Research Initiatives

Professional skills acquisition in health science programs: Development of curricula, learning resources and assessment methods

A wide range of professional competencies are required by health professionals to meet the demands of increasingly complex healthcare environments. Despite professional skills being recognized as critically important, educators and employers have noted a lack of specific knowledge of, and skill development in, professional behaviours in new graduates. Determining which professional skills are key for practice readiness will guide development of explicit curricular expectations and robust student assessment.

This project will develop and pilot innovative, interdisciplinary teaching resources, including formative and summative assessment procedures, to enhance professional skill development and clinical practice readiness in rehabilitation medicine students. Key informants and stakeholders include students, faculty, employers and professional associations. The resulting evidence-based professional skills modules and curricular recommendations will support student preparation for clinical practica and transition to professional practice.

Funded by University of Alberta Teaching & Learning Enhancement Fund (TLEF)

The effectiveness of telesupervision in allied health fieldwork education: Study of Canadian and Australian student and supervisor expereinces

This project explores the effectiveness of telesupervision in allied health (AH) programs to support student learning during remote placements. Our international university partners are the Universities of Alberta, British Columbia and McGill. Canada and Australia share similarities in demography (low population density/large areas, multicultural), health and education systems and are strong users of ICT for telehealth delivery. However, research on telesupervision is scarce and the technologies that support telehealth are not ideal to deliver telesupervision.

The partners are seeking to develop a collaborative understanding of: a) the barriers and challenges to using ICT tools (iPads/iPhones) and technologies (Skype) for telesupervision of AH placements; b) student and clinical educator (CE) experiences of telesupervision; c) impact of telesupervision on student learning outcomes (LO); d) cost and time effectiveness of telesupervision; and e) telesupervision protocols for managing challenges to achieve quality LOs and satisfaction for students and CEs. Focus is on placements in Speech Pathology (SP), Occupational Therapy (OT) and Physiotherapy (PT) programs at participating universities. A telesupervision protocol suited to Canadian and Australian contexts will be piloted at each university. Student and CE preferences, attitudes to use of telesupervision during fieldwork and effect on student LOs will be analysed. We will evaluate if ICT tools/technologies are a cost (travel-related) and time effective means of communication between university-based CEs and students undertaking placements in remote areas.

Funded by the University of Sydney International Program Development Fund (IPDF)