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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Training for staff who support students.

Eleanor Flynn1, Robyn Woodward-Kron1, Wendy Hu2

  • 1Melbourne Medical School, University of Melbourne, Parkville, Victoria, Australia.

The Clinical Teacher
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PubMed
Summary
This summary is machine-generated.

Front-line educators supporting health students need training and acknowledgement for their pastoral care roles. Action research workshops provided valuable peer support and customized guidelines for effective student assistance.

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Academic Staff Development

Background:

  • Front-line educators in health professions often provide student support without adequate training or recognition.
  • Staff experience personal impact from student support roles, highlighting a need for professional development, especially in remote clinical settings.

Purpose of the Study:

  • To develop and evaluate interactive workshops for health professions educators on providing student support.
  • To create a safe space for staff to share experiences and develop collaborative solutions for student support.

Main Methods:

  • Participatory action research informed the development of brief, interactive workshops with multimedia resources.
  • Workshops were conducted at eight health professional student training sites, designed for accessibility and adaptability.
  • Evaluations involved 97 participants, focusing on shared experiences and the development of site-specific guidelines.

Main Results:

  • Workshops were positively evaluated by both teaching and administrative staff.
  • Participants valued the opportunity for guided discussion and collaborative guideline formulation.
  • The study identified unmet support needs among staff providing student support.

Conclusions:

  • Health professions educators require dedicated support and professional development for their student-facing roles.
  • Participatory action research is effective for creating and sustaining relevant training resources and driving practice change.
  • Interactive case-based discussions and collaborative guideline development are key components of effective staff training.