory study

Shifting clinical relevance from ‘what is the matter to what matters’ utilising Legitimation Code Theory. A comparative investigation of medical students’ social accountability perceptions.

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