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Showing results for tags 'Health education'.
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Content ArticleKey recommendations A commitment to a properly funded plan to enable general practice to respond to surges in demand as they occur. Investment in GP practices’ IT and telephone systems, and the support they need to implement upgrades. The urgent roll-out of new and improved, properly funded retention schemes that halt the decline in the GP workforce. A reduction in unnecessary box ticking requirements and unnecessary workload to free up GPs’ time for patient care. A new public education campaign designed by patients and healthcare professionals to advise patients when and how to self-manage illness and when to access general practice or other services.
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Related resources Advice for patients about helping manage their own health is available on Dr Mucci's YouTube channel, Be your own doctor Masterclass in practical geriatrics (CPD accredited frailty course) Follow Dr Mucci on Instagram -
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The lesson pack includes: Teacher guidance PDF and PowerPoint lesson plan Accompanying student worksheets and resources Parent/Carer letter template Frequently Asked Questions for teachers -
Content ArticleThis document provides details of the curricular content required to deliver the patient safety syllabus. It is designed for training course providers so that they are able to design new training, or adapt their existing training, in a way that allows accreditation against the requirements of the syllabus. It will also enable learners (healthcare staff) who require the curriculum to understand the expected outcomes of the training. The guide provides: An overview of the five levels of the curriculum training. Curriculum guidance - Links to e-learning for levels 1 and 2, Levels 3-5, Key literature. The NHS Patient Safety Syllabus (tab 4) v2.1 (2022). List of abbreviations and acknowledgements.
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WHO: World Antimicrobial Awareness Week 2022
Patient-Safety-Learning posted an article in WHO
World Antimicrobial Awareness Week resources Campaign guide WAAW events listing Go Blue for AMR resources Campaign materials -
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News ArticleA new report published by the NHS AI Lab and Health Education England (HEE) has advocated for training and education for providers in how they deliver and develop AI guidance for staff. The report, entitled ‘Developing healthcare workers’ confidence in AI (Part 2)’, is the second of two reports in relation to this research and follows the 2019 Topol Review recommendation to develop a healthcare workforce “able and willing” to use AI and robotics. It is also part of HEE’s Digital, AI and Robotics Technologies in Education (DART-ED) programme, which aims to understand the impact of advances of these technologies on the workforce’s education and training requirements. In the previous report, the AI Lab and HEE found that many clinicians and staff were unaccustomed to the use of AI technologies, and without the suitable training patients would not be able to experience and share the advantages. The new report has set out recommendations for education and training providers in England to support them in planning, resourcing, developing and delivering new training packages in this area. It notes that specialist training will also be required depending on roles and responsibilities such as involvement in implementation, procurement or using AI in clinical practice. Brhmie Balaram, Head of AI Research and Ethics at the NHS AI Lab, added: “This important new research will support those organisations that train our health and care workers to develop their curriculums to ensure staff of the future receive the training in AI they will need. This project is only one in a series at the NHS AI Lab to help ensure the workforce and local NHS organisations are ready for the further spread of AI technologies that have been found to be safe, ethical and effective.” Read full story Source: Health Tech Newspaper, 25 October 2022
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Content ArticleThe research follows the Topol Review (2019) recommendation to develop a healthcare workforce able and willing to use AI and robotics, and is part of Health Education England’s Digital, AI and Robotics Technologies in Education (DART-Ed) programme to understand the impact of advances of these technologies on the workforce’s education and training requirements. Supporting healthcare workers to feel confident in identifying when and how to use AI is a main objective of the NHS AI Lab, and a key component of its vision for the safe, effective, and ethical adoption of AI technologies across health and care. This is the second of two reports in relation to this research. The first report outlined a conceptual framework for understanding what influences confidence in AI among healthcare workers. This second report: identifies archetypes within the workforce based on AI-related roles and responsibilities determines educational and training needs based on these archetypes and the findings and conceptual framework of the first report presents suggested pathways to develop related education and training offerings.
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Content ArticleThis research, which comprises two reports, is a collaboration between the NHS AI Lab and Health Education England. Its primary aim is to explore the factors influencing healthcare workers’ confidence in artificial intelligence (AI) technologies and how these can inform the development of related education and training. The research follows the Topol Review (2019) recommendation to develop a healthcare workforce able and willing to use AI and robotics, and is part of Health Education England’s Digital, AI and Robotics Technologies in Education (DART-Ed) programme to understand the impact of advances of these technologies on education and training requirements. Supporting healthcare workers to feel confident in identifying when and how to use AI is a main objective of the NHS AI Lab, and a key component of its vision for the safe, effective, and ethical adoption of AI technologies across health and care. This first report outlines a conceptual framework for understanding what influences confidence in AI among healthcare workers. The second report will determine educational and training needs based on the findings and conceptual framework of this report, and present pathways to develop related education and training offerings.
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Prescribing art and gardening for patients may be a waste of money
Patient Safety Learning posted a news article in News
The “social prescribing” of gardening, singing and art classes is a waste of NHS money, a study suggests. Experts found that sending patients to community activity groups had “little to no impact” on improving health or reducing demand on GP services. The research calls into question a major drive from the NHS and Department of Health to increase social prescribing as a solution to the shortage of doctors and medical staff. In 2019 the NHS set a target of referring 900,000 patients for such activities via their GP surgeries within five years. Projects receiving government funding include football to support mental health, art for dementia, community gardening and singing classes to help patients to recover from Covid. However, the study, published in the journal BMJ Open, said there was “scant evidence” to support the mass rollout of so-called “social prescribing link workers”. Read full story (paywalled) Source: The Times, 18 October 2022 -
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The future of simulation in medical education (May 2015)
Patient-Safety-Learning posted an article in Training
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The future vision of simulation in healthcare (2007)
Patient-Safety-Learning posted an article in Training
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Content ArticleThe following key emergent themes of the Future Doctor Programme will help to prioritise the next stage of medical education reform: Patient-Doctor Partnership Doctors in the future clinical team have the patient firmly front and centre to promote supported shared-decision making and enable patients to make the best use of available care and support. The Extensivist and Generalist Future Doctors will have confidence in a greater breadth of practice across disciplines and specialties due to a strong base of generalist skills, which will enable them to deliver complex, comprehensive care managing co-morbidities in changing healthcare environments. Leadership, Followership and Team Working Future Doctors will demonstrate compassionate and collaborative leadership and effective teamworking. The Transformed Multi-professional Team Future Doctors will espouse and promote a culture where each member of the multi-professional team is acknowledged, respected, valued and empowered to accept shared responsibility. Doctors will promote other healthcare roles to patients and the public. Population Health and Sustainable Healthcare Future Doctors will learn, while embedded in their local community, to better understand population needs and use resources optimally to improve the physical, mental and social wellbeing of the whole population. They will embrace a culture of stewardship and a sense of community responsibility. Adoption of Technology Technology will be employed by Future Doctors as an enabler for change in clinical care and in education (e.g. remote supervision and care delivery and AI augmenting clinical decision making). Work-life Balance and Flexibility Throughout a Career Future Doctors will have flexibility in training and working, with access to portfolio careers and lifelong learning opportunities for changing careers. Driving Research and Innovation Every Future Doctor will be a scholar and will support patients to make informed choices around engaging in research. Future clinical academics will be local leaders in co-ordinating local, regional and national research and innovation.
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Content ArticleThis article sets out six ways hospitals can ensure patient safety during treatment: Provide Patient Centric Quality Care Design Purpose-Built Hospital Adopt a Health Management System Formulate and Revise Staffing Policies Enforce Safety Protocols Educate the Staff and Patients about Safety Policies
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Content ArticleAs a dermatologist practicing in Detroit, Michigan, a city where the population is more than 80% people of colour, Meena Moossavi has seen how health inequities have disproportionately harmed her patients. At times, her patients of colour have come to her with late-stage skin cancer that she believes may have been better treated if it had been detected earlier. Because of a lack of awareness of the risks of skin cancer among Black people and clinicians’ lack of experience diagnosing skin conditions in people with darker skin, melanoma for Black patients can go untreated far longer than when it’s identified for White patients, Moossavi explains in this article.
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Content ArticleThe research provided some key insights for teams that develop, publish and maintain health information: Small changes can make a big difference. Adding short explanations about the way patient data is used to inform health information had an influential impact on the readers’ perception of the health advice. Explaining can help build trust. Including explanations about the use of patient data can help increase levels of trust and credibility of the information provided. Improving awareness of how the system works. Including explanations of patient data use was linked with increasing the reader’s knowledge about how data is used beyond providing their own care. Prompting curiosity. Explanations of how patient data is used also encouraged further interest from participants about the use of data and increased the likelihood of the reader seeking more information.
