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Research article
A framework for distributed health professions training: using participatory action research to build consensus
Marietjie Rene De Villiers
Stellenbosch University Faculty of Medicine and Health Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-5431-3801
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Background There is a global trend towards providing training for health professions students outside of tertiary academic complexes. In many countries, this shift places pressure on available sites and the resources at their disposal, specifically within the public health sector. Introducing an educational remit into a complex health system is challenging, requiring commitment from a range of stakeholders, including national authorities. To facilitate the effective implementation of distributed training, we developed a guiding framework through an extensive, national consultative process with a view to informing both practice and policy.
Methods We adopted a participatory action research approach over a four year period across three phases, which included seven local, provincial and national consultative workshops, reflective work sessions by the research team, and expert reviews. Approximately 240 people participated in these activities. Engagement with the national department of health and health professions council further informed the development of the Framework.
Results Each successive ‘feedback loop’ contributed to the development of the Framework which comprised a set of guiding principles, as well as the components essential to the effective implementation of distributed training. Analysis further pointed to the centrality of relationships, while emphasising the importance of involving all sectors relevant to the training of health professionals. A tool to facilitate the implementation of the Framework was also developed, incorporating a set of ‘Simple Rules for Effective distributed health professions training’. A national consensus statement was adopted.
Conclusions In this project, we drew on the thinking and practices of key stakeholders to enable a synthesis between their embodied and inscribed knowledge, and the prevailing literature, this with a view to further enaction as the knowledge generators become knowledge users. The Framework and its subsequent implementation has not only assisted us to apply the evidence to our educational practice, but also to begin to influence policy at a national level.
Keywords
Distributed training; health professions training; policy implementation; participatory action research; complexity theory
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Received 05 Mar, 2020
Reviewer #2 agreed
On 13 Feb, 2020
Review #1 received
Received 08 Feb, 2020
Reviewer #1 agreed
On 29 Jan, 2020
Reviewers invited
Invitations sent on 24 Dec, 2019
Editor assigned
On 19 Dec, 2019
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On 18 Dec, 2019
Editor invited
On 18 Dec, 2019
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
A framework for distributed health professions training: using participatory action research to build consensus
Marietjie Rene De Villiers
Stellenbosch University Faculty of Medicine and Health Sciences
Corresponding Author
ORCiD: https://orcid.org/0000-0001-5431-3801
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 2
Posted 15 Apr, 2020
No community comments so far
Editor assigned
On 12 Apr, 2020
Submission checks complete
On 11 Apr, 2020
Editor invited
On 11 Apr, 2020
No comments provided
Editorial decision: Major revision
On 11 Mar, 2020
Review #2 received
Received 05 Mar, 2020
Reviewer #2 agreed
On 13 Feb, 2020
Review #1 received
Received 08 Feb, 2020
Reviewer #1 agreed
On 29 Jan, 2020
Reviewers invited
Invitations sent on 24 Dec, 2019
Editor assigned
On 19 Dec, 2019
Submission checks complete
On 18 Dec, 2019
Editor invited
On 18 Dec, 2019
First submitted
On 11 Dec, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background There is a global trend towards providing training for health professions students outside of tertiary academic complexes. In many countries, this shift places pressure on available sites and the resources at their disposal, specifically within the public health sector. Introducing an educational remit into a complex health system is challenging, requiring commitment from a range of stakeholders, including national authorities. To facilitate the effective implementation of distributed training, we developed a guiding framework through an extensive, national consultative process with a view to informing both practice and policy.
Methods We adopted a participatory action research approach over a four year period across three phases, which included seven local, provincial and national consultative workshops, reflective work sessions by the research team, and expert reviews. Approximately 240 people participated in these activities. Engagement with the national department of health and health professions council further informed the development of the Framework.
Results Each successive ‘feedback loop’ contributed to the development of the Framework which comprised a set of guiding principles, as well as the components essential to the effective implementation of distributed training. Analysis further pointed to the centrality of relationships, while emphasising the importance of involving all sectors relevant to the training of health professionals. A tool to facilitate the implementation of the Framework was also developed, incorporating a set of ‘Simple Rules for Effective distributed health professions training’. A national consensus statement was adopted.
Conclusions In this project, we drew on the thinking and practices of key stakeholders to enable a synthesis between their embodied and inscribed knowledge, and the prevailing literature, this with a view to further enaction as the knowledge generators become knowledge users. The Framework and its subsequent implementation has not only assisted us to apply the evidence to our educational practice, but also to begin to influence policy at a national level.
Figure 1
Figure 2