Education for Health

EDITORIAL
Year
: 2019  |  Volume : 32  |  Issue : 1  |  Page : 1--2

Co-editors' notes


Michael Glasser1, Danette McKinley2, Maaike FlinkenflÖgel3,  
1 University of Illinois, Rockford, Illinois, USA
2 Foundation for Advancement of International Medical Education and Research, Philadelphia, Pennsylvania, USA
3 Royal Tropical Institute, Amsterdam, Netherlands

Correspondence Address:
Michael Glasser
University of Illinois, Rockford, Illinois
USA




How to cite this article:
Glasser M, McKinley D, FlinkenflÖgel M. Co-editors' notes.Educ Health 2019;32:1-2


How to cite this URL:
Glasser M, McKinley D, FlinkenflÖgel M. Co-editors' notes. Educ Health [serial online] 2019 [cited 2019 Nov 18 ];32:1-2
Available from: http://www.educationforhealth.net/text.asp?2019/32/1/1/266187


Full Text



This issue of Education for Health highlights a diverse array of topics in medical and health professions education, including emotional intelligence (EI), reflection and peer feedback, a program focused on student success, medical student well-being and lifelong learning, continuity in resident clinic patient management, trauma care in the curriculum of medical and nursing students, and report of a Masters of Health Professions Education (MHPE) program. We are pleased to begin our year-long celebration of the 40th anniversary of The Network: Towards Unity for Health (TUFH) with two invited articles. As usual, we are publishing papers from across the globe. Notably, in this issue, are submissions from Central and South America, including Brazil and Mexico.

The Medical Council of India envisages producing an “Indian medical graduate” competent to perform roles of clinician, professional, leader, communicator, and a lifelong learner. In this context, Raut and Gupta – “Reflection and peer feedback for augmenting EI among undergraduate students: A quasi-experimental study from a rural medical college in central India” – conducted work with the objectives of assessing the effect of reflection and peer feedback on EI scores of undergraduate students and examining possible facilitating and hindering factors for augmenting EI. The researchers conclude that if teachers take efforts to emphasize the importance of soft skills and are able to train their undergraduate students in personal introspection methods such as reflection or peer feedback; this can help students to improve their emotional competence. In this way, future doctors will be better equipped as professionally competent physicians with good doctor–patient relationships and increased job satisfaction.

In “Seeking a stable foundation to build on:First-year resident views of high-value care (HVC) teaching,” Perez et al. state that a key objective of residency training is learning to customize recommendations for each patient. Increasingly, residents are being asked to optimize their recommendations not only based on the patient outcomes but also on prioritizing choices viewed as “high value.” The researchers further state that understanding resident perceptions of HVC teaching and practice is necessary to inform educational interventions and to promote learning of HVC. However, few studies have described learners' perceptions of HVC teaching. To address this, Perez et al. conducted in-person and online focus groups with the intent of providing 1st year internal medicine residents a forum to reflect on their practice of HVC and to understand resident experiences with HVC teaching during residency training.

From residents' feedback, three major needs were identified: (1) residents expressed a need for a more constant and generalizable framework for HVC to enable them to systematically approach each case; (2) residents' comments highlighted the need for objective real-time data on costs, benefits, and harms of medical interventions; and (3) residents' comments support the need for a more standardized approach to assess resident competency in HVC and for more consistent expectations from attending physicians regarding HVC practice.

In “Educational experiences in a Master of Health Professions Education program of the National Autonomous University of Mexico: A qualitative study,” Mendiola et al. argue that there is a need for more published information regarding the educational experience of participants in MHPE programs, particularly in developing countries. The authors provide a detailed description of and explore the teaching and learning experiences of graduates, current students, and teachers of their MHPE program for quality improvement of the program. Overall, this analysis provides a qualitative view of an MHPE program through the eyes of several groups of stakeholders, showing both strengths and areas of opportunity. The authors conclude that the health professions education scholarly community needs to evaluate its graduate programs, ideally in a coordinated and academically rigorous manner, and share the resulting information with peers, universities, and health-care organizations. Otherwise, institutions will not reach the required level of social accountability that is implicit in their missions.

Babenko et al. – “Medical student well-being and lifelong learning: A motivational perspective” – draw on three established theories of motivation (self-determination theory; self-theories of ability; and achievement goal theory) with the study aim of determining how these motivational constructs related to stress, exhaustion, and lifelong learning in medical students. The authors state that understanding the mechanisms and pathways to desirable and undesirable outcomes in medical students is an integral piece for creating learning environments that will serve the students well. Babenko et al. found that in medical students, unmet psychological needs, and a fixed mindset were associated with maladaptive cognitions (i.e., the pursuit of avoidance goals) and psychological distress (i.e., high stress and exhaustion). In contrast, psychological need satisfaction and a growth mindset appeared to have distinct pathways to beneficial cognitions (i.e., mastery approach goals) and lifelong learning in medical students. The authors conclude that students with a growth mindset and fulfilled psychological needs were more likely to endorse mastery approach goals and engage in lifelong learning practices in their program.

In a brief communication, “Digital professional identity (DPI): Dear internet! Can you please help,” Jawed et al. discuss a significant way to form professional identity that is through online social networking, which has been labeled as DPI, where DPI is defined as “professional identity that develops through internet-based social interactions by utilizing online platforms and communication tools.”

The authors suggest that there should be institutional guidance for medical students regarding the use of social networking sites and forming their DPIs as a medical professional by explaining related advantages and disadvantages. In addition, they suggest that accreditation bodies need to incorporate the component of DPI into their competencies for professionalism.

Carneiro et al., in a Letter to the Editor – “Report of a collective construction of new educational tool for preventing hypertension in pregnancy” – conducted a quantitative and qualitative study in primary healthcare units in the city of Fortaleza, in the Northeast of Brazil to assess the opinions of professionals from the family health team (68 nurses and 22 physicians) about implementing an educational tool for preventing hypertension in pregnancy. Contributions from the family health team enabled the construction of the final version of the patients' educational tool for preventing hypertension in pregnancy. There was consensus regarding the general structure of the tool, feasibility, and applicability; and they advised the implementation of this tool as quickly as possible in clinical practice.

In an invited paper from The Network: TUFH, we describe the 40-year history of The Network: TUFH. This is an important celebration of the “Network of Networks” as this organization continues to focus on global health issues and develops strategies and policies to address healthcare needs locally and worldwide. In addition to providing a history of the organization, the relationship between The Network: TUFH and Education for Health are summarized in the article and reflects our shared interest in providing international health professionals and workers with fresh ideas and innovative models of education and health services delivery to help meet the healthcare needs of their communities.

Next, a consensus paper titled “Accrediting excellence for a medical school's impact on population health,” Charles Boelen, Danielle Blouin, Trevor Gibbs, and Robert Woollard provide a scholarly review of the past and current thinking about social accountability with thoughts about the future. Their work summarizes the views of 57 signatories from 27 countries and 10 organizations who are working and conducting research in this area. This article provides us with an agenda for the next 40 years.

We hope this issue provides information that is new to you and provides a stimulus for you and your organization to work as part of The Network: TUFH.