Integrating interprofessional electronic medical record teaching in preregistration healthcare degrees : A case study

Background Electronic medical record (EMR) adoption across healthcare necessitates a purposeful curriculum design to prepare graduates for the delivery of safe and effective patient care in digitally-enabled environments. Objective To describe the design and development of an Interprofessional Electronic Medical Record (iEMR) subject that introduces healthcare students to its utility in clinical settings. Methods A six-stage design-based educational research framework (Focus, Formulation, Contextualisation, Definition, Implementation, Evaluation) was used to instigate the iEMR design and development in nursing and five allied health graduate entry to practice (preregistration) degrees at an Australian university. Results In the Focus process, the concept and interdisciplinary partnerships were developed. The Formulation process secured grant support for subject design and development, including a rapid literature review to accommodate various course and curriculum structures. Discipline-specific subject themes were created through the Contextualisation process. During the Definition process, learning objectives and content resources were built. The Implementation process describes the pilot implementation in the nursing program, where assessment tasks were refined, and interdisciplinary clinical case studies originated. Discussion The design and development of an iEMR subject is underpinned by internal support for educational innovation and in alignment with digital health strategies in employer organisations. Identified barriers include faculty-level changes in strategic support for teaching innovation, managerial expectations of workload, the scope of work required by academics and learning designers, and the gap between the technology platform required to support online learning and the infrastructure needed to support simulated EMR use. A key discovery was the difficulty of finding EMR software, whether designed for teaching purposes or for clinical use, that could be adapted to meet the needs of this project. Conclusion The lessons learned are relevant to educators and learning designers attempting a similar process. Issues remain surrounding the sustainability of the iEMR subject and maintaining academic responsibility for ongoing curriculum management

Task-Induced Stress and Motivation Decrease Foveation- Period Durations in Infantile Nystagmus Syndrome

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Self-catalyzed synthesis of a nano-capsule and its application as a heterogeneous RCMP catalyst and nano-reactor

A novel polymeric nano-capsule bearing quaternary ammonium iodide (QAI) groups on both the outer and inner surfaces of the shell was synthesized via self-catalyzed polymerization-induced self-assembly (PISA). Because QAI works as a catalyst of reversible complexation mediated living radical polymerization (RCMP), the obtained nano-capsule was exploited as a dual RCMP catalyst based on the outer and inner QAI groups. Benefitting from the outer QAI groups, the nano-capsule served as a supported heterogeneous RCMP catalyst with good recyclability to generate polymers outside the nano-capsule. Benefitting from the inner QAI groups, the nano-capsule served as a nano-reactor to generate polymers inside the nano-capsule. The nano-capsule served as a substrate-sorting nano-reactor based on the selective diffusivity of small molecules and polymers through the shell by their sizes. Namely, large molecules (polymers) once generated in the nano-reactor are not permeable through the shell, enabling the entrapment of the generated polymers in the nano-capsule. A homopolymer, an amphiphilic block copolymer, and a multi-polarity and multielemental block copolymer were synthesized and entrapped in the nano-capsule.National Research Foundation (NRF)Published versionThis work was supported by the National Research Foundation (NRF) Investigatorship in Singapore (NRF-NRFI05-2019-0001)

Educational strategies in the health professions to mitigate cognitive and implicit bias impact on decision making: a scoping review

Abstract Background Cognitive and implicit biases negatively impact clinicians’ decision-making capacity and can have devastating consequences for safe, effective, and equitable healthcare provision. Internationally, health care clinicians play a critical role in identifying and overcoming these biases. To be workforce ready, it is important that educators proactively prepare all pre-registration healthcare students for real world practice. However, it is unknown how and to what extent health professional educators incorporate bias training into curricula. To address this gap, this scoping review aims to explore what approaches to teaching cognitive and implicit bias, for entry to practice students, have been studied, and what are the evidence gaps that remain. Methods This scoping review was guided by the Joanna Briggs Institute (JBI) methodology. Databases were searched in May 2022 and included CINAHL, Cochrane, JBI, Medline, ERIC, Embase, and PsycINFO. The Population, Concept and Context framework was used to guide keyword and index terms used for search criteria and data extraction by two independent reviewers. Quantitative and qualitative studies published in English exploring pedagogical approaches and/or educational techniques, strategies, teaching tools to reduce the influence of bias in health clinicians' decision making were sought to be included in this review. Results are presented numerically and thematically in a table accompanied by a narrative summary. Results Of the 732 articles identified, 13 met the aim of this study. Most publications originated from the United States (n=9). Educational practice in medicine accounted for most studies (n=8), followed by nursing and midwifery (n=2). A guiding philosophy or conceptual framework for content development was not indicated in most papers. Educational content was mainly provided via face-to-face (lecture/tutorial) delivery (n=10). Reflection was the most common strategy used for assessment of learning (n=6). Cognitive biases were mainly taught in a single session (n=5); implicit biases were taught via a mix of single (n=4) and multiple sessions (n=4). Conclusions A range of pedagogical strategies were employed; most commonly, these were face-to-face, class-based activities such as lectures and tutorials. Assessments of student learning were primarily based on tests and personal reflection. There was limited use of real-world settings to educate students about or build skills in biases and their mitigation. There may be a valuable opportunity in exploring approaches to building these skills in the real-world settings that will be the workplaces of our future healthcare workers