Education for Health

EDITORIAL
Year
: 2021  |  Volume : 34  |  Issue : 3  |  Page : 93--94

Co-editors' Notes


Danette McKinley1, Payal Bansal2, Michael Glasser3,  
1 National Conference of Bar Examiners, Madison, USA
2 Dr. D. Y. Patil Vidyapeeth, Pune, Maharashtra, India
3 University of Illinois, Rockford, IL, USA

Correspondence Address:
Danette McKinley
National Conference of Bar Examiners, Madison
USA




How to cite this article:
McKinley D, Bansal P, Glasser M. Co-editors' Notes.Educ Health 2021;34:93-94


How to cite this URL:
McKinley D, Bansal P, Glasser M. Co-editors' Notes. Educ Health [serial online] 2021 [cited 2022 Aug 12 ];34:93-94
Available from: https://www.educationforhealth.net/text.asp?2021/34/3/93/344141


Full Text



Against the backdrop of the global pandemic and humanitarian crises worldwide, we present this issue of Education for Health. We include various article formats: An Original Research Article, Brief Communications, Special Communication, Practical Advice and Student Contribution manuscripts, and Letters to the Editor from around the world. Authors are from Australia, Brazil, Canada, India, Indonesia, Malaysia, Pakistan, Turkey, and the United States. In addition, we express our appreciation for the work of our colleagues who provided the insightful reviews for the works published in the Journal this past year. The articles in this issue examine system change from various perspectives and cultures as well as topics such as the well-being of health-care workers.

In their Original Research Article, Tariq et al. address a key aspect of postgraduate training, the provision of feedback in clinical settings. Importantly, the authors examined a cultural shift in an institution after faculty development to improve feedback. By measuring the change from the perspectives of both faculty (providers) and students (consumers), it was possible to determine whether the expected change had occurred. While limited to a single institution, the focus on the method makes the results generalizable to other postgraduate training programs.

In a study of the effects of a political science course on students' understanding of the politics of public health, Shroff, Prakash, and Varao-Sousa found that instruction in political science theory in the context of social determinants of health could inspire students to become change agents. The style of instruction was important where instruction was participatory. Students' own experiences allowed them to put social determinants of health in a political science context.

From Brazil, a study among health-care workers showed that many experienced burnout (exhaustion and disengagement) even before the beginning of the COVID-19 pandemic. Methods to mitigate this occurrence are of value to the field. Paiva et al.'s study examined whether a mindfulness program could improve perceived stress, self-control, and vitality. Both faculty and student participants reported reduced anxiety. Participants in the control group (i.e., those who did not receive mindfulness training) reported worsening levels of perceived stress and anxiety. As we identify how we move forward to the “next normal,” it is important to determine how support can be provided to those in the health-care field. The program described in this Brief Communication sets out evidence of an effective program.

In a Practical Advice Paper, Butani and Plant provide insights to those who need to develop a value proposition argument for the teaching done by clinicians in the workplace. The authors offer a framework for use in developing “educational value units,” a way to express the value of time spent on clinical teaching. This systems-based approach to demonstrating the value placed on clinical faculty may provide additional incentives and methods to improve clinical faculty roles as academicians.

The article titled “Cinema Education using Family Films for Improving the Ability of Nursing Students in Language and Communication Skills in Family Nursing Care: A Pilot Study,” while brief, describes a teaching method that has been successful in other educational fields using commercial movies as the basis for teaching a topic. The authors present a method for providing nursing students with scenarios depicting different aspects of communication by physicians, nurses, patients, and their families. These observations formed the basis for further discussion and training. Commercial cinema provided stimuli for further training and improved students' ability to conduct family assessments.

In 2017, the Accreditation Council for Graduate Medical Education in the United States set out requirements for the improvement of physician well-being. In their Student Contribution, Yung and Kim conducted an analysis to identify where improvements could be made related to well-being in the postgraduate program at their institution. They identified the points during postgraduate students' time in the workplace where opportunities for activities existed. The residents identified their needs, and a program of “check-ins” was created. The resources required were minimal as solutions were found within existing systems. The approach should be studied elsewhere.

Letters to the Editor are from Australia, India, Malaysia, and the United States and focus on the topics of methods of training during the COVID-19 pandemic, the social obligation of physicians, and professional self-efficacy.

We believe that this issue meets the goals of the Journal to disseminate work about health professions education that leads to both improved health and health-care delivery. Please let us know whether these articles help you in your own educational and scholarship efforts.