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Aim: The Ages and Stages Questionnaire‐Talking about Raising Aboriginal Kids (ASQ‐TRAK) culturally adapted developmental screening tool is widely used in Australian Aboriginal communities. However, there has been limited exploration of the tool's acceptability to caregivers. The aim of the study is to determine the acceptability of the ASQ‐TRAK developmental screening tool to caregivers of Aboriginal children in urban, regional and remote South Australia. Methods: Caregivers of Aboriginal children completed a survey regarding acceptability of the ASQ‐TRAK. Convenience samples of caregivers were invited to a telephone interview. Results: Ninety‐two caregivers completed the survey (96% response). Acceptability (92%) and caregiver satisfaction (73%) were high. Families perceived the screen as easy to use and understand, strengths‐based and providing valuable information about their child's development. Conclusions: The ASQ‐TRAK tool was highly acceptable to caregivers in Aboriginal communities in South Australia. The study highlights the importance of culturally safe practice and supports ASQ‐TRAK implementation. Broader use and further evaluation of the ASQ‐TRAK in Aboriginal communities needs consideration. [ABSTRACT FROM AUTHOR]

The increase in interprofessional models of collaborative practice and identification of health services as interprofessional organisations, sits somewhat awkwardly with traditional governance systems for both health services and educational institutions. Whereas health services have a primary focus on assuring competence and safety for health care practice, educational institutions have a primary focus on assuring academic standards within specific qualifications. Bridging the gap between these two systems with a workable option has proven challenging, especially in relation to interprofessional education (IPE). Given the need to ensure 'work ready' graduates within a more interprofessional and collaborative workforce, it is important to review the quality assurance governance models that are in place and to consider which of these existing governance systems, if either, is the more appropriate model for enabling and supporting IPE. This paper describes current issues in relation to governance for quality assurance, summarises the current state of research in the field and discusses potential governance options moving forward. Given that existing governance models are not meeting the challenges of IPE, there is a need to achieve greater alignment between the academic and health service governing systems. [ABSTRACT FROM AUTHOR]

Introduction: There is an accelerating trend towards interdisciplinary learning and teaching activities in higher education. However, traditional discipline-based approaches to making and implementing decisions (academic governance) can be out of step. Within health professional education, there is a particular need to embrace interdisciplinary approaches to learning in the form of interprofessional education (IPE). The aim of this study was to identify academic governance models that successfully, or otherwise, supported the maintenance of quality standards of IPE programs and learning activities. Method: A 10-year literature search yielded 11 articles that addressed the IPE governance of academic standards. Results: Three models were identified: centralized, decentralized, and stand-alone. Key features of each are described with discussion on strengths and weaknesses for curriculum development, academic leadership and student learning, and the challenges of enabling interprofessional governance within traditional university academic governance structures. Conclusion: As with interdisciplinary education more broadly, there is emerging literature regarding effective governance systems to enable quality IPE within individual institutions. Educators should give careful consideration to the optimal governance model for their particular institution and context. [ABSTRACT FROM AUTHOR]

Introduction: Increasingly recognized as a core component of contemporary health profession education, interprofessional learning outcomes remain difficult to define and assess across disciplines. The aim of this study was to identify a single set of interprofessional learning competency statements with relevance to all health professions. Methods and results: Six national and international interprofessional competency frameworks were reviewed and combined to give a total of 165 competency statements. Following a process of mapping and grouping these statements into common content areas, duplicate content was removed. In addition, content deemed as a core competency for one or more individual health professions was removed. A round table of experts reviewed the remaining statements and agreed a final set of eight. Each statement was expressed as a specific learning outcome that could be assessed and which described behaviors and practices that students could routinely expect to engage with, and participate in, during the course of their study. Conclusion: Identifying specific interprofessional competencies that students of all health professions require will enable more effective implementation of interprofessional learning activities and assessment within the core curriculum. [ABSTRACT FROM AUTHOR]

Understanding the processes and the factors influencing intersectoral collaboration is vital for the ongoing success of programmes that rely on effective partnerships between sectors, such as the school-based immunization programme, the school dental health programme and health promotion interventions delivered in school settings. We studied school-based health programmes delivered by partnerships between health, education and the local government sectors. We used purposive sampling to identify 19 people working in school-based health programmes and interviewed them about the barriers and enablers of successful collaboration. Data were analysed thematically. We found that collaboration between complex systems was a skilled endeavour which relied on a strong foundation of communication and interpersonal professional relationships. Understanding the core business, operational context and intersectoral point-of-view of collaborative partners was important both for establishing good intersectoral programmes and sustaining them as contexts and personnel changed. Aligning divergent sectoral agendas early in the collaborative processwas essential for ensuring that all partners could meet their core business needs while also delivering the programme outcomes. [ABSTRACT FROM AUTHOR]

Background: An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle. Methods: Staff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle. Results: Fifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities. Conclusion: The application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements. [ABSTRACT FROM AUTHOR]

Background: The aim of this project was to explore the process of change in a busy community dental clinic following a team development intervention designed to improve the management of student supervision during clinical placements. Methods: An action research model was used. Seven members of a community dental clinic team (three dentists, two dental therapists, one dental assistant and the clinic manager), together with the university clinical placement supervisor participated in the team development intervention. The intervention consisted of two profiling activities and associated workshops spread six months apart. These activities focused on individual work preferences and overall team performance with the aim of improving the functioning of the clinic as a learning environment for dental students. Evaluation data consisted of 20 participant interviews, fourteen hours of workplace observation and six sets of field notes. Following initial thematic analysis, project outcomes were re-analysed using activity theory and expansive learning as a theoretical framework. Results: At project commencement students were not well integrated into the day-to-day clinic functioning. Staff expressed a general view that greater attention to student supervision would compromise patient care. Following the intervention greater clinical team cohesion and workflow changes delivered efficiencies in practice, enhanced relationships among team members, and more positive attitudes towards students. The physical layout of the clinic and clinical workloads were changed to achieve greater involvement of all team members in supporting student learning. Unexpectedly, these changes also improved clinic functioning and increased the number of student placements available. Conclusions: In navigating the sequential stages of the expansive learning cycle, the clinical team ultimately redefined the 'object' of their activity and crossed previously impervious boundaries between healthcare delivery and student supervision with benefits to all parties. [ABSTRACT FROM AUTHOR]

Healthcare profession students participate in a range of clinical placements within multidisciplinary health care settings. Often these placements offer students opportunities to participate in activities with staff and/or students from other healthcare disciplines. Although health service staff generally recognise the importance of clinical placements for student learning, they sometimes feel overwhelmed by workload and resource constraints. As a consequence, the potential of the clinical team to contribute to student learning may not be fully realised. A key element of successful clinical placement programs across all healthcare disciplines is a coordinated approach to the development and management of complex university/health service partnerships. Explicit mechanisms to support clinical team members in their teaching roles can also contribute to develop and sustain staff capacity for student supervision, as appropriate recognition of clinical staff contributes to student learning. Twelve tips are offered for consideration by universities, health services and clinical staff when planning and implementing student clinical placements in multidisciplinary healthcare settings. [ABSTRACT FROM AUTHOR]

Aim: To explore the relationship between conventional medicine and complementary and alternative medicine (CAM) with parents who use CAM, and to consider factors that may contribute to parent non-disclosure of CAM usage to their doctor. Methods: Thirty-three parents participated in one of seven focus groups. Transcripts were analysed using an iterative process of theme identification and testing against transcript data. Results: The participants believed they should trust their instincts as parents in caring for their child. It was important also to the participants that they understood why their child was ill, and a range of theories of health and illness were discussed. The use of CAM was attractive as it offered more options in health care than just relying on conventional medicine alone. The use of additional therapies was seen as a means to increase the likelihood that something would work. Many of the participants described bad experiences with doctors when they discussed CAM use previously so they had become more circumspect in mentioning it. The participants were most satisfied with medical care for their child when they felt the doctor respected their point of view and listened to them. Conclusions: Doctors caring for children and their families should expect that many parents are using CAM to increase health-care options. Enquires about CAM usage should be made in a non-judgemental and encouraging manner so parents feel comfortable in providing an honest answer. Advice to parents about CAM may need to be backed up with evidence to address differing parent understanding of illness. [ABSTRACT FROM AUTHOR]

Background: As an introduction to peer observation of teaching, a multi-disciplinary program of peer observation partnerships was implemented across Faculty of Health Sciences. The ‘Colleague Development Program’ focussed on formative feedback and on promoting collegiality within and across traditional discipline boundaries. Aims: To describe the development, implementation, and evaluation of the Colleague Development Program. Methods: Participants asked a trusted colleague to observe their teaching. Feedback on good practice and suggestions for improvement were sought. Colleague observations were guided by specific learning objectives articulated by participants. Following the teaching observation/s, the colleague observer and the participant discussed the extent to which the participant's learning objectives had been achieved. A written summary of mutually agreed outcomes was prepared. Program evaluation included anonymous participant questionnaire and focus group discussions. Results: Forty-two staff enrolled in the program with 23 completing all elements and participating in the evaluation. Participants reported increased confidence in teaching, confirmation of good practice, exposure to new ideas, and a greater sense of institutional support and collegiality. Conclusions: Situating peer evaluation within a collegial partnership overcame participants’ concerns about being the subject of ‘evaluation’ and ‘criticism’ by emphasising existing collegiality and trust amongst peers. [ABSTRACT FROM AUTHOR]

Aim: It is important that medical schools take some account of community expectations for health care when planning curricula. This is particularly important for emerging public health problems such as childhood obesity. The aim of this study was to explore parent attitudes to the role of the doctor in childhood obesity and implications for medical student learning. Methods: The views of eight mothers and one father were explored through interview. Transcripts were analysed using an iterative process of theme identification and testing against transcript data. A range of recruitment strategies were used in an attempt to increase participant numbers. Results: Participants believed doctors should support parent decisions about children's diet and life-style and be prepared to ‘step-in’ with a more active role when, in the parent's view, this was needed. Participants wanted doctors to provide advice on healthy nutrition, be proficient in child physical assessment and be able to communicate sensitively with both children and parents. Conclusion: Although the parents who agreed to be interviewed expressed views demonstrating their commitment to preventing and reducing childhood obesity, many other parents declined the invitation to contribute. It may be that parent concern within the broader community that childhood obesity is a real and significant health risk does not reflect the level of concern of the medical profession. The most likely implications for the teaching of medical students are a need for more comprehensive teaching around healthy diet and activity for all children, improved recognition of overweight and obesity and ongoing communication skills development. [ABSTRACT FROM AUTHOR]

This article discusses a study which sought to determine the medical education priorities of parents who use complementary and alternative medicine (CAM) for their children. According to the article, the study found that CAM allowed parents more choice and control in the management of their family's health care, that medical education should include a focus on CAM and that CAM demonstrated the basic principles of patient-centered health care.

Introduction Although medical schools are encouraged to increase community involvement in medical student training, little information is available about how best to achieve this. While lay community members are not medical ‘experts’, as recipients of health care services they have vested interests in ensuring optimal health care for themselves and their families. This study explored and compared lay and faculty perceptions around lay participation in medical curriculum development at one medical school. Methods Thirty-two lay volunteers responded to a newspaper advertisement. Seventeen volunteers subsequently participated in 1 of 3 lay focus group discussions. Ten academic staff attended a separate faculty focus group. The 3 lay participants and 1 faculty focus group transcripts were analysed independently and then compared using an iterative process of theme identification and hypothesis testing. Results Contrasting perspectives of lay and faculty participants were evident in all aspects of the focus group discussions. For lay participants, some sharing of curriculum ownership by medical experts with the lay community was regarded as necessary to create environments that legitimised lay status and acknowledged the importance of lay perspectives. Faculty participants presumed ownership of curriculum development, giving rise to a paternalistic approach to controlling resources and an assumed responsibility (as experts) to define the parameters of lay participation. Conclusions The results of this study have highlighted many of the challenges inherent in the process of lay participation in medical curriculum development. A model is proposed to facilitate and promote lay participation in medical curriculum development. [ABSTRACT FROM AUTHOR]

In 1998 an innovative, inter-university child health learning programme involving a wide range of community child healthcare agencies was developed and evaluated. There is little information available on the progress over time of similar curriculum innovations. The programme was re-evaluated in 2003 regarding continued effectiveness. Programme records between 1998 and 2003 were reviewed together with programme coordinator recollections. Agency staff and student feedback questionnaire responses were compared for 1998 and 2003. Agency flexibility in programming and capacity for student visits decreased between 1998 and 2003. Fourteen of the 36 agencies offering placements in 2003 had been with the programme in 1998. In only five of these agencies was the contact person for the programme unchanged. Despite high agency turnover, programme evaluations and student reports and presentations consistently supported achievement of programme aims. Although the programme continued to meet its specific aims, a number of agency factors outside the control of the programme coordinators posed real threats to long-term programme success. Practice points Community programmes have significant potential to enhance medical student learning. Explicit articulation of aims assists programme development and evaluation. High staff turnover, increasing client loads and decreasing resources threaten the long-term success of community-based student education. Better definition of the benefits of community learning programmes would strengthen the case for improved resource support. [ABSTRACT FROM AUTHOR]

Introduction Little information is available on the intrarater reliability of parent ratings of medical student interview skills. The aim of this study was to compare maternal ratings of a videotaped medical student interview, with ratings by the same mother of the same interview seen a month later. Method Thirty mothers rated 1 of 2 ‘medical student’ interview videotapes (random allocation). An actor played the role of the student and demonstrated different student skill levels in each interview. Mothers rated the same interview again a month later (mean ± SD 34 ± 13 days). Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS, maximum score 203) and the Interpersonal Skills Rating Scale (IPS, maximum score 91) with higher scores indicating higher satisfaction. Results No significant differences in mean maternal ratings were observed following the first and second viewings of each interview. The average percentage difference in first and second viewing scores was MISS 4%, IPS 8% with correlation coefficients MISS 0.96, IPS 0.87 ( P < 0.05). Conclusions The high levels of stability in maternal evaluations of simulated medical student interviews supports the use of maternal evaluations for longitudinal monitoring of medical student performance. [ABSTRACT FROM AUTHOR]

Introduction Assessment of medical student clinical skills is best carried out using multiple assessment methods. A programme was developed to obtain parent evaluations of medical student paediatric interview skills for feedback and to identify students at risk of poor performance in summative assessments. Method A total of 130 parent evaluations were obtained for 67 students (parent participation 72%, student participation 58%). Parents completed a 13-item questionnaire [Interpersonal Skills Rating Scale (IPS) maximum score 91, higher scores = higher student skill level]. Students received their individual parent scores and de-identified class mean scores as feedback, and participants were surveyed regarding the programme. Parent evaluation scores were compared with student performance in formative and summative faculty assessments of clinical interview skills. Results Parents supported the programme and participating students valued parent feedback. Students with a parent score that was less than 1 standard deviation (SD) below the class mean (low IPS score students) obtained lower faculty summative assessment scores than did other students (mean ± SD, 59% ± 5 versus 64% ± 7; P < 0.05). Obtaining 1 low IPS score was associated with a subsequent faculty summative assessment score below the class mean (sensitivity 0.38, specificity 0.88). Parent evaluations combined with faculty formative assessments identified 50% of students who subsequently performed below the class mean in summative assessments. Conclusions Parent evaluations provided useful feedback to students and identified 1 group of students at increased risk of weaker performance in summative assessments. They could be combined with other methods of formative assessment to enhance screening procedures for clinically weak students. [ABSTRACT FROM AUTHOR]

Medical students develop the skills required to interview parents and children through practice and by receiving feedback. Parental perceptions of medical student skills in child health interviews can be used to enhance student learning. To integrate maternal perspectives of medical student interviews into student learning, and to compare student and maternal evaluations of simulated medical student interviews. A sample of 45 medical students viewed 2 standardised videotapes in which a ‘medical student’ interviewed the mother of a sick child. The videotapes demonstrated contrasting levels of ‘student’ clinical competence and patient-centredness. After each interview students were asked to rate their satisfaction and recall of information as if they were the mother in the interview. Student satisfaction was measured using the Interpersonal Skills Rating Scale (IPS). Recall of interview information was assessed by questionnaire, with student answers coded independently before analysis. Following both videotapes, students reviewed transcripts of the interviews and discussed their evaluations. Student responses were compared with maternal satisfaction and recall responses after viewing of the same videotapes. Student IPS ratings were higher following the high clinical competence, high patient-centred interview ( P < 0.0001). Student recall of specific information was greater for some items following the high clinical competence, high patient-centred interview, but was lower for others. Maternal and student satisfaction and recall were similar following the 2 interviews. Students and mothers agreed on the qualities of a successful interview. Experiencing an interview through the ‘eyes’ of a mother provided students with valuable insights regarding interview skills. [ABSTRACT FROM AUTHOR]

Background: It is widely accepted that the quality of doctor interviewing skills is an important determinant of health care outcomes. Two interviewing skills contributing significantly to optimal health outcomes are the clinical competence of the interviewer and the use of patient-centred techniques. However, the relative importance of these to health outcomes is unknown.Objective: The purpose of this study was to examine the relative effect on maternal recall and satisfaction of medical student clinical competence and use of patient-centred interview techniques.Methods: Sixty-nine mothers of children attending the Paediatric Medical Out-patient Clinic, Women's and Children's Hospital, South Australia agreed to participate in the study, with 60 successfully completing the study. They viewed two of four standardized 'medical student' interview videotapes in which the level of clinical competence and patient-centredness were varied independently. All other interview variables were controlled. Each mother rated the interviews by questionnaire (balanced incomplete block design, each interview rated by 30 mothers). Maternal satisfaction with the 'student' interview was measured using the Medical Interview Satisfaction Scale (MISS) and the Interpersonal Skills Rating Scale (IPS). Maternal recall of interview information was assessed by questionnaire, with maternal answers coded independently before analysis.Results: Significant, independent effects of clinical competence and patient-centredness were observed with both MISS (F = 42.1, P < 0.0001) and IPS (F = 49.3, P < 0.0001) scores. The effect of clinical competence was stronger than that of patient-centredness. Maternal recall for specific information was greater for some items following the more clinically competent interviews, but was lower for others. There was no association between maternal recall and the level of patient-centredness demonstrated by the 'student'.Conclusion: Clinical competence was a more significant determinant of maternal evaluations of medical student interviews and maternal recall of information than was patient-centredness. High levels of both patient-centredness and clinical competence were associated with the highest maternal satisfaction. [ABSTRACT FROM AUTHOR]

Background Providing feedback to medical students about their interviewing skills is an important component of teaching programmes. There is very little information about mothers’ views of medical student consultations in paediatrics, and in particular about what mothers consider to be the key elements of a successful consultation. Patient-centred interviewing is a model which emphasizes the active seeking of patient views. In association with appropriate clinical skills, it is reported to promote improved health outcomes. Objectives To examine whether greater medical student clinical competence and more frequent use of patient-centred techniques is associated with higher maternal satisfaction, higher maternal rating of the medical student’s interpersonal skills, and greater maternal recall of relevant diagnosis and treatment recommendations. Method Two standardized ‘medical student’ videotaped interviews were created based on actual senior medical student consultations. Interview A demonstrated both higher student clinical competence and higher patient-centredness compared with interview B. Both videotaped interviews were viewed and then rated, using a questionnaire, by 11 mothers attending a teaching general practice. Results Significantly higher mean scores, indicating greater maternal satisfaction, were associated with interview A (P < 0·01 for all measures). Accurate recall for diagnosis and management was also significantly greater after interview A (mean diagnosis recall, interview A 35%, interview B 14%, P < 0·01; mean management recall, interview A 95%, interview B 57%, P < 0·01). Conclusions Maternal satisfaction and recall were higher following a more clinically competent and patient-centred medical student interview. Maternal ratings of student interviews could be used as an additional method of assessment as well as providing feedback to medical students on their interview skills development. [ABSTRACT FROM AUTHOR]

BackgroundInpatient teaching no longer reflects the full spectrum of paediatric practice and community-based programmes with clearly defined aims and evaluation of learning are becoming increasingly important. Competition for community resources poses threats to the delivery of effective community child health learning programmes by individual medical schools. ObjectivesTo develop and evaluate a combined inter-university, child-focused, active learning programme in community child health. MethodsA total of 55 postgraduate-entry medical students from the Flinders University of South Australia and 97 undergraduate-entry University of Adelaide students were placed with 25 community child health agencies and instructed to assess services from a client perspective by tracking one child and family through multiple agency contacts. Following each placement, achievement of specific programme aims was evaluated by students and agency staff using a 7-point Likert scale. ResultsStudents and agency staff indicated substantial achievement of programme aims. Mean agency ratings were significantly higher than student ratings for three aims: students’ experiencing a wider spectrum of health care problems than in teaching hospitals (5·7 ± 1·5 versus 4·9 ± 1·6, P < 0·001); the importance of social and environmental factors (5·9 ± 1·0 versus 5·2 ± 1·4, P < 0·001), and the importance of coordinating care (6·0 ± 1·0 versus 5·2 ± 1·2, P < 0·001). Ratings from undergraduate-entry students differed from those of postgraduate-entry students only with respect to the importance of social and environmental factors (4·8 ± 1·4 versus 5·7 ± 1·1, P < 0·001). ConclusionsThe new collaborative Community Child Health Programme substantially achieved learning aims and demonstrated effective integration of postgraduate- and undergraduate-entry medical students from two universities. [ABSTRACT FROM AUTHOR]

Background: Despite interprofessional learning (IPL) being widely recognised as important for health care professions, embedding IPL within core curriculum remains a significant challenge. The aim of this study was to identify tensions associated with implementing IPL curriculum for educators and clinical supervisors, and to examine these findings from the perspective of activity theory and the expansive learning cycle (ELC). Methods: We interviewed 12 faculty staff and ten health practitioners regarding IPL. Interviews were semi-structured. Following initial thematic analysis, further analysis was undertaken to characterise existing activity systems and the contradictions associated with implementing IPL. These findings were then mapped to the ELC. Results: Five clusters of contradictions were identified: the lack of a workable definition; when and what is best for students; the leadership hot potato; big expectations of IPL; and, resisting cultural change. When mapped to the ELC, it was apparent that although experienced as challenges, these contradictions had not yet generated sufficient tension to trigger 'break through' novel thinking, or contemplation and modelling of new solutions. Conclusions: The application of activity theory and the ELC offered an approach in which the most troublesome challenges might be reframed as opportunities for change. Seemingly intractable problems could be worked on to identify and address underlying fears and assumptions. If sufficient tension can be generated, an ELC could then be triggered. In reframing challenges as opportunities, the power of tensions and contradictions as potential levers for effective change might be more successfully accessed. [ABSTRACT FROM AUTHOR]

The article focuses on the processes for identifying and supporting students with poor academic performance. It informs that the faculty of health sciences at the University of Adelaide offers a variety of programmes which includes medicine, dentistry, health sciences and nursing. It states that assessment of student academic progress at different year levels in each of these programs is difficult due to large classes and differing progression requirements.

The article informs that introducing lay participation into activities such as determining medical student learning goals, teaching and assessment methods, or evaluation parameters will represent a major shift in practice for medical schools. Many schools have recently undergone major curriculum revisions and may be slow to embrace further change. In future, the lay community will become increasingly dissatisfied with a lack of participation in the medical curriculum. The ethos of lay participation suggests that medical schools should be accountable to their communities for achieving successful models of lay participation in medical curriculum development.

A letter to the editor is presented which discusses higher education standards and medical education in Australia.

Highlights: [•] High coverage for adolescent vaccinations is achieved through schools in Australia. [•] This large community survey showed strong support for school based programs. [•] Support for school vaccine program highest amongst parents of high school students. [•] Rural residents more supportive of family physician delivery of adolescent vaccines. [ABSTRACT FROM AUTHOR]

This article was migrated. The article was marked as recommended. Introduction : Implementing interprofessional learning (IPL) in health profession curriculum is difficult despite widespread acknowledgement of the importance of interprofessional collaborative health care practice. The aim of this study was to develop a balanced scorecard using a Delphi technique to document and monitor implementation of IPL in a faculty of health and medical sciences. Methods/Results : Twenty-four academic teachers and health service clinical supervisors completed two electronic questionnaires as part of a two stage Delphi survey. Consensus (70% agreement/disagreement) was achieved for 27/36 items in round one and for all 10 items in round two. Ten performance metrics were subsequently identified. Discussion : The Delphi was an efficient and effective method for identifying performance metrics for monitoring faculty IPL implementation. With a strong focus on learning outcomes and assessment, the scorecard will enable the faculty to formally monitor implementation of our IPL strategy over time. A follow up process of identifying data sources for reporting against each of the scorecard items has already highlighted gaps in our current practices, predominantly in staff professional development and assessment., (Copyright: © 2020 O'Keefe M et al.)

Background: Doctors develop the skills needed to interview parents and children in paediatric settings by practice and by receiving feedback during their medical training. Interviewed parents are ideally placed to provide evaluations of these skills. If parents, as consumers of health care services, are to be consulted, it is important to determine whether factors other than interview skills affect their evaluations., Objectives: Our aim was to examine the relationship between maternal satisfaction ratings of student doctor interviews, and maternal and child characteristics., Methods: Sixty mothers of children attending the paediatric medical out-patient clinic at the Women's and Children's Hospital, South Australia were allocated randomly to rate one of four video-taped final year student doctor interviews (15 mothers per interview). The level of skills displayed by the student doctor differed in each interview. Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS) and the Interpersonal Skills Rating Scale (IPS), and interview ratings were compared for a number of maternal and child characteristics., Results: No significant associations were observed between maternal satisfaction ratings and any maternal or child characteristics other than lower satisfaction associated with previous experience of a real student doctor interview (P <0.01). The interview seen by mothers predicted 53% (MISS) and 65% (IPS) of the variance in maternal satisfaction ratings. After controlling for the interview type, the maternal and child characteristics studied predicted 17% additional variance in MISS scores and 7% in IPS scores., Conclusion: The quality of the interview skills demonstrated was the principle determinant of maternal satisfaction ratings.

Background: Medical students develop the skills required to interview parents and children through practice and by receiving feedback. Parental perceptions of medical student skills in child health interviews can be used to enhance student learning., Objectives: To integrate maternal perspectives of medical student interviews into student learning, and to compare student and maternal evaluations of simulated medical student interviews., Methods: A sample of 45 medical students viewed 2 standardised videotapes in which a 'medical student' interviewed the mother of a sick child. The videotapes demonstrated contrasting levels of 'student' clinical competence and patient-centeredness. After each interview students were asked to rate their satisfaction and recall of information as if they were the mother in the interview. Student satisfaction was measured using the Interpersonal Skills Rating Scale (IPS). Recall of interview information was assessed by questionnaire, with student answers coded independently before analysis. Following both videotapes, students reviewed transcripts of the interviews and discussed their evaluations. Student responses were compared with maternal satisfaction and recall responses after viewing of the same videotapes., Results: Student IPS ratings were higher following the high clinical competence, high patient-centred interview (P < 0.0001). Student recall of specific information was greater for some items following the high clinical competence, high patient-centred interview, but was lower for others. Maternal and student satisfaction and recall were similar following the 2 interviews., Conclusion: Students and mothers agreed on the qualities of a successful interview. Experiencing an interview through the 'eyes' of a mother provided students with valuable insights regarding interview skills.