Educating health professionals to improve quality of care for asthma

Evans, David; Sheares, Beverley J.; Vazquez, Tara-Lydia

doi:10.1016/j.prrv.2004.07.007

Cited by 12 publications

(5 citation statements)

References 39 publications

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“…Respondents were queried about their awareness of the extent to which their program emphasized 16 qualityimprovement or quality-monitoring activities, with response options ranging from 0 "Not at all" to 4 "Very much." These activities were generated from the quality-improvement, quality-assurance, and clinical-supervision literatures (Evans, Sheares, & Vazquez, 2004;Guth & Kleiner, 2005;Solberg et al, 1998). Five of the items applied only to agencies that provided direct services to consumers.…”

Section: Methodsmentioning

confidence: 99%

Quality-Directed Activities and Barriers to Quality in Social Service Organizations

Msw

McMillen

Knudsen

et al. 2007

Administration in Social Work

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This study presents the development of an instrument to measure activities social service agencies conduct to insure quality service delivery and the barriers to quality that these organizations face. Self-administered anonymous questionnaires were completed by 277 Masters-level social service professionals. Exploratory factor analysis suggested a four-factor solution for an 18-item measure of quality-directed activities and a two-factor solution for a seven-item measure of agency barriers. Results of a multivariate regression model indicated that respondent's role, agency's sector of care, strength of perceived public reputation, and accreditation status were associated with overall endorsement of quality-directed activities. Recommendations for further instrument refinement are included.

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Section: Methodsmentioning

confidence: 99%

Quality-Directed Activities and Barriers to Quality in Social Service Organizations

Msw

McMillen

Knudsen

et al. 2007

Administration in Social Work

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“…Additional QOC topics should be introduced such as self-evaluation of one’s own capacity in certain contexts and medical safety. 30 , 31…”

Section: Discussionmentioning

confidence: 99%

Health Science Students’ Perspective on Quality-of-Care-Relating Medical Professionalism

Binh¹,

An²,

Nguyen³

et al. 2021

JMDH

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Purpose Health science students need to be professional to improve quality of care (QOC) in the current Vietnamese healthcare system. Therefore, we aim to evaluate medicine and traditional medicine (TM) students’ perception of the professional attributes relating to QOC for improving inter-disciplined professionalism training that promotes QOC in Vietnam. Methods The cross-sectional study was carried on 2039 students of 6 years at the University of Medicine and Pharmacy at Ho Chi Minh City (HUMP) from the medical and TM faculty in March, 2021. The Vietnamese American Board of Internal Medicine (ABIM) questionnaire (2011) was used as the survey instrument. The confirmatory factor analysis (CFA) was performed to confirm the validity of the scale in TM students. Mean, Min–Max, standard deviation and sample paired t -test were performed for Likert scale. The one-way ANOVA was used for inferential statistics. Results The CFA demonstrated the validity of the Vietnamese questionnaire in measuring 4 QOC-relating professional attributes, previously found in medical students for TM students. In both faculties and across academic years, students perceived self-awareness and ensuring QOC as the leading important attribute, while social duty and professional habit as the least important attribute. Contrasting with preclinical phase, students’ perception did not differ significantly between the two faculties in their clinical years (p > 0.05). Conclusion TM students share universal QOC-relating professional traits with medical students. Moreover, exposure to clinical environment might increase inter-disciplined agreement on importance of these attributes. However, health sciences students’ underestimation of social duty and professional habit persists throughout 6 academic years. Hidden curriculum in clinical training such as specialist-centeredness might hinder the students’ improvement in perception of these traits. Therefore, these traits should strongly be emphasized in professionalism training to decrease the effects of hidden curriculum on them.

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“…Algunas de estas barreras requieren soluciones individuales de manera que será el propio profesional de forma voluntaria quien modifique las actitudes precisas. En otros casos serán precisos cursos de formación específica en conocimientos del asma, en entrevista clínica motivacional y en técnicas de educación y comunicación, cuya eficacia ya ha quedado demostrada [92][93][94] . En la entrevista clínica motivacional siempre deben estar presentes los siguientes elementos básicos: establecer una relación de confianza, investigar y conocer las expectativas, temores y creencias del paciente y familia sobre diversos aspectos del asma, utilizar un lenguaje sencillo, acordar y concretar objetivos especificando por escrito "lo que hay que hacer, cuándo y cómo", demostrar el manejo de la técnica inhalatoria, repetir de forma oral y por escrito, empatizar con credibilidad hacia el paciente, reforzar positivamente, pedir alternativas para solucionar problemas que surjan.…”

Section: Barreras Del Profesional Y Sistema Sanitariounclassified