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  1. Article ; Online: Correction: Medical students' perceptions of prosocial behaviors: a grounded theory study in China.

    Jin, Linya / Jowsey, Tanisha / Yin, Mei

    BMC medical education

    2024  Volume 24, Issue 1, Page(s) 434

    Language English
    Publishing date 2024-04-22
    Publishing country England
    Document type Published Erratum
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-024-05418-x
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals.

    Ghani, Manisa / Cooper-Ioelu, Pauline / Jowsey, Tanisha

    BMJ open quality

    2024  Volume 13, Issue 1

    Abstract: In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional ... ...

    Abstract In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional educators (HPEs) through a virtual community of practice (vCoP). Specifically, we evaluate
    MeSH term(s) Humans ; Community Health Services ; Critical Care ; Education, Medical ; Health Facilities ; Health Personnel
    Language English
    Publishing date 2024-01-09
    Publishing country England
    Document type Journal Article
    ISSN 2399-6641
    ISSN (online) 2399-6641
    DOI 10.1136/bmjoq-2023-002556
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Medical students' perceptions of prosocial behaviors: a grounded theory study in China.

    Jin, Linya / Jowsey, Tanisha / Yin, Mei

    BMC medical education

    2024  Volume 24, Issue 1, Page(s) 353

    Abstract: Introduction: Prosocial behavior has been shown to be protective against burnout. Yet, we know little about prosocial behavior in medical students. We wanted to know what are chinese medical students' understanding of prosocial behavior and which ... ...

    Abstract Introduction: Prosocial behavior has been shown to be protective against burnout. Yet, we know little about prosocial behavior in medical students. We wanted to know what are chinese medical students' understanding of prosocial behavior and which factors influence their participation in it?
    Methods: We undertook a grounded theory study, following Corbin & Strauss. We used convenience sampling and conducted semi-structured individual interviews. We analyzed data using open, axial, and selective coding techniques. Next, we grouped data into concepts. We noticed these concepts aligned with three existing social theories, so we developed our theory in concert with these: the Theory of Planned Behavior, Self-Determination Theory, and Social Support Theory.
    Results: Twenty-eight medical students participated in this study. Medical students hold especial views on the roles of medical physicians, and most of these views align with students' core values, including the value of prosocial behavior. Students are intrinsically motivated to engage in prosocial behaviors that align with their core values. Personal values, personality traits, perceived self-competence, career motivation, environmental factors, and family influences are the core factors influencing medically positive prosocial behavior.
    Conclusions: This study supports a focus on prosocial behavior instead of altruistic behavior in medical education. We anticipate that promoting prosocial behavior through medical curricula will reduce moral distress and burnout among medical students.
    MeSH term(s) Humans ; Students, Medical ; Altruism ; Grounded Theory ; Motivation ; China ; Burnout, Professional
    Language English
    Publishing date 2024-03-29
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-024-05335-z
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Quality improvement activities of pediatric anesthesia in Australia and New Zealand: A snapshot survey.

    Taylor, Elsa / Jowsey, Tanisha

    Paediatric anaesthesia

    2022  Volume 32, Issue 11, Page(s) 1270–1272

    MeSH term(s) Anesthesia ; Australia ; Child ; Humans ; New Zealand ; Quality Improvement ; Surveys and Questionnaires
    Language English
    Publishing date 2022-05-03
    Publishing country France
    Document type Journal Article
    ZDB-ID 1086049-6
    ISSN 1460-9592 ; 1155-5645
    ISSN (online) 1460-9592
    ISSN 1155-5645
    DOI 10.1111/pan.14469
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.A 3306: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 1994: Bestellungen von Artikeln über das Online-Bestellformular
    Jg. 1995 - 2021: Lesesall (2.OG)
    ab Jg. 2022: Lesesaal (EG)

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  5. Article ; Online: Place and space inform medical professionalism.

    Jowsey, Tanisha

    Medical education

    2018  Volume 52, Issue 10, Page(s) 996–997

    MeSH term(s) Education, Medical ; Professionalism ; Students, Medical
    Language English
    Publishing date 2018-09-25
    Publishing country England
    Document type Journal Article ; Comment
    ZDB-ID 195274-2
    ISSN 1365-2923 ; 0308-0110
    ISSN (online) 1365-2923
    ISSN 0308-0110
    DOI 10.1111/medu.13690
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.B 312: Show issues Location:
    Je nach Verfügbarkeit (siehe Angabe bei Bestand)
    bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
    ab Jg. 2022: Lesesaal (EG)

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  6. Article ; Online: Measuring the added value of virtual communities of practice for developing the educator role of critical care professionals

    Tanisha Jowsey / Pauline Cooper-Ioelu / Manisa Ghani

    BMJ Open Quality, Vol 13, Iss

    2024  Volume 1

    Abstract: In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional ... ...

    Abstract In healthcare settings, workplace learning is often supported by clinicians who strive to combine service provision and educator roles. We evaluated an international 12-month programme that supports widely distributed critical care health professional educators (HPEs) through a virtual community of practice (vCoP). Specifically, we evaluate if and how the vCoP approach affects learning experiences using an innovative evaluation framework in medical education—the value-creation framework (VCF). We used a mixed-methods approach to evaluation, including an anonymous survey and semistructured interviews. Themes from data sources were identified using the VCF as the common thread. Themes discussed by at least two-thirds of interview participants were analysed using narrative inquiry. 27 of 66 participants responded to the survey, and 15 participated in interviews. Positive and negative indicators of value creation were extracted and organised according to the framework’s eight value cycles. Framework analysis made value-creation and potential flow-on effects in one value-creation cycle to another visible, offering insight into relationships. Themes from narrative inquiry elaborated on the results of the framework analysis. Using the VCF to evaluate the Incubator programme brings to bear the complexity of boundary-crossing HPE faculty development for critical care educators. The framework can be a valuable tool for evaluating a vCoP associated with faculty development programmes.
    Keywords Medicine (General) ; R5-920
    Subject code 650
    Language English
    Publishing date 2024-01-01T00:00:00Z
    Publisher BMJ Publishing Group
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  7. Article ; Online: Three zones of cultural competency: surface competency, bias twilight, and the confronting midnight zone.

    Jowsey, Tanisha

    BMC medical education

    2019  Volume 19, Issue 1, Page(s) 306

    Abstract: Background: Regulatory authorities in healthcare are authorised to develop and assess the cultural competence of their professionals. There remains significant diversity on approaches to cultural competency training and assessment. Little evidence ... ...

    Abstract Background: Regulatory authorities in healthcare are authorised to develop and assess the cultural competence of their professionals. There remains significant diversity on approaches to cultural competency training and assessment. Little evidence exists about whether existing cultural competency training leads to improved patient health outcomes and reductions in health disparity.
    Discussion: In this paper I frame cultural competency as analogous to the ocean and consisting of three zones: surface competency zone, bias twilight zone, and the confronting midnight zone. The surface competency zone focuses on deployment of culturally-specific knowledge: what people see, say, and do. The bias twilight zone is where people engage in critical reflection on their inherent/unconscious biases, and how such biases inform their thoughts and practices. The confronting midnight zone is where people engage in critical consciousness and self-awareness. Here they look beyond their biases to interrogate their power and positionality in society (their own privileges and centralisation). This attention is coupled with a commitment to social justice and to working within their means to reduce health disparities.
    Conclusions: I suggest surface cultural competency is somewhat easier to see, teach and reach than the bias twilight or confronting midnight zones. But it is these deeper zones that cultural competency training needs to attend to if we are to see systemic cultural changes in healthcare provision. Research assessing the extent by which cultural competency training within each zone informs improved patient outcomes and reductions in health disparity is called for.
    MeSH term(s) Attitude of Health Personnel ; Cultural Competency/education ; Education, Medical, Continuing ; Health Personnel/education ; Healthcare Disparities/statistics & numerical data ; Humans ; Quality of Health Care/standards
    Language English
    Publishing date 2019-08-13
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-019-1746-0
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  8. Article ; Online: Three zones of cultural competency

    Tanisha Jowsey

    BMC Medical Education, Vol 19, Iss 1, Pp 1-

    surface competency, bias twilight, and the confronting midnight zone

    2019  Volume 8

    Abstract: Abstract Background Regulatory authorities in healthcare are authorised to develop and assess the cultural competence of their professionals. There remains significant diversity on approaches to cultural competency training and assessment. Little ... ...

    Abstract Abstract Background Regulatory authorities in healthcare are authorised to develop and assess the cultural competence of their professionals. There remains significant diversity on approaches to cultural competency training and assessment. Little evidence exists about whether existing cultural competency training leads to improved patient health outcomes and reductions in health disparity. Discussion In this paper I frame cultural competency as analogous to the ocean and consisting of three zones: surface competency zone, bias twilight zone, and the confronting midnight zone. The surface competency zone focuses on deployment of culturally-specific knowledge: what people see, say, and do. The bias twilight zone is where people engage in critical reflection on their inherent/unconscious biases, and how such biases inform their thoughts and practices. The confronting midnight zone is where people engage in critical consciousness and self-awareness. Here they look beyond their biases to interrogate their power and positionality in society (their own privileges and centralisation). This attention is coupled with a commitment to social justice and to working within their means to reduce health disparities. Conclusions I suggest surface cultural competency is somewhat easier to see, teach and reach than the bias twilight or confronting midnight zones. But it is these deeper zones that cultural competency training needs to attend to if we are to see systemic cultural changes in healthcare provision. Research assessing the extent by which cultural competency training within each zone informs improved patient outcomes and reductions in health disparity is called for.
    Keywords Cultural competence ; Education ; Teaching ; Culture ; Assessment ; Cultural safety ; Special aspects of education ; LC8-6691 ; Medicine ; R
    Language English
    Publishing date 2019-08-01T00:00:00Z
    Publisher BMC
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  9. Article ; Online: Watering down ethnography.

    Jowsey, Tanisha

    BMJ quality & safety

    2016  Volume 25, Issue 7, Page(s) 554–555

    Language English
    Publishing date 2016-07
    Publishing country England
    Document type Letter
    ZDB-ID 2592912-4
    ISSN 2044-5423 ; 2044-5415
    ISSN (online) 2044-5423
    ISSN 2044-5415
    DOI 10.1136/bmjqs-2015-005062
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  10. Article ; Online: Interprofessional identity: an ethnography of clinical simulation learning in New Zealand.

    Cooper-Ioelu, Pauline / Jowsey, Tanisha

    BMC medical education

    2022  Volume 22, Issue 1, Page(s) 51

    Abstract: Background: This article explores the experiences of clinical healthcare students on an interprofessional simulation course in Auckland, New Zealand. The four-day course aims to provide a formative learning experience for final year medical, pharmacy, ... ...

    Abstract Background: This article explores the experiences of clinical healthcare students on an interprofessional simulation course in Auckland, New Zealand. The four-day course aims to provide a formative learning experience for final year medical, pharmacy, nursing, and paramedicine students. It focuses on building skills in professionalism, communication, leadership and interprofessional safe teamwork through structured learning activities and clinical simulation scenarios.
    Methods: In 2018, we commenced focused ethnographic research involving participant observation, field notes, interviews, photography and ethnographic film.
    Results: A total of 112 students participated in this research from the disciplines of medicine (n = 53), nursing (n = 27), pharmacy (n = 17), and paramedicine (n = 15). In a revisit to Van Gennep's (1972) seminal work on liminality, we suggest that the course represents a liminal space where students' ideas about what it means to be a healthcare 'professional' are challenged, disrupted and reconstructed. We observed students emerging from the course with transformed professional and interprofessional identities.
    Conclusions: We posit that the ritualised and liminal nature of the course plays a role in the development of interprofessional identities by interrupting the reproduction of siloed biomedical culture. Students are challenged to become effective team members alongside other students and experts from other professions. We discuss these findings as they relate to medical and health sciences education.
    MeSH term(s) Anthropology, Cultural ; Attitude of Health Personnel ; Humans ; Interprofessional Relations ; New Zealand ; Patient Care Team ; Students, Nursing
    Language English
    Publishing date 2022-01-21
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-021-03054-3
    Database MEDical Literature Analysis and Retrieval System OnLINE

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